UH COE Lesson Plan Template (Differentiated Instruction)
Name of Teacher Candidate
Lesson Overview
Grade Level
Estimated Time Needed
Lesson Description
Content Area Standards
Technology Standards
Objectives
Resources/Materials/Tools
Terms/Vocabulary
Technology Resources
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Karlie Holtwick
3rd Grade
One 45-minute class period
This lesson will consist of students determining and identifying numbers
that are even or odd using divisibility rule for 2.
3.4 Numbers and operations. The students applies mathematical
process standards to develop and use strategies and methods for whole
number computations in order to solve problems with efficiency and
accuracy. The student is expected to:
(I) determine if a number is even or odd using divisibility rules
N/A
The Student Will Be Able to…. Determine and identify if a number is
divisible by two based on if it’s odd or even.
Odd, Even, Pairs, Multiples, Divide, Equal Groups, Divisible
Promethean Board, Hover cam
Focus/Anticipatory Set Materials: Teacher will describe the purpose of
the two “Pair Up” poster cards to the class while taping one card on the
board and one card at the back of the classroom. Two students at each
table will receive one “Pair Up” number strip.
 2 “Pair Up” poster cards
 “Pair Up” number strips
Content-Input Materials: Students will glue the odd/even IMN strip in their
math notebooks. Once all students are done gluing, the teacher will
instruct students to come to the carpet with a pencil and notebook.
Teacher will lead the discussion, while modeling two numbers on the
board.
 Pencil
 Math Notebook
 Glued in Odd/Even IMN strip
 White board
 Dry erase marker
Teacher-Guided Groups Materials: Teacher will use the prometheam
board to show the glued in odd/even IMN strip in the teacher math
notebook. All students will have their pencil and notebooks open to IMN
strip. The teacher will lead the guided activity done as a class on the
hover cam, students will be able to see the teachers work.
 Pencil
 Math notebook
 Odd/Even IMN strip
 Prometheam board
 Hover cam
Independent Work Materials: Students will independently work on the
UH COE Lesson Plan Template (Differentiated Instruction)
worksheet “Number Fanatics” at their table. T will work out one section of
the worksheet together with the whole class. Teacher will circulate to
check students work by giving a stamp to students who are done with the
worksheet.
 “Number Fanatics” worksheet
 Teacher stamp
 Promethean board
 Hover cam
Closure Materials: To close the lesson, the teacher will instruct students
to open math notebooks to the page that has the IMN strip on. Teacher
will begin a writing prompt under the IMN strip for students to copy in
math notebook under hover cam.
 Pencil
 Math notebook
 Promethean board
 Hover cam

Lesson Procedures

Focus/Anticipatory Set T will state the lesson  “Pair Up”

(5 minutes) objective “Today boys and poster cards
girls we are going to learn  “Pair Up”
how to determine and identify number
if a number is divisible by 2 The T will be standing strips
based if it’s odd or even”. at the front of the
The T will introduce new classroom while
vocabulary word (pairs) while showing the “Pair Up”
taping two “Pair Up” poster poster cards ( taping
cards in two spots in the cards front/back of
classroom. room) while
T gives two Ss at each six introducing new
tables one “Pair Up” number vocabulary word.
strip, Ss decide if the number
is “all pairs” or “not all pairs”
by standing next to poster The Ss be called by
cards. table to stand next to
T will ask guiding questions the chosen poster
once 12 Ss are standing next card in the room.
to poster card.

 What do you see/ T begins asking

notice? guided questions.
 Where all people
able to get in a pair?
UH COE Lesson Plan Template (Differentiated Instruction)
Content-input T passes out Odd/Even IMN
(15 minutes) strip instructing Ss to glue in
math notebook on the clean
page. T calls tables one at a
time, to join on the carpet in
front of board with pencil and
math notebook.
The T will attain Ss attention
asking to place notebooks/
pencils on the floor. T will
begin to lead a class
discussion about the “Pair
Up” activity by asking probing
guided questions by using
popsicle sticks with Ss
names:
 When we put people
in pairs, what are we
doing?
 What do you know
about each group of
2?
 Which numbers from
the activity were
even? What do you
notice about the
number 14?
The T continues to ask elicit
questions. After the class
discussion, T writes the # 14
and # 15 on board.
T will begin to model and talk
out how to determine if the #
14 has “all pairs” or “not all
pairs” like in “Pair Up”
activity. T will underline 1s
place and asks class if we
can separate 4 into equal
groups? T will draw 4 circles
The T will pass out  Math
IMN strips to each S. notebook
 Pencil
The Ss will glue strip  White board
in math notebook, wait  Dry erase
to be called to carpet. marker
T asks Ss place
notebook/ pencil on
floor to stay focused.
T leads discussion
pertaining to “Pair Up”
activity, T ask
questions using
popsicle sticks.
T writes 14 and 15 on
board.
T models
steps/strategies on
board.
Ss actively engaged
during lesson.
Ss share discussion
with partner on carpet
to talk about difference
in 2 numbers.
T calls on 3 partners
to share response.
UH COE Lesson Plan Template (Differentiated Instruction)

showing # of groups. And

then will box “pairs” to show
that 4 is evenly divisible by 2.
T will show that 4 is an even
number based on “pairs” and
conclude that 14 is even.
T will continue steps with #
15. T will assure all Ss
understand by asking if Ss
want another example or
have any questions.
After modeling T will ask Ss
to turn and talk with shoulder
partner to discuss the
difference between two
numbers. T ask 3 partners to
share.

Teacher Guided Groups After modeling two practice T instructs Ss to open  Odd/Even
(20 minutes) problems, T instructs Ss to to glued in IMN IMN Strip
remain on carpet, with odd/even strip on  Math
notebooks out. Ss to flip to math notebook. notebook
Odd/Even IMN strip. T  Pencil
informs Ss, the first 3 Ss follow along while  Promethean
numbers we will do together working with T to solve board
on carpet. T guides/talks first 3 #s.  Hover cam
through each step/ strategy
with Ss to show how to T calls Ss names with
identify if # is even or odd for popsicles to talk
first two #s. For the third #, T through our strategies
scaffolds Ss by asking “what to show our work.
is the first step we do”? T
chooses popsicle sticks to Ss complete all 3
allow Ss to answer, T guides problems with T on
Ss by allowing Ss to finish carpet.
steps and showing work.
During this time, T monitors T sends Ss back to
Ss work on carpet. seat to work on last 3
#s.
After T and Ss have
completed first 3 #s on IMN T circulates room
strip, T gives instructions: Ss check for
will complete the last 3 #s understanding and
using our steps/strategies by check Ss work.
showing work. T calls Ss
back to seats, Ss start
UH COE Lesson Plan Template (Differentiated Instruction)
working silently. T monitors
and circulates the room to
check for understanding and
answer any questions.

T verbally instructs Ss once

they are done to raise their
hand and T will check work
and stamp notebook.

T will pass out

independent
worksheets to Ss.
T will pass out “Number
Fanatics” worksheet to each
Ss will complete on
Ss. Before Ss begin working,
section together with
the T will complete one
T.
portion of the worksheet  Number
together with the Ss. Ss will Fanatics
T will show problem
now be responsible to
Workstations/Independent under hover cam, T worksheet
complete the remaining
Work will work out problem  Pencil
problems with voices at a
with Ss.  Promethean
level zero. All Ss are to be
expected to work board
Ss will complete  Hover cam
independently.
worksheet silently at
After Ss are done,
desk.
expectations are for Ss to
raise their hand and wait for
T will circulate and
T to check work and stamp.
answer questions,
check Ss work with
stamp.
UH COE Lesson Plan Template (Differentiated Instruction)
Closure
(5 minutes)
Plans for Differentiated Instruction/Accommodations
Special Education Students
English Language Learners
T will stand at the front
of classroom, say
concluding statement
to Ss.
T will say concluding Ss are expected to
statement: “Today we open math notebooks
learned how to use our to page worked on.
strategies and steps to help
us identify if we can separate T will provide writing
a number into equal groups prompt in notebook
to create pairs or non-pairs to under hover cam.
find out of our number is odd
or even”. Ss copy prompt and
begin writing 3
While Ss are sitting at tables, sentence response.
T will ask Ss to open back to
their math notes books to our T circulates room,  Math
IMN strip. waits for silent thumbs notebook
T will assess Ss up when Ss done.
 Pencil
understanding of lesson by
 Promethean
providing a writing prompt. Ss share with shoulder
board
(Explain to a partner how a partner writing
number is classified as odd response.  Hover cam
or even)
Ss will be expected to copy
the writing prompt that T has
written in notebook under
hover cam. Ss will write a 3-
sentence response. T
circulate to monitor task
work. T will ask Ss to give
me a silent thumbs up when
Ss are done. Next T will have
Ss turn to shoulder partner
and Ss will share response.
Students will be given extra time and scaffolding to work on new strategies
learned. And I can pull small groups during independent practice, I can
monitor and work on the problems together with the students.
The directions for the words and directions on the independent worksheet will
be read aloud to students. As well as for any new vocabulary words that arise
and old one will be repeated again and emphasized in more depth. Words
UH COE Lesson Plan Template (Differentiated Instruction)
that are not understood will be explained with confirmed understanding from
the students (Monolingual or same first language students).
Students will be allowed to identify of a number is odd or even using the
divisibility rule of 5 or 10. Students will be given copies of divisible by 5 or 10
Gifted and Talented INM odd/ even strips. And will be instructed to show the strategies learned in
class to show work. Or students will be given additional problems to work on
during independent practice that continue practicing divisible by 2.
Other: N/A

Potential Challenges/Plan B
If students are having trouble grasping the concept during the teacher guided groups (we do). The teacher may
decide to reteach the steps and strategies starting off with single digit number and then slowly progressing to
two digit numbers.

Assessment
I will assess the students understanding and comprehension by circulating the room and stamping
students work once I have thoroughly checked work. I will also ask open ended questions that will give
students a chance to explain their reasoning during independent and guided practice.

Notes and Credits

CFISD Divisibility by 2 lesson outline and TEKS