Bethel University Lesson Plan Template

Phase I

Section I: Class Information

Cooperating Teacher
Candidate Britney Sawyer Initials Indicate Approval
Subject/Course Math Grade(s) 5th Date:
School Mussel Time Allocated Minutes
Lesson Topic lesson
4.2 Multiplication
Bethel Course Student Teaching ISL 5 Patterns with Decimals Reading/ English
with Practice and
Homework

Section II: Learning Targets – Outcomes & Objectives

Academic Standard(s): Consider the standards that will be addressed Objective(s): In one sentence, identify a measurable learning goal that
during your learning segment. Which standard(s) will be covered in this describes what students should know or be able to do following your
lesson? Content-area teachers should include appropriate literacy standards; instruction. Align the objective(s) with the standards noted to the left.
math teachers should include appropriate standards of mathematical practice; Objectives should be written to include an assessment measure. Generally,
science teachers should include appropriate process standards. Include the objectives begin with “The student will be able to…” or “The student will
standard and coding (e.g. 6.W.5) know…,” depending on the standard.
 5.C.8 Add, subtract, multiply, and  Model multiplication of whole numbers
divide decimals to hundredths, using and decimals.
models or drawings and strategies  Language Objective Student partners
based on place value or the properties complete the sentence frame, The way
of operations. Describe the strategy you use a model to multiply a whole
and explain the reasoning. number and a decimal is ________.
 PROCESS STANDARDS
 PS.2 Reason abstractly and
quantitatively.
 PS.4 Model with mathematics.
 PS.6 Attend to precision.

Section III: Assessment Measures

Formative Assessment: What measures will you use during your
instruction to assess students’ progress toward mastery?
NOTE: Your Formative Assessment measures MUST be included
below in the Sequence of Instruction
 Students will be able to answer the questions related to
the essential questions or I CAN statement
Summative Assessment: How will you evaluate student learning at the
conclusion of your lesson? Attach rubrics, if used.
 Students will be able to answer the do it yourself page
with a 80 percent accuracy.

Section IV: Resources & Technology: List all the print and digital resources, materials, technology, and equipment that will be used.
Teacher  MathBoard, color pencils, Decimal Models
Student  Math Notes and online materials

Section V: Sequence of Instruction

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 Introduction: How will you launch your
instruction? What hook will you use to
introduce the lesson? Also, consider how
you will communicate the learning objective
to students. How will you access students’
prior knowledge and incorporate students’
personal/cultural assets?
22 Minutes Allocated
 We will review our Essential I CAN statement and then we will explore the new
decimal concept by asking the following questions:
 How can you use a model to multiply a whole number
and a decimal?
 What are some units of weight? Possible answers:
ounces, pounds of mass? grams, kilograms What is
something that weighs about one gram? about one
kilogram? Answers will vary.
 What is the problem the students are trying to solve?
Connect the story to the problem.
• Write the word pound on the board. Have students estimate what objects weigh about
one pound; for example, four sticks of butter, a football, a sneaker. Tell students that the
abbreviation for pound is lb.
• Have students identify what they are asked to find and the information that is given in
the problem.

Lesson Detail/Core: Consider your learning  For the hook I will ask, have you ever wondered what
objective, how will you engage students withthe slowest animals on earth are? Giant tortoises,
the academic content? How will you teach
the central focus? How will you model sloths, and sea horses are among the slowest animals
(SHOW/TELL) the learning strategy and on earth. Consider whether a tortoise could move
faster than or slower than the following animals.
related skills? What instructional strategies
will you incorporate? What questions will cougar slower than, slug faster than, human slower
you pose to deepen student learning and
than
extend students’ thinking?
 How does knowing what one column represents make
finding the product easier? Possible answer: Instead of
counting each square, I can count the number of fully
shaded columns to find the number of tenths in the
product.
 How can you determine whether your answer is
45 Minutes Allocated reasonable? Possible answer: The tortoise travels less
than a quarter of a mile each hour; therefore, the
distance it travels in four hours should be less than one
mile.
 We will then work as with a I do we do situation on pgs
239-240. The students will then work pg 241 on their
own.

Closure: How will you review the learning
objective(s) and key concepts of this lesson
and make connections to future learning?
22 Minutes Allocated
 As a class we will follow up we will have a turn and talk and discuss the following:
discuss the similarities and differences between using a
decimal model and a quick picture to multiply a
decimal by a whole number.

Section VI: Accommodating and/or Modifying for Special Needs: Describe accommodations provided to a variety of learners, based on their
individual needs as defined in their learning plans: Special education, Section 504, English Learners, High Ability, etc.
Qualifying Need Accommodation(s)/Modification(s)
 One-one instruction
 Brain Break for those with no meds.
 Limited work for those that are applicable.
 Extended time as needed according to the 504 and IEP needs.

Lesson Reference(s): Cite all sources used in the creation of this lesson including URLs, journals, etc.
 Go Math books both teacher and student editions.

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