UH COE Lesson Plan Template (Differentiated Instruction)
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Name of Teacher Candidate  Karla Martinez Galarza
Lesson Overview
Grade Level
Estimated Time Needed
Lesson Description
Content Area Standards
Technology Standards
Objectives
Resources/Materials/Tools 
Terms/Vocabulary
Technology Resources
Other Resources
Lesson Procedures 
This template is built on the
traditional “Madeline
Hunter” lesson structure.
Focus/Anticipatory Set
(motivational hook)
7​th​ Grade
54 minutes
The main focus of this lesson is for students to build a strong foundation
dividing rational numbers, to be able to move on to problem-solving using
rational numbers.
7.3A- add, subtract, multiply, and divide rational numbers fluently
N/A
TLW be able to learn and practice dividing rational numbers. The students
will also use previous knowledge on multiplying rational numbers for this
lesson.
Rational numbers, fractions, decimals, integer, long division
Personal laptops- This will help students access their notes and to complete
their exit ticket.
ActivBoard- This is where I will be teaching. My presentation will be
displayed on it.
Students will use their journals to take notes. Students will use their
Chromebooks to follow along with the notes.
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on
task, noted in parentheses for each
step. In other words, completely Describe how each stage of
Cite specifically what
describe the flow of the lesson-the the lesson will be managed,
resources for this activity
content to be presented, and the including the role of teacher
will be used and describe
strategies to be used. Include actual and learners (who is doing
in detail how they will be
words you will use and questions what at each point), location
you will ask students. Consider items (e.g., classroom, computer
used.
Note who will be using the
such as parts of the lesson that lab, outside), and any
tool and in what ways. Note
might be difficult, and how you will special considerations, such
any safety considerations
know whether you can go on; how to as for differentiated
needed.
ensure that students completely instruction.
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
- Warm-up: the - When the - During the
warm-up will consist of students first warm-up,
three to four walk in the students will
questions. The board will be using their
questions will be display the journals to
about multiplying warm-up. The write down
rational numbers. students will be the warm-up,
UH COE Lesson Plan Template (Differentiated Instruction)
(Previously learned). completing and to take
The warm-up will take their warm-up their notes if
approximately 3-5 in their they wish.
minutes. As I journals. I will - Students will
complete the be walking also use their
warm-up, I will be around Chromebook
asking the following supervising the s to take
questions: “is our students and notes.
answer going to be answering any - I will be using
positive or negative?” questions that the
“How does this they might ActivBoard to
fraction look like in the have. After display the
decimal form?” giving students warm-up and
“Where does our a few minutes the notes for
decimal go?” “Do we to work on the the lesson.
understand this, or do warm-up, I will
we have any complete the
questions?” warm-up on
- Start the presentation the ActivBoard.
by displaying the - Once we have
TEKS and objective completed the
for today’s lesson. warm-up,
During this time students will
students will have have the
time to decide which opportunity to
method they want to get ready to
use to take notes. start taking
They are able to use notes. They
the website will have time
JamBoard, which is an to get their
interactive note-taking Chromebooks
website that allows out to pull up
them to either type or their notes. I
write their notes. The will be
notes will be loaded to explaining the
JamBoard prior to the TEK and the
class start. The notes objective that
will also be uploaded we will be
as a PDF file, the working on.
students can view that
file and write down
their notes in their
journal. The other
method will be that
they can follow along
from the notes on the
ActivBoard and just
take the notes that
they need.
UH COE Lesson Plan Template (Differentiated Instruction)
Content-input  - For the lesson I will be - During our - Students will
(Could include content using Flipchart, which lesson time, I continue to
outline, presentation, is an app provided by will be teaching use their
questioning, modeling, ActivBoard, it is like a directly from Chromebook
examples) PowerPoint. Due to the ActivBoard. s and their
Modeling: Should include COVID-19 we are not There will be journals to
both Tier 1 (examples) and allowed to use paper, times that I will take notes.
Tier 2 (think aloud) so I will provide give the This will look
students with a digital students time different for
copy of the notes. to try some each student,
Students have the examples on because
choice on how they their own, and there are
want to take their during this time different
notes. Students can I will be templates of
take their notes walking around the notes.
digitally or in their the classroom - I will be using
journal. The lesson monitoring the
displayed on the behavior and ActivBoard to
board will follow the assisting teach the
same outline as the students if lesson.
notes provided to the needed it.
students. The notes - During this
will be fill in the blanks time students
and examples of will be taking
dividing rational notes in the
numbers. First, I will different
give students some templates that
definitions and were provided.
keywords to divide They will also
rational numbers, then be answering
we will work some any questions
examples together, that I ask the
and some examples class. They will
they will work on their also have the
own, but we will still opportunity to
check them together work some
as a class. examples on
- Questions: “how is their own.
this similar to what we
learned yesterday?”
“will our answer be
positive or negative?”
“what’s our
reciprocal?” “are we
keeping or changing
it?” “where are we
placing our decimal?”
“what information do
we need from this
UH COE Lesson Plan Template (Differentiated Instruction)
problem?”
- Students will
be working
independently
on the IP but
the students
who need extra
assistance will
be welcome to
the small.
- Students will have the - While I am
helping
opportunity to work in
students in the
a small group if they - Students will
Teacher Guided Groups  need it. This will take small group, I
need the
will also be
Include Check for place during the worksheet
monitoring the
Understanding Questions independent practice. and their
behavior of the notes.
If students want, we
rest of the
will work together to
students. After
solve the questions.
working on a
few problems, I
will let the
small group try
the next set on
their own and I
will work a few
problems for
the whole
class.
- For independent - During
practice I will be independent
providing students practice
with a worksheet students will be - Students will
where they will be working be working
able to practice what individually. directly from
we learned. The Students will the
worksheet will consist have the worksheet
of 10 problems. 2 of opportunity to that I will be
Workstations and/or  those problems will be ask their peers providing.
Independent Practice word problems. The for help if they - I will be using
worksheet will be need it. the
printed for the - I will be ActivBoard to
students. walking around work the
- Students will have assisting questions
about 15 minutes to students. I will along with
work on the be going to the the students.
worksheet. During this board and
time, I will be going to work the
the board and work questions. I will
UH COE Lesson Plan Template (Differentiated Instruction)
the questions. I will work 1
work 1 question every question every
3-4 minutes to give 3-4 minutes to
students a chance to give students a
try the questions on chance to try
their own. the questions
on their own.
Plans for Leading a Discussion at the Closing of the Lesson/Period 
Launch Frame
- During this lesson we learned how to divide rational numbers, when we
are dividing fractions, we always have to remember to what …...? When
we are dividing decimals, we have to move our decimal point until the
divisor is an ….?
Plan for Leading a  Eliciting, Orienting Questions to ask During the Discussion
5-10-minute Closing  Please explain what we did here.
Discussion  Anyone wants to give us a summary of want we learned today?
How can we connect this to what we learned yesterday?

Conclusion Frame
- For this lesson we learned how to divide rational numbers, Friday we will
be learning about problem solving operations with rational numbers.
Plans for Differentiated Instruction/Accommodation’s 
For students that might have some type of visual disability, the notes have been
provided in three different templates. Two in which they can easily access from
Special Education 
the Chromebooks, allowing them to have a closer look at the notes. I will also be
Students 
reading the questions out loud; this will help students that need oral
accommodations.
For our ELL students I have created different templates when it comes to the
notes. They can use their computer to follow the notes, they can use the typing
English Language  feature which will help them with their spelling and the also have quick access to
Learners  look up any words if they need to. While I monitor, I will be stopping by the
students’ desk to make sure that they are understanding the directions and the
content
To make the independent practice worksheet more challenging I will be adding
Gifted and Talented  word problems, with this I hope to be able to meet some of the needs that the
students who have master the other problems.
Other:  
Assessment 
The Post-Assessment will be an Exit Ticket. The Exit Ticket will be taken in GoFormative a software that
allows students to take assessments, like if they were taking in paper. The Exit Ticket will consist of 4
questions. These questions will assess the students’ understanding and mastery on dividing rational
numbers.
Classroom Management Plan for the Lesson 
During the lesson the students will be scattered around the classroom. Due to COVID-19 we are not able to
have groups. If students get too loud or misbehave, they will be asked to change seats. Students will have
the opportunity to answer questions as a whole class, but if they are not participating, I will begin to ask
specific individuals to answer.
Lesson Resources 
UH COE Lesson Plan Template (Differentiated Instruction)
To create this lesson, I have used the following resources:
- Mr. Torres has provided me with different reference worksheets that they have
used regarding this concept.
- I have used the TEA website with the TEKS (​The provisions of this §111.28
adopted to be effective September 10, 2012, 37 TexReg 7109.)
- https://lead4ward.com/