Math Lesson Plan Day 1

Teacher: Arendt Grade: 5th Date: 4.12 Objective: Virginia Essential Knowledge and Skills (SOL)
VS.19 The student will a) investigate and describe the concept of
variable; b) write an equation to represent a given mathematical
relationship, using a variable; c) use an expression with a variable to
represent a given verbal expression involving one operation; and d)
create a problem situation based on a given equation, using a single
variable and one operation.

“I Can” statement(s):
I Can use an expression with a variable to represent an operation.

Type of lesson:
Whole group interactive writing lesson___X___ Whole group shared writing lesson_____
Whole group interactive read aloud lesson_______ Whole group shared reading lesson______

Resources and Materials: Cognitive Level:

Assessment: Key vocabulary:

Review Packet Variable, Equation, algebraic expression

Differentiation: The teacher should determine this based on student data. Consider providing a graphic organizer to support discussions during
guided practice.

Anticipatory Set/Activate Prior Knowledge Welcome back from Spring break boys and girls! This morning as you came in, you were given a
piece of paper to write down, in a few sentences, your highlight from Spring break that you’d like
Communicate the learning target to students.
to share with the class. I am going to give you all four more minutes to write down your highlight
Activate prior knowledge or provide background
in case you did not have enough time before the bell rang or simply would like to add more
information. Review/introduce any skills,
details. Once everyone finishes writing, I am going to call on a few people to share their
routines, procedures.
highlight from Spring break. I you’re not called on now, don’t worry, you’ll have a chance to

12 minutes
Procedures/Direct Instruction
Provide input, demonstrate/model, check for
understanding.
What teaching moves will you make?
What questions will you pose?
What information do students need?
What vocabulary needs to be taught?
How will the students interact with the content of
the lesson?
14 min
Guided Practice
Students work on learning target, with teacher
support and feedback.
24 min
Independent Practice
Students independently practice and apply the
skills/strategies introduced in whole group
instruction.
share by the end of the day. (TTW use this for anticipatory set throughout the day).
TTW will call on 4-5 students and ask them to share what they wrote in under one-two minutes.
Now, who can tell me what we have been learning about in math from before Spring break? Does
anyone remember? (Wait for responses) Variables! That’s right! Today we are going to put
everything that we have learned about variables so far together. Are you ready? Great!
Discussion:
- What is a variable?
- What is a constant?
- What is the difference between an expression and an equation?
- What are the four operations we have learned?
- What does the term inverse operation mean? Give me an example.
TTW play the following Math with Mr. J videos as a recap to what the students should know so
far. https://www.youtube.com/watch?v=Qa-MCLDrSlI&t=129s
https://www.youtube.com/watch?v=XhBlKqxFu08
TTW use the Variables Review slides to recap what they have learned so far. The questions will
be projected on the screen and students will answer on their whiteboards. As students write
answers down TTW informally assess and mark down how they are doing. TTW identify students
who need additional help and visit them during independent practice.
Great job with the review! Let’s get a little more practice on our own by completing this activity
page.
TTW show what kind of questions the activity page has and make connections to the guided
practice. TTW pass out activity pages and the students will complete them. If any students finish
early, they will be instructed to read silently.
Independent Practice: Algebra Released Test Items.pptx - Google Slides
15

Closure Based on guided practice, TTW gauge whether TS need another day of instruction before moving
Summarize knowledge that relates back to the Big on to the test. TTW close the lesson by explaining they will review for one more day tomorrow
and have a test on Wednesday if this is the case. However, if the students are ready to move
Idea, Enduring Understanding and Essential
forward, TTW say,
Questions. Reflect on learning target with
Great work today on our review! I am sure you all will do an excellent job on the test tomorrow.
students.
Look over your activity pages from independent practice to study tonight.
1 min Please put your math materials away and get ready for English!
 Math Lesson Plan Day 2
Teacher: Arendt Grade: 5th Date: 4.13 Objective: Virginia Essential Knowledge and Skills (SOL)
VS.19 The student will a) investigate and describe the concept of
variable; b) write an equation to represent a given mathematical
relationship, using a variable; c) use an expression with a variable to
represent a given verbal expression involving one operation; and d)
create a problem situation based on a given equation, using a single
variable and one operation.

“I Can” statement(s):
I Can use an expression with a variable to represent an operation.

Type of lesson:
Whole group interactive writing lesson___X___ Whole group shared writing lesson_____
Whole group interactive read aloud lesson_______ Whole group shared reading lesson______

Resources and Materials: Cognitive Level:

Assessment: Key vocabulary:

Formal Test Variable, Equation, algebraic expression

Differentiation: The teacher should determine this based on student data. Consider providing a graphic organizer to support discussions during
guided practice.

Anticipatory Set/Activate Prior Knowledge Good morning boys and girls!

Communicate the learning target to students.
Today, we are doing a test day, so I will give you a few minutes to get settled in and study.
Activate prior knowledge or provide background
information. Review/introduce any skills,
routines, procedures.
Procedures/Direct Instruction Test Day
Provide input, demonstrate/model, check for
understanding.
What teaching moves will you make?
What questions will you pose?
What information do students need?
What vocabulary needs to be taught?
How will the students interact with the content of
the lesson?

Guided Practice Test Day

Students work on learning target, with teacher
support and feedback.

Independent Practice TTW allow students to get offices if they would like to help them focus.
TTW pass out test.
Students independently practice and apply the
skills/strategies introduced in whole group
TTW provide extension work for when students finish:
instruction.
Prodigy Math

Closure Great work on your tests today! Tomorrow we will be beginning a new unit on perimeter, area,
Summarize knowledge that relates back to the Big and volume.
Please put your math materials away and get ready for English!
Idea, Enduring Understanding and Essential
Questions. Reflect on learning target with
students.
 Math Lesson Plan Day 3
Teacher: Arendt Grade: 5th Date: 4.14 Objective: Virginia Essential Knowledge and Skills (SOL)
VS.8 The student will a) solve practical problems that involve
perimeter, area, and volume in standard units of measure; and b)
differentiate among perimeter, area, and volume and identify whether
the application of the concept of perimeter, area, or volume is
appropriate for a given situation.

“I Can” statement(s):
I Can use an expression with a variable to represent an operation.

Type of lesson:
Whole group interactive writing lesson___X___ Whole group shared writing lesson_____
Whole group interactive read aloud lesson_______ Whole group shared reading lesson______

Resources and Materials: Cognitive Level:

Assessment: Key vocabulary:

Online Exit Ticket Variable, Equation, algebraic expression

Differentiation: The teacher should determine this based on student data. Consider providing a graphic organizer to support discussions during
guided practice.

Anticipatory Set/Activate Prior Knowledge
Communicate the learning target to students.
Activate prior knowledge or provide background
information. Review/introduce any skills,
routines, procedures.
Good morning! Today we are starting a new unit on perimeter, area, and volume.
What do you know about these three terms? Perimeter, area, and volume are characteristics of
shapes. People who use perimeter, area, and volume consistently include architects, landscapers,
interior designers, surveyors, engineers, painters, and others. Throughout this unit, we will be
discussing how different careers use area, perimeter, and volume.
Today, our career focus is architects and construction workers! Architects use perimeter, area,
and volume when designing and constructing. They need to measure the dimensions of the walls
6 minutes
Procedures/Direct Instruction
Provide input, demonstrate/model, check for
understanding.
What teaching moves will you make?
What questions will you pose?
What information do students need?
What vocabulary needs to be taught?
How will the students interact with the content of
the lesson?
16 min
Guided Practice
Students work on learning target, with teacher
support and feedback.
Independent Practice
Students independently practice and apply the
skills/strategies introduced in whole group
instruction.
of a house and construct them exactly to the dimensions they measured out. If architectures get
measurements off, it can lead to houses that are not structurally sound or that are lopsided.
TTW show slides of funny examples of architects not getting measurements correct. (Slides 2,3).
TTW show slide 4 and tell students if they became really good architects and learned these
concepts maybe they’ll be as good as the architect who designed the Disney castle someday.
Copy of Slides 5.8(Perimeter/Area/Volume) - Google Slides
Let’s get our lesson started with reviewing what you know from last year with these study jams.
(Links on Side 5).
TTW go through the study jams with TS asking them to answer the questions as prompted.
The first concept we are going to talk about in detail is perimeter.
TTW review the definition of perimeter and show students how to find the perimeter of different
shapes. (Slides 6-11).
The second concept we are going to talk about in detail is area.
TTW review the definition of perimeter and show students how to find the perimeter of different
shapes. (Slides 12-18).
Incorporated in direct instruction.
TTW dismiss students to get their chromebooks to complete the Quick Check #1 Perimeter and
Area in Schoology.
Students may do prodigy if they finish early.
Closure Great work with your quick checks today! Can you think of any ways you could use perimeter
Summarize knowledge that relates back to the Big and area in your life or future job? Tonight, your challenge is to find the perimeter and area of
your bedroom.
Idea, Enduring Understanding and Essential
Questions. Reflect on learning target with
Please put your math materials away and get ready for English!
students.
 Math Lesson Plan Day 4
Teacher: Arendt Grade: 5th Date: 4.15 Objective: Virginia Essential Knowledge and Skills (SOL)
VS.8 The student will a) solve practical problems that involve
perimeter, area, and volume in standard units of measure; and b)
differentiate among perimeter, area, and volume and identify whether
the application of the concept of perimeter, area, or volume is
appropriate for a given situation.

“I Can” statement(s):
I Can use an expression with a variable to represent an operation.

Type of lesson:
Whole group interactive writing lesson___X___ Whole group shared writing lesson_____
Whole group interactive read aloud lesson_______ Whole group shared reading lesson______

Resources and Materials: Cognitive Level:

Assessment: Key vocabulary:

Variable, Equation, algebraic expression

Differentiation: The teacher should determine this based on student data. Consider providing a graphic organizer to support discussions during
guided practice.

Anticipatory Set/Activate Prior Knowledge
Communicate the learning target to students.
Activate prior knowledge or provide background
information. Review/introduce any skills,
routines, procedures.
6 minutes
Good morning! Yesterday we started talking about perimeter and area.
Today, our career focus is interior designers! Interior designers must know how to find perimeter
and area so that they can choose the proper size of furniture for a room. Interior designers also
hire painters who need to know how much paint is needed for wall. This can be determined by
finding the area of the walls that will be painted. Here some pictures of what could happen if an
interior designer did not know area and perimeter.
TTW show slides of funny examples of architects not getting measurements correct. (Slides 20-
24).
 Copy of Slides 5.8(Perimeter/Area/Volume) - Google Slides

Procedures/Direct Instruction Today we are going to take a closer look at perimeter and explore how to find the measurement
of missing sides. This is just like what we did before spring break with variables.
Provide input, demonstrate/model, check for
First, here’s a quick review on perimeter:
understanding.
How to Find Perimeter | Math with Mr. J - YouTube
What teaching moves will you make?
What questions will you pose? Now, let’s learn how to find the missing sides of shapes when given the perimeter.
Finding Perimeter when a Side Length is Missing (Composite Figures) | Math with Mr. J -
What information do students need? YouTube
What vocabulary needs to be taught?
Are you ready to try some together?
How will the students interact with the content of
the lesson?
16 min

Guided Practice TTW go through slides 25-29 with the students provided extra instruction where needed. TSW
put answers on whiteboards and show TT. TTW informally assess their progress.
Students work on learning target, with teacher
If students need more practice, TTW may create more problems on the blackboard.
support and feedback.

Now we are going to find the perimeter and area of our desks. First choose a unit to measure it
with. If you do not have a ruler, this could be a pencil, glue stick, etc. Measure the length of your
desk. Write it down. Measure the width of your desk. Write it down. Now use the formular for
perimeter to find the perimeter. Now use the formula for area to find the area.
TTW help students measure and find the perimeter and area of their desks.

Independent Practice Exit ticket: what is the definition of perimeter?

What is the definition of area?
Students independently practice and apply the
TSW complete Perimeter and area activity pages. (links for activity pages in google drive).
skills/strategies introduced in whole group
instruction. Students may do prodigy if they finish early.

Closure Great work today! How is what we learned today similar to what we were learning about before
Summarize knowledge that relates back to the Big spring break?
Idea, Enduring Understanding and Essential
Please put your math materials away and get ready for English!
Questions. Reflect on learning target with
students.
 Math Lesson Plan Day 5
Teacher: Arendt Grade: 5th Date: 4.16 Objective: Virginia Essential Knowledge and Skills (SOL)
VS.8 The student will a) solve practical problems that involve
perimeter, area, and volume in standard units of measure; and b)
differentiate among perimeter, area, and volume and identify whether
the application of the concept of perimeter, area, or volume is
appropriate for a given situation.

“I Can” statement(s):
I Can use an expression with a variable to represent an operation.

Type of lesson:
Whole group interactive writing lesson___X___ Whole group shared writing lesson_____
Whole group interactive read aloud lesson_______ Whole group shared reading lesson______

Resources and Materials: Cognitive Level:

Assessment: Key vocabulary:

Variable, Equation, algebraic expression

Differentiation: The teacher should determine this based on student data. Consider providing a graphic organizer to support discussions during
guided practice.

Anticipatory Set/Activate Prior Knowledge
Communicate the learning target to students.
Activate prior knowledge or provide background
information. Review/introduce any skills,
routines, procedures.
6 minutes
Good morning! Yesterday we talked about perimeter and area. Today, we are going to explore
how to find the volume of something. Does anyone know what volume is? Volume is the amount
of space inside of a 3-dimensional object. This could be the volume of a pool to help us figure out
how much water could fit in it. Or, this may be the volume of a gymnast’s foam pit. Many people
use volume in their work. Let’s look at our career focus to explore one of them.
Today, our career focus is landscapers! Landscapers use perimeter, area, AND volume in many
ways. Those who cut grass need to find the area of someone’s yard to know how much to charge
them. Those who build patios need to know the dimensions of the brick or stone their using.

Procedures/Direct Instruction
Provide input, demonstrate/model, check for
understanding.
What teaching moves will you make?
What questions will you pose?
What information do students need?
What vocabulary needs to be taught?
How will the students interact with the content of
the lesson?
16 min
Guided Practice
Students work on learning target, with teacher
support and feedback.
Independent Practice
Students independently practice and apply the
skills/strategies introduced in whole group
instruction.
Those who mulch need to know how large the flower beds are to know how much mulch to bring
depending on how deep they want the mulch.
TTW show slides of funny examples of landscapers not getting measurements correct. (Slides 31-
33). Copy of Slides 5.8(Perimeter/Area/Volume) - Google Slides
Today we are studying volume. Let’s watch this Math with Mr. J video to begin.
TTW play Math with Mr. J video:
Volume of a Rectangular Prism | 5th Grade Math - YouTube
Now we are going to use our slides to learn the definition and formula for volume. Then I will
work through one problem of how to find volume like you saw in the video. After that, we will do
some together.
TTW display the definition of volume and have students read it with them. Next TTW display the
formula for volume and have TS write it down. After this, TTW begin working through problems
with TS.
TTW go through slides 34-39 with TS providing extra instruction where needed. TSW put
answers on whiteboards and show TT. TTW informally assess their progress.
If students need more practice, TTW may create more problems on the blackboard.
For each question, TTW ask students for the measurement of the length, the width, and the
height. Then he will ask students what should be done with those numbers. Finally, TTW ask how
volume is written and emphasize including the unit of measurement as well as the fact that
volume is written as cubic units.
TSW complete Volume Homework - Google Docs.
TTW dismiss students to get their Chromebooks when they complete the activity page.
Once all of the TS finish, TTW play the second Math with Mr. J video to clarify
misunderstandings and introduce how to find the measurements of 3-D figures with gridlines.
Finding Volume with Unit Cubes | How to Find Volume - YouTube.
 When the video finishes, TTW instruct students to complete the “Volume quick check” in
Schoology.

Closure Great work this week with perimeter, area, and volume! Does anyone have any questions?
Summarize knowledge that relates back to the Big
Please put your math materials away and get ready for English!
Idea, Enduring Understanding and Essential
Questions. Reflect on learning target with
students.