5E Lesson Plan Template

Department of Mathematics
Shortwood Teachers’ College
Name of Teacher: Ms. Fowler Class: 7- two

Date: Duration: single session Time of Class: 9:00

Subject: Mathematics Strand: Measurement

Lesson Title: Introduction to Area

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STUDENT AND TEACHER PRACTICES

Students’ Mathematical Practices (MP). Select 1 to 2 MPs per lesson. Indicate the points in the
lesson the mathematics practice will be used/assessed. Refer to the Mathematical Practices descriptions
on page 6

Teaching Practices (TP) and Shifts. Select 1 to 2 TPs per lesson. Indicate the points in the lesson
the mathematics practice will be used/assessed. Refer to the Teacher Practices descriptions on page 7

SPECIFIC LESSON OBJECTIVES

These should be written to reflect the Math Practices and Teaching Practices. Do remember to
consider how each objective will be assessed.

By the end of the lesson, students should (be able to): Examples
1. Write suitable equations to represent the linear relationship between the initial price, fixed cost
and final price. (MP 8)
2. Use appropriate tools to plot straight line graphs or functions of the form f(x) = mx + c. (MP 5).
E.g.: MS Excel, Graphing Software, Graph paper
3. Predict the final price of an item or final value given the initial value and flat rate.
4. Describe and justify their thinking about the impact a change in the initial value and flat rate may
have on the final value. (MP 6, TP 4)
5. Suggest possible flat rates that would minimize expenditures given final expenses and variable
inputs. (TP 5)

PREREQUISITE KNOWLEDGE/SKILLS: What prior knowledge/skills or limited conceptions

might students have? How might students solve the problem?

For this lesson, students should be able to/already know:

1. Write full sentences here. E.g.: Students should be able to complete table of values for line equations
of the form y = mx + c. Students should be able to plot straight line graphs of the form y = mx + c.

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 5E Lesson Plan Template
Department of Mathematics
Shortwood Teachers’ College
LESSON CONTENT AND VOCABULARY

Vocabulary: What words, phrases, or symbols may need to be explicitly discussed within the
lesson?

Content: What will be the main points of this lesson?

Enough time should be spent preparing the lesson content. Insert pictures to support the
theory/examples. You are required to use the APA Style Referencing for this section.

Examples of each type of problem and corresponding solutions should be shown (from simple
to complex).

TEACHING/LEARNING RESOURCES: What materials or resources are essential for students

to successfully complete the lesson tasks or activities?

 Technology: _____________________
 Manipulative: ____________________
 Textbook: ______________________
 Other: _____________________

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 5E Lesson Plan Template
Department of Mathematics
Shortwood Teachers’ College
LESSON ACTIVITIES

For each of the 5 E’s clearly indicate what the students will do and what the teacher
will do. You are required to write down the questions you will ask the students and
the correct responses.

Additionally, you are expected to insert math tasks/activity sheets/worksheets at the

specific section in the lesson each will be used. Remember to include the answer
key/mark scheme and source(s).

Differentiating Instruction

As you plan for instruction, consider students who need special attention. How may you
differentiate instruction for those in need?

Use one of these four (4) approaches to differentiate the lesson:

• Content (what you want each student to learn/how they will gain access to content)
• Process (how you engage students in thinking about the content/how students make
sense of/master the content)
• Product (how students will demonstrate what they have learned)
• Environment (where will the lesson take place/what special material may some
students need?)

Suggested strategies include scaffolding, tiered/ parallel tasks, flexible grouping etc.

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INTRODUCING TO THE LESSON

ENGAGE (SET UP THE TASK): Exactly how will you elicit prior content knowledge, connect to
students’ experiences, and set up the task (to ensure students understand the task without over-
scaffolding or funnelling)? How will you get the attention or capture the interest of your
students?

Estimated duration - ( _________ minutes)

1.
2.
3.
4.

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 5E Lesson Plan Template
Department of Mathematics
Shortwood Teachers’ College

DEVELOPING THE LESSON

EXPLORE (solve the task): What questions might you ask individuals or small groups of
students that focuses on the content/main concept and Mathematical Practices?
Estimated duration - ( _________ minutes)

1.
2.
3.
4.

SUMMARIZING THE LESSON

EXPLAIN (Discuss task and related mathematical concepts): What questions and/or
activity will engage students in explaining and/or illustrating the concepts of the lesson, as well
as provide formative assessment as to what was learnt?
Estimated duration - ( _________ minutes)

1.
2.
3.
4.

ELABORATE/EXTEND: What questions will you ask, or task will you give the students
(individually or in small groups) to help them to connect the concepts learned in the lesson with
an authentic situation? How can students use generalisations to solve specific problems (in real
world or subject-based contexts)?
Estimated duration - ( _________ minutes)

1.
2.
3.
4.

EVALUATE (Lesson reflections):

Estimated duration - ( _________ minutes)

❖ Assessment: How will the students’ learning be assessed?

▪ What types of formative assessment will you use, and at which points in your lesson
will you check for understanding?

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 5E Lesson Plan Template
Department of Mathematics
Shortwood Teachers’ College
▪ If using cooperative groups, how will you assess individual students? Informal
interviews while students work? E.g.:
 Checklist, rubric
 Anecdotal recording sheet
 Completed work
 Other
▪ Exit tickets may also be used here to assist with the lesson reflection.

❖ Lesson Reflection
For this section, consider reflecting on the three areas: students, the lesson and the
teacher.
▪ For example, what went well? In answering this question, think of how students
responded, how well students grasped the content, how you felt or what you did, and
what went well in relation to what was planned. What evidence do you have to
support your thinking?
▪ Were all the lesson objectives met? Which ones were incomplete?
▪ Provide supporting examples – e.g.: pictures, direct quotes from students etc.
Refer to the Post Lesson Reflection Template for key elements to be included in the lesson
reflection.

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 5E Lesson Plan Template
Department of Mathematics
Shortwood Teachers’ College
Mathematical Practices

Mathematical Practices and Student Look Fors

1. Make sense of problems and persevere in solving 2. Reason abstractly and quantitatively.
them.
• Analyze information (givens,
relationships, goals).
• Make conjectures and plan a solution pathway.
• Use objects, drawings, and diagrams to solve
problems.
• Monitor progress and change course as necessary.
• Check answers to problems and ask, “Does this make
sense?”
3. Construct viable arguments and critique
reasoning of others.
• Make conjectures and use counterexamples
to build a logical progression of statements
to support ideas.
• Use definitions and previously established results.
• Listen to or read the arguments of others.
• Ask probing questions to other students.
5. Use appropriate tools strategically.
• Choose tools that are appropriate for the task (e.g.,
manipulative, calculator, digital technology, ruler).
• Use technological tools to visualize the results
of assumptions, explore consequences, and
compare predictions with data.
• Identify relevant external math resources
(digital content on a website) and use them to
pose or solve problems.
7. Look for and make use of structure.
• Notice patterns or structure, recognizing that
quantities can be represented in different ways.
• Use knowledge of properties to efficiently solve
problems.
• View complicated quantities both as single objects
and as compositions of severalobjects.
• Make sense of quantities and relationships in problem
constraints, situations.
• Create a coherent representation of a problem.
• Translate from contextualized to generalized or vice versa.
• Flexibly use properties ofoperations.
the 4. Model with mathematics.
• Determine equation that represents a situation.
• Illustrate mathematical relationships
using diagrams, two-way tables, graphs,
flowcharts, and formulas.
• Check to see whether an answer makes
sense within the context of a situation and
change a model when necessary.
6. Attend to precision.
• Communicate precisely, using appropriateterminology.
• Specify units of measure and provide accurate labels on
graphs.
• Express numerical answers with appropriate degree of
precision.
• Provide carefully formulated explanations.
8. Look for and express regularity in repeated reasoning.
• Notice repeated calculations and look for general
methods and shortcuts.
• Maintain oversight of the process while attending to the
details.
• Evaluate reasonableness of intermediate and final results.

Retrieved from the companion website for Everything You Need for Mathematics Coaching: Tools, Plans, and A Process That Works: Grades K–12 by Maggie
B. McGatha and Jennifer M. Bay-Williams with Beth McCord Kobett and Jonathan A. Wray. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright ©
2018 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.

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 5E Lesson Plan Template
Department of Mathematics
Shortwood Teachers’ College
Teaching Practices

Instructions: Select Teaching Practice(s) and record specific teacher moves or actions that demonstrate that Practice.

Teaching Practice (NCTM, 2014) Look Fors

1. Establish mathematics goals to focus learning. 2. Implement tasks that promote reasoning and
□ Goals are appropriate, challenging, and attainable.
problem-solving.

□ Goals are specific to the lesson and clear to students.

□ Chooses engaging, high-cognitive-demand tasks
with multiple solution pathways.
□ Goals are connected to other mathematics.
□ Chooses tasks that arise from home, community,
□ Goals are revisited throughout the lesson. and society.
□ Uses how, why, and when questions to prompt
students to reflect on their reasoning.

3. Use and connect mathematical representations. 4. Facilitate meaningful mathematical discourse.

□ Uses tasks that lend themselves to multiple □ Helps students share, listen, honor, and critique
representations. each other’s ideas.
□ Selects representations that bring new mathematical □ Helps students consider and discuss each other’s
insights. thinking.
□ Gives students time to select, use, and compare □ Strategically sequences and uses student
representations. responses to highlight mathematical ideas and
□ Connects representations to mathematics concepts.
language.

5. Pose purposeful questions. 6. Build procedural fluency from conceptual

□ Questions make the mathematics visible.

understanding.

□ Questions solidify and extend student thinking.

□ Gives students time to think about different ways
to approach a problem.
□ Questions elicit student comparison of ideas and
□ Encourages students to use their own strategies
strategies.
and methods.
□ Strategies are used to ensure every child is thinking of
□ Asks students to compare different methods.
answers.
□ Asks why a strategy is a good choice.

7. Support productive struggle in learning 8. Elicit and use evidence of student thinking.
mathematics.
□ Identifies strategies or representations that are
□ Provides ample wait time. important to look for as evidence of student
□ Talks about the value of making multiple attempts and understanding.
persistence. □ Makes just-in-time decisions based on
□ Facilitates discussion on mathematical error(s), observations, student responses to questions, and
misconception(s), or struggle(s) and how to written work.
overcome them. □ Uses questions or prompts that probe, scaffold, or
extend students’ understanding.

Retrieved from the companion website for Everything You Need for Mathematics Coaching: Tools, Plans, and A Process That Works:
Grades K–12 by Maggie B. McGatha and Jennifer M. Bay-Williams with Beth McCord Kobett and Jonathan A. Wray. Thousand Oaks, CA:
Corwin, www.corwin.com. Copyright © 2018 by Corwin. All rights reserved. Reproduction authorized only for the local school site or
nonprofit organization that has purchased this book.

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