Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: Meg Corbett Date: 11.17.2022

School: Edison K-8 Grade: 3rd

Starting and Ending Time: 11 to 11:50

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

Math 3.OA.D. Solve problems involving the four operations, and identify and explain patterns in
arithmetic.
3.MD.A.2. Measure and estimate liquid volumes and masses of objects using standard metric
units of grams (g), kilograms (kg), and liters (l).17 Add, subtract, multiply, or divide to solve
one-step word problems involving masses or volumes that are given in the same metric units,
e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

Students will be able to solve mixed word problems involving all four operations with grams,
kilograms, liters, and milliliters given in the same units. They will demonstrate this by working
through various problems with a partner and independently.

Assessment: What specific, tangible evidence will show that each student has met this
objective?
Each student will complete a set of two problems in class as an exit ticket. They will correctly
answer questions (85%) on a worksheet with mixed word problems.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

Students will need to know the meaning of various units such as milliliter, gram, kilogram, and
liter. I will put images of these on the board and have students identify them.
Assessment: What specific, tangible evidence will show that each student has met this
objective?
Students will use these units in their answers.
Content: What are the specific details of the lesson’s content knowledge?

Demonstrating understanding of units and how to incorporate them into word problems of
various functions.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (5 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

- On the board will be the topic and objectives for the day
- Ask students to clear their desk of anything but their behavior chart, a pencil, and a water
bottle.
- I will direct students’ attention to the board with our objective: Solve mixed word
problems involving all four operations with grams, kilograms, liters, and milliliters given
in the same units.
- To do a quick review, project an image of a beaker and have table groups read the
measurements. I will then ask a table group for their answer. I will do this three times and
go over reading the meniscus if kids seem to have forgotten.
- Ask students what grams, kilograms, liters, and milliliters are/have in common
- Stress that they are the unit in our problems, and they need to be labeled correctly
- (if a student just writes “5,” 5 what? kilograms? liters? Show that these are not the
same and it is an incomplete answer
- review the four operations they might see in the problems and key words that tip us off to
a given operation
- addition, subtraction, multiplication, and division
During Lesson (35 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

- We will then solve a word problem for each operation as a class. These problems will be
projected on the board. We will start with:
- A pet mouse weighs 34 grams. A pet hamster weighs 126 grams more than the
mouse. How much does the pet hamster weigh?
- Which animal is heavier?
- turn and talk: what operation should we use? Why?
- What should our model look like? (I will ask a student to draw on the board.)
- did anyone think of a different strategy?
 - So, 34+126=? How can we solve this with mental math? (go through breaking
down 34 into 30 and 4 to make 4 and 6 a ten)
- Answer with unit
- then: A pitcher of shaved ice needs 5 milliliters of food coloring to turn red. How many
milliliters of food coloring are needed to make 9 pitchers of shaved ice red?
- what operation? why? Turn and talk
- what would our model look like? Come draw it on the board.
- what is 5x9? What unit do we need?
- Then: At the pet shop there are 36 liters of water in a tank. Each fish bowl holds 4 liters.
How many fish bowls can the shopkeeper fill using the water in the tank?
- same questions
- Pass out worksheets– students will now work on the problem set independently, though
teachers will be circulating and they are welcome to help a friend.
Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

- Come back together as a class to debrief: Ask student the following:

- Explain the process you used for solving Problem 1. Did you use a special
strategy? What was it?
- What pattern did you notice between Problems 4, 5, and 6? How did that pattern
help you solve the problems?
- Explain why Problem 6 was different than Problems 4 and 5.
- thumbs up, down, and in the middle for how the worksheet went
- Exit Ticket
- before the worksheet will ask students to orally describe what they learned
- exit ticket sheet
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:

UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same text Use Braille or large report
focus of instruction at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: Give verbal cues to emphasize main ideas: as I instruct I will repeat and emphasize
words such as “unit” and the various operation tip offs to attract students’ attention to these
concepts.

Support #2: Pair students: they will talk with each other before sharing to the group to engage
more students even in a full-group setting.

Support #3:
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

For the most part I intend to use verbal reminders to keep kids on task and working together. If a
student becomes too disruptive, I will ask that they go work independently at the picnic table in
the room.

Technology: How did you incorporate technology into the lesson?

I will be projecting objectives and word problems.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

slideshow
worksheet
exit ticket
pencil/writing utensil
Projector
White board

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

I will grade their worksheets and exit tickets and will let the SP know if any kids did not seem to
get the concept. This way when they move forward during math, the SP would know to provide
additional support or at least check in with these kids.

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Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley
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Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley
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Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley
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Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley