USF Elementary Education Lesson Plan Template (rev.
Fall 23)
Grade Level Being Taught: 4th
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
1
Name: Trinity Broderick
Subject/Content: Math Group Size: Date of Lesson: 2/20/24
Whole Class
Part 1: Lesson Content
Finding the product of two fractions
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests and cultural backgrounds of my students because I incorporated a song
that I think they will like that teaches them PEMDAS.
How does this lesson connect to/reflect the local community?
This lesson connects to the local community because the students will have t practice and be able to
understand math problems in the real world.
MA.5.FR.2.2 Extend previous understanding of multiplication to multiply a fraction by a fraction, including
mixed numbers and fractions greater than 1, with procedural reliability.
MA.5.AR.2.2 Evaluate multi-step numerical expressions using order of operations.
Trace the standard to the previous grade level. What have students already learned or been exposed
to related to this standard?
In the grade before the students learned how to add and subtract fractions with like denominators, including
mixed numbers and fractions greater than one.
Trace the standard to the next grade level. What will students learn next related to this standard?
In the next grade the students will learn how to translate a real-world written description into an algebraic
inequality in the form of x > a, x < a, x ≥ a or x ≤ a. They will also learn how to write and solve one-step
equations in one variable within a mathematical or real-world context using addition and subtraction, where
all terms and solutions are integers.
A misconception that students might have is that they may start with the numbers to the left instead of
starting within the parenthesis.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential and
kinetic energy (content- what).
 USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 4th
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Assessment Plan- How will you
know students have mastered
your objectives?
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
2
Name: Trinity Broderick
Subject/Content: Math Group Size: Date of Lesson: 2/20/24
Whole Class
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will respond
to a challenge in the second half (content- what).
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Students will be able to find the product of two fractions accurately.
Describe your assessment plan:
My assessment plan will be when I am walking around and observing the students as they solve problems. I
will also be assessing them when they show me their whiteboards with their work on it and when I ask them
to come up to the board to solve a problem. I will know if the students mastered the objects because they will
be able to solve the problems.
Is your assessment formative or summative? Why did you make that assessment decision?
My assessment is formative. I decided to assess the students this way because it is interactive and still allows
me to see if everyone is understanding it and if not where they need help at.
How does it align with your objective?
This assessment aligns with my object because it allows me to see if the students are able to find the product
of two fractions and if not, I will be able to see where I can help them.
Part 2: Lesson Implementation
 I will be standing at the front of the board putting problems on the board and I will be walking around
observing the students. The students will be at their desks unless they are coming up to the board to
solve a problem.
 When the students walk in they will see on the board the supplies they have to grab before going to
 USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Trinity Broderick

Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 2/20/24
Whole Class

seating)? their desks.

 What processes &
procedures will you use?
How and when will you  The expectations that I will go over with the students at the beginning of the class is to raise your
communicate those to hand and respect each other.
students?
 What expectations will you  If students are talking while others are explaining their answer, I will first use non-verbal signals to
have for the students? How remind them that we are listening. If that doesn’t work, I will call out a group and praise them for
and when will you doing what they are supposed to do. If students are still talking instead of working, I will give them
communicate those to warnings before I move them to a more productive space.
students?
 What strategies will you use  Since we are doing problems one at a time all of the students should finish around the same time.
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why  PowerPoint
did you choose these materials?  Dry erase marker
Include any resources you used.  Eraser
This can also include people!)  Sticks with student’s names on them

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
3
1. What is the content area for this lesson? Math
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) This is a guided lesson
 USF Elementary Education Lesson Plan Template (rev. Fall 23)
Grade Level Being Taught: 4th
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
4
Name: Trinity Broderick
Subject/Content: Math Group Size: Date of Lesson: 2/20/24
Whole Class
3. Step-by-step plan:
Time: Action Steps:
12:25 pm As the students walk in, they will see the PowerPoint on the screen that tells them to get
whiteboards, and a sheet of paper.
12:28 pm I will show students how to multiply fractions with unlike denominators. I will go over how to
simply fractions. I will have 4 problems on the board that the students will do independently at
their desks as they walk in on a sheet of paper. This will help me see what they comprehended
from the previous lesson. I will walk around to see how they are doing.
12:35 pm Once the students finish, I will pull a stick and ask that student what they got for that problem, I
will then ask the class to raise their hands if they got the same answer and if there are students
who don’t agree I will ask them what they got differently.
12:40 pm I will show the students a video that introduces PEMDAS to them.
https://www.youtube.com/watch?v=ZzeDWFhYv3E
12:42 pm I will go over PEMDAS in my PowerPoint. I will explain the acronym “Please Excuse My Dear
Aunt Sally” and that each letter stands for “Parenthesis, Exponent, Multiplication, Division,
Addition, Subtraction”. I will also explain that PEMDAS is an order of operations and lets you
know what to solve first. I will have students turn and talk to their partner and tell each other
what operation each letter stands for in PEMDAS. I will then call on a group to tell me what they
discussed.
12:50 pm I will then show a problem from the PowerPoint and have the students turn and talk to their
partner and explain what they are going to do first. I will then pull a stick and ask that student
what they think we should do first. I will ask the class if they agree. I will then reveal the next
step in the PowerPoint and solve it together. I will show the next problem and will explain that
I moved the parenthesis. I will ask the students if they think moving the parenthesis will change
the product. I will then have the students solve the problem on their whiteboards. As they are
solving it, I will walk around and assess how they are comprehending it. I will pull a stick and
ask that student what they did first and if everyone agrees. I will pull another stick and ask
what the second step is. I will then pull another stick and ask what they did for the third step
and what they got as the answer. I will go back to the first problem and show the students how
the product changed as we moved the parenthesis.
1:00 pm I will write a problem on the board and have the students solve it on their whiteboards. I will
walk around and observe. I will ask them to hold up their whiteboards and I will call on a
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Trinity Broderick

Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 2/20/24
Whole Class

student to come up and solve the problem on the board. I will continue to do this until it is time
to clean up.
1:20 pm I will let the students know that they did a great job and that it is time to clean up. I will remind
them to clean up their area.