USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: Nathan

Colon___________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 03/19/24
Whole group

Part 1: Lesson Content

Title of Lesson Finding Area with Fractional Sides

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners Students will be allowed to move around the room and work together, which students enjoy doing every
time.

How does this lesson connect to/reflect the local community?

I will provide a word problem based on the classroom community for us to work on together. The word
problem is also loosely related to science and includes my focus student’s name. Science is his favorite
subject, and this might make him more engaged.

What Standards (national or

state) relate to this lesson? MA.5.GR.2.1: Find the perimeter and area of a rectangle with fractional or decimal side lengths using
(You should include ALL applicable visual models and formulas.
standards.)

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
MA.4.GR.2.1: Solve perimeter and area mathematical and real-world problems, including problems with
unknown sides, for rectangles with whole-number side lengths.
 Students have learned how to calculate the area in a variety of ways, but not with fractional sides.

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan
Colon___________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 03/19/24
Whole group

Trace the standard to the next grade level. What will students learn next related to this standard?
MA.6.GR.2.2: Solve mathematical and real-world problems involving the area of quadrilaterals and
composite figures by decomposing them into triangles or rectangles.
 Students will be expected to master the formula to find the area of a rectangle
 Less focused on models and expands to more shapes

What misconceptions might Students may be put off by seeing fractions in their area questions. They may see it as extra challenging
students have about this due to the reputation of fractions in school and could be more prone to frustration during this lesson.
content?

Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard)
Measure (HOW WELL they need to
do it) Students will be able to accurately find the area of a rectangle using unit squares.
(Note: Degree of mastery does not
need to be a percentage.)

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan
Colon___________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 03/19/24
Whole group

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Understand/apply

Which level(s) of thinking is/are called for in your objective? Understand/apply

Why did you choose this level(s) of thinking?
I chose understand because students are beginning to understand how fractions work within trying to
find the area. Using the visual models will help with their conceptual understanding of it. I also chose
apply because some students may apply what they already know about finding the area with fractional
side lengths.

Assessment Plan- How will you Describe your assessment plan:

know students have mastered Students will complete an exit ticket in their workbooks. I will grade their work on a 1-4 scale. This score
your objectives? will help me identify if students still need extra help with the concept or if they are ready to move on.

Scale:
1. Did not get the correct answer and seems to struggle identifying how to complete the problem.
2. Did not get the correct answer but understood some of the steps towards getting the right
answer.
3. Did not get the correct answer, but followed all the correct steps and likely made a simple
calculation error.
4. Got the correct answer and demonstrates that they understand the concepts as to how they got
the answer.

Is your assessment formative or summative? Why did you make that assessment decision?
This is a formative assessment because the assessment will be used to learn how well students
understood the lesson and what areas should be worked on after the lesson. This will also not be the last
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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Colon___________________________________
Grade Level Being Taught: 5th
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
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Name: Nathan
Subject/Content: Math Group Size: Date of Lesson: 03/19/24
Whole group
time students will be working with area and fractions this quarter.
How does it align with your objective?
The exit ticket aligns with the objective because students will have to sketch a unit square to
demonstrate their understanding of the model.
Scale:
1. Did not get the correct answer and seems to struggle identifying how to complete the problem.
2. Did not get the correct answer but understood some of the steps towards getting the right
answer.
3. Did not get the correct answer, but followed all the correct steps and likely made a simple
calculation error.
4. Got the correct answer and demonstrates that they understand the concepts as to how they got
the answer.
Students will have access to their scores after they have been graded so that they know how they are
doing in the content as well. Their score does not count towards their overall grade and is simply a way
to give feedback to the teacher and students.
Part 2: Lesson Implementation
 I will be working with students in whole group in front of the white board
 I will also transition into working in a small group with my focus student and 4 others
 Students will be told what page number we are on and what lesson we are in the workbook so
students can easily find where we are.
 After showing students the objective, I will explain that we will do the first section of the
workbook together and then they will be able to work together or in groups for practice for the
practice problems.
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Colon___________________________________
Grade Level Being Taught: 5th
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
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
did you choose these materials?
Include any resources you used.
This can also include people!)
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Name: Nathan
Subject/Content: Math Group Size: Date of Lesson: 03/19/24
Whole group
 I will tell students that inside voices are expected for everyone, so that everyone can concentrate
on completing their assigned questions
 If students are not meeting my expectations, I will use nonverbal interventions to help them stay
on task. For example, if a student is distracted with something, I could put my finger on their
workbook to show them that they need to be doing math.
 If the classroom gets loud, I will ring a bell to get their attention and will expect them to quiet
down (we will practice this beforehand).
 If students finish early, I will assign them to create word problems based on the objective for
their peers to solve.
 Focus student at the front of the room
 Focus student gets along well with his tablemates
 Dry erase markers
 White board
 Bell
I will use the board and markers because I think drawing the unit squares will be great for visual
showing students the concept of finding the area with fractional sides.
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan
Colon___________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 03/19/24
Whole group

Differentiating Instruction What is informing your need to differentiate (mark those that apply & explain):

Readiness Interest Learner Profile

I am differentiating using my focus student’s learner profile because I know he prefers having visuals,
and I could provide him with concrete manipulatives to assist him.

How will you differentiate instruction in this lesson? (mark those that apply):

Process Product Content

Describe what/how you will differentiate:

My focus student will be able to use manipulatives to help him visualize the concept of area. He will be
able to use them for as many problems as he needs. I will also be incorporating more praise into the
lesson for him to help increase his self-efficacy and ease his frustrations. I will focus my praise on his
effort rather than if he got a question right or wrong so that he can feel that his work is appreciated.

Which specific students will benefit, and why?

My focus student will benefit because he will have more visuals to assist him and may make the process
of doing the math less overwhelming. Other students in the small group will be able to use the
manipulatives as well if they choose to.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners, using the
(What students need specific WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies)

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Colon___________________________________
Grade Level Being Taught: 5th
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
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Name: Nathan
Subject/Content: Math Group Size: Date of Lesson: 03/19/24
Whole group
Entering, Emerging, Developing, Expanding, Bridging
 Entering/Emerging:
 Developing/Expanding:
 Bridging: SG- Key terms will be explained to the whole class, so that everyone has an
understanding of what the lesson is focused on.
What accommodations will you make for students who have an IEP or 504 plan?
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Codding, R. S., Begeny, J., Kromminga, K. R., Edmunds, R. R., Klaft, J., Diggs, C., & Hansen-Burke, A. (2020).
Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention
Program? Journal of Applied School Psychology, 36(3), 235–260.
https://doi.org/10.1080/15377903.2019.1682735
1. What is the content area for this lesson? Math: Area with fractional sides
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.) _______________________________
3. Step-by-step plan:
Time: Action Steps:
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Colon___________________________________
Grade Level Being Taught: 5th
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?
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Name: Nathan
Subject/Content: Math Group Size: Date of Lesson: 03/19/24
Whole group
1:05: I will expect students to be back in their seats by then after they settle down from specials. If there
are any students still out in the pod with a minute before we begin, then I will tell them that they have a
minute to come inside and get seated.
1:06: I will tell students to get their workbooks out and turn to page 91 on lesson 11.
1:07: Then I will point to the objective written on the board and call on a volunteer to read it for me. I
will then ask someone to define area and will explain how that definition stays the same when working
with fractional sides.
1:09: I will direct students to question 1 and will model it on the board so everyone can see. I will show
students the step-by-step process for using unit squares. I will also ask for what questions they have to
clear up any confusion. For question 1, I will explain that we can use a unit square to represent our area
when we have fractional sides. We will break apart the square into fourths and halves because that is
what the books gives us. Since our unit square represent one whole, we can shade the side lengths of the
square with what the books gives us which is ¼ and ½. I will then demonstrate how to shade the boxes
and show how to count the shaded squares to give us the area.
1:12: We will then do questions 2-4 together, which should help students recognize the pattern of solving
these problems. For number 4, I will replace it with a word problem that relates to the classroom
community, as this lesson has a lack of word problems in the workbook. Students will be able to work
with a partner for this question.
1:18: After question 4, I will tell students they can partner up or work in groups around the room to
complete questions 1-6 in the practice part of the workbook. I will also tell them to complete the exit
ticket when they are done and turn it in to the math bin. I will also announce that anyone who finishes
early should come see me so I can explain the directions for students creating their own word problems.
1:18: I will also call some students to work with me in small group, including my focus student. In my
small group, we will do the first practice problem question together so I can assess where each small
group student is at. I will also incorporate motivational strategies for my focus student, to help
encourage him. I will also emphasize adding a lot of praise during small group, to help my focus student
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan
Colon___________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 03/19/24
Whole group

gain confidence and self-efficacy (Codding et al., 2019). I will also print out physical unit squares
for students to use at small group.

1:32: If students are not working on the exit ticket by this point, I will make an announcement telling
them to begin working on the exit ticket.

1:35: I will review the objective again and will ask some students their steps for solving the types of
problems we did.