USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: ____Victoria

Cheriyan________________________________

Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
16

Part 1: Lesson Content

Title of Lesson Adding Decimals

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson connects to the interests and cultural backgrounds of my students as it incorporates my
focus student’s interests (Diary of a Wimpy Kid) and also implements independent and group work,
which is the approach that allows my focus student to learn best.

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

This lesson reflects the local community as it allows students to engage in math that can be applied in the
real world.

What Standards (national or

state) relate to this lesson? MA.4.NSO.2.7: Explore the addition and subtraction of multi-digit numbers with decimals to the
(You should include ALL applicable hundredths.
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.3.NSO.2.1
Add and subtract multi-digit whole numbers including using a standard algorithm with procedural
fluency.
Students have already learned how to add and subtract whole numbers.

Trace the standard to the next grade level. What will students learn next related to this standard?

MA.5.NSO.2.3
Add and subtract multi-digit numbers with decimals to the thousandths, including using a standard
algorithm with procedural fluency.
Students will later learn to add and subtract multi digit numbers to the thousandths.

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Victoria
Cheriyan________________________________

Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
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What misconceptions might

students have about this Students might assume that they can add decimals the same way as whole numbers, without taking into
content? account the decimal.

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 Students will be able to accurately add decimal numbers by using place value understanding.
do it)
(Note: Degree of mastery does not
need to be a percentage.)

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? ___Analyzing, Applying, Understanding, Remembering__________________________________

Which level(s) of thinking is/are called for in your objective? _____ Analyzing, Applying, Understanding,
Remembering _____________________________________
Why did you choose this level(s) of thinking?
I chose these levels because the students will be asked to analyze word problems and pull the numbers

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Cheriyan________________________________
Grade Level Being Taught: 4th
Assessment Plan- How will you
know students have mastered
your objectives?
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)?
 What processes &
procedures will you use?
How and when will you
communicate those to
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Name: ____Victoria
Subject/Content: Math Group Size: Date of Lesson: 4/2/24
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that need to be added, they are then expected apply their knowledge of addition to the new information
learned about decimals, after this they will develop an understanding of the process, and then engage in
remembering as they go through the process of adding decimals in additional problems.
Describe your assessment plan:
I will ensure that the students are participating by writing, working, and discussing with their table
groups to complete the problem. I will also have students complete an exit ticket and turn it in.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative, I made that decision as the exit ticket covers the addition of decimals, which is one of several
lessons within this module.
How does it align with your objective?
This aligns with my objective as the students will demonstrate their understanding of adding multi-digit
decimal numbers in the problems within that exit ticket.
The criteria is that they participate during in-class activities and complete the exit ticket.
Part 2: Lesson Implementation
- I will be at the front of the classroom in front of the board, where I will utilize the projector and
electronic writing technology. The students will remain in their assigned seats in their table
groups.
- Prior to the lesson, I will explicitly state my expectations that they will raise their hands to
answer questions and there should be no talking unless instructed.
- I also expect that students will be actively engaged by answering questions and also by
discussing with their table mates while solving the problems at hand (Discussion with table
mates allows my focus student to engage in collaborative learning, which is how he learns best)
- I will have students take out their whiteboards and markers. Toward the end of the lesson, I will
have them take their books out to complete the book work and eventually the exit ticket.
- If there are students who are not meeting my expectations, I will verbally remind them of what I
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Victoria
Cheriyan________________________________

Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
16

students? stated earlier

 What expectations will you - If students complete the task quickly they will give me a thumbs up and if there is enough time I
have for the students? How will allow them to either work on zearn or read a book.
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 I will use the projector and the writing device. I will also use student volunteers to answer questions on
did you choose these materials? the board. The implementation of volunteers will encourage my student to engage in the lesson and
Include any resources you used. participate, as he seeks public validation.
This can also include people!)

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Cheriyan________________________________
Grade Level Being Taught: 4th
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
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What is informing your need to differentiate (mark those that apply & explain):
Readiness Interest Learner Profile
How will you differentiate instruction in this lesson? (mark those that apply):
Process Product Content
Describe what/how you will differentiate:
I will differentiate by incorporating more group and partner work, and also implementing opportunities
for students to demonstrate their understanding in front of the class by writing on the board; this will
increase engagement of my focus student as he enjoys working in groups/with a partner and will also
enjoy the opportunity to exhibit his learning in front of the class. I will include elements of my focus
student’s interests by including names of characters from a book he enjoys reading within a word
problem. I believe that working with others and getting to publicly display his work, will keep my focus
student engaged and on task.
Which specific students will benefit, and why?
T (my focus student) will benefit as he seeks validation from his peers and the teacher. He also enjoys
working with partners and groups rather than independently.
What accommodations will you make for students who are English Language Learners, using the
WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies)
Entering, Emerging, Developing, Expanding, Bridging
 Entering/Emerging: Implement visual guides
 Developing/Expanding: Emphasize collaborative work and allow peers to work with student
 Bridging: Provide extra time to complete problems
I don’t have any ESOL students, but those are some strategies I would implement if I did.
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Cheriyan________________________________
Grade Level Being Taught: 4th
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
distributed?
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What accommodations will you make for students who have an IEP or 504 plan?
I will allow extra time if needed and I will repeat instructions/clarify instructions. While observing
students I will make sure that they understand what is being asked/expected.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
There are no gifted students or students with an EP within the math class.
Dixon, J. K., Egendoerfer, L. A., & Clements, T. (2009). Do they really need to raise their hands?
Challenging a traditional social norm in a second-grade mathematics classroom. Teaching and
Teacher Education, 25(8), 1067–1076. https://doi.org/10.1016/j.tate.2009.04.011
- Encouraging student’s mathematical thinking
- Allows students to share and build upon thinking
Šalamounová , Z., & Fučík, P. (2019). The relationship between peer status and students’
participation in classroom discourse. Educational Studies, 47(4), 438–455.
https://doi.org/10.1080/03055698.2019.1706042
- Make sure I call on students who may not get called on often
- Creates equity in the classroom
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.) ___Gradual Release_______ __________________
3. Step-by-step plan:
Time: Action Steps:
1:20-1:21: I will begin by asking all students to take out their whiteboards and markers. “Alright
everyone today we will be continuing to learn about adding decimals! But today we will be using our
knowledge of place value to add the decimals.
USF Elementary Education Lesson Plan Template (rev. Fall 23)
Cheriyan________________________________
Grade Level Being Taught: 4th
 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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Before we begin, what do we need to remember when participating in the lesson? Let’s make sure that
we are all raising our hands before we speak and that we are only speaking when instructed to do so!
1:21 – 1:30: “First, let’s remind ourselves of what the place values are in a decimal” I will then project my
slide that has a number and a place value chart. I will then ask the students to copy the place value chart
and write the number in the appropriate spaces. I will then ask for a volunteer to write the number in the
chart. At this point I will call on my focus student as one of the volunteers to write on the board (this will
encourage him as he will enjoy demonstrating his understanding in front of the class). I will also publicly
applaud him and his efforts. Students tend to value peer status in the classroom through participation
and domination in class discussions. My focus student tends to seek out validation through misbehavior
to gain a higher peer status, so I believe that encouraging him in a positive light in front of the class will
help him (Šalamounová & Fučík, 2019).
“Did everyone get the same answer as *volunteer’s name*?” I will repeat this for the 3 slides. I will ensure
that students only erase the number within the chart each time so that they do not have to repeatedly
draw the chart.
1:30 – 1:35: The next few slides show two decimal numbers being added to each other. I will first teach
them how to complete this. “When we add decimals we have to stack the two numbers, just like we do
with whole numbers, but we have to make sure that the decimal points are aligned before we begin. Who
can tell me why we have to align the decimal points? We have to make sure that the place values are all
aligned and aligning the decimals points helps us do so. Just like we saw in the place value charts, it is so
important to make sure that the numbers are aligned because if we move the decimal point even slightly,
it will completely change the number.
1:35- 1:45: I will then have the students complete the next equation on their whiteboards. Once they
have solved the equation, I will ask them to check their answers at their groups.
I will then call a volunteer (I will tell them to make sure that they are explaining each step to the class as
they write). I will repeat this for the second equation as well.
1:45- 1:55: I will then transition into the word problem slides. These slides display word problems that
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Victoria
Cheriyan________________________________

Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
16

include decimals and ask the students to find the sum. I will complete the first one, while asking for
guidance from students.

1:55-2:05: For the next slide, I will ask the students to complete the problem with their table groups. This
will allow my focus student to further engage in the lesson as he enjoys working with peers. It is
understood that collaborative work is beneficial for students, especially when learning math. When in
social situations, students are able to employ and share their mathematical thinking with one another
(Dixon, Egendoerfer, & Clements, 2009).
I will also make sure that everyone is at a group with at least one person. “The person who is sitting
closest to Mrs. Aubuchont’s desk at your table will be the writer for your group. I would like you guys to
work together to solve this word problem. When you are done give me a thumbs up!”
I will then repeat the same steps for the next word problem.

2:05- 2:09: “Awesome job everyone! I would like everyone to erase your boards and put both your
boards and markers away. Please take out your math books.” I will then project a slide with the numbers
that they are expected to work on. “These are the problems that you have to complete, you may work on
them independently or with a partner. When you are done with these problems, you may
INDEPENDENTLY complete your exit ticket on page 131. When you are finished you may bring your exit
ticket to me, or Mrs. Aubuchont and we will check your work!

Slides that will be projected:

https://docs.google.com/presentation/d/1N5mDR0gdXXtCU_nfp6_ELWZ7YDrRfM_cIXOSFio5YrQ/edit?usp=sharing

- Added objective to slides

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: ____Victoria
Cheriyan________________________________

Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 4/2/24
16

References

Dixon, J. K., Egendoerfer, L. A., & Clements, T. (2009). Do they really need to raise their hands? Challenging a traditional social norm in a

second-grade mathematics classroom. Teaching and Teacher Education, 25(8), 1067–1076. https://doi.org/10.1016/j.tate.2009.04.011

Šalamounová , Z., & Fučík, P. (2019). The relationship between peer status and students’ participation in classroom discourse. Educational

Studies, 47(4), 438–455. https://doi.org/10.1080/03055698.2019.1706042