Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Miss Grade-Level: Lesson Date: Feb. 5-9

Morgan Fourth Grade 2024
Title of Lesson: Math Cooperating Teacher: Miss Butler

Core Components
Subject, Content Area, or Topic
SOL 4.3 The Student will
a) Read, write, represent, and identify decimals expresses through thousandths;
b) Round decimals to the nearest whole number;
c) Compare and order decimals
Given a model, write the decimal and fraction equivalents. *
Student Population: 25
Learning Objectives
I can round decimals to the nearest whole number.
I can compare and order decimals.
Virginia Standard(s) of Learning (SOL)
VDOE Technology Standards
English Language Proficiency Standards (WIDA Standards)

Materials/Resources
Video
Slides
p.9 ws
white board
block manipulative
place value anchor chart
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Strategy Retur
Used n
Identifying Similarities & Differences 45%
* Summarizing & Note Taking 34%
* Reinforcing Efforts & Providing Recognition 29%
* Homework & Practice 28%
* Nonlinguistic 27%
Representations
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
* Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Strategy Retur
Used n
Teach Others/Immediate Use of 95%
Learning
* Practice by Doing 75%
* Discussion 50%
* Demonstration 30%
* Audio Visual 20%
Reading 10%
Lecture 05%

Day 4 Math: Thursday, February 8, 2024 Process Components

*Anticipatory Set
TTW go over the place value anchor chart created 2 weeks ago as a refresher for
students.
TSW repeat after the teacher as they go through the Place Values.
Teacher: Ones, tens, hundreds, thousand, ten thousand, hundred thousand, million
TSW repeat after each place value is states (one at a time).
Teacher: Tenths, Hundredths, Thousandths
TSW repeat after each place value is states (one at a time).
TTW display a comparing and ordering Decimal video for students to watch
TTW ask the following questions:
From which side to side do you read decimals when comparing?
What is one thing that stood out to you in the video?
*State the Objectives (grade-level terms)
I can compare and order decimals.
*Instructional Input, Modeling, or Procedures
TTW display the Comparing and Ordering Decimal slides to model for the students.
TTW instruct students to take out a sheet of paper to take NOTES
TTW instruct the students to use the notes as a resource during classwork today.
TTW go over the following steps (TSW copy the following steps)
- Step 1) Line up the Decimal points.
- Step 2) Add zeros as place holders because every # needs a friend.
- Step 3) Create columns for your numbers.
 - Step 4) Compare #’s from left to right.
TTW go over slides 1-4 modeling for students the process using the steps.
TSW copy each problem on their notes sheet.
*Check for Understanding
TTW take out the Block Manipulatives to have students connect with the idea of place
value and comparing decimals.
TTW pass out blocks to each table and have students look and touch each block.
TTW instruct students to place the blocks in the center of the table to look at as they
transition to the guided practice slides.
*Guided Practice
TTW then display the guided practice Comparing Decimals slides
TTW instruct students to take out their white boards to work on slides 7-10
TTW display each slide one at a time
TSW write their work on their white board.
TSW raise their hand for the teacher to come by and check their work.
TTW will state “Flat Tire” TSW state “Shhhhhh”
TTW go to the board to go over each problem after checking each students work.

TTW take out her stopwatch to record the time it takes for students to do the following:
- Put away the white board
- Clear off desk of everything except a pencil and the math notes page
- Lay their head on their desk to show they are ready.
TTW display the Transition Time on the board for students to see and try to beat
during the next transition period.
*Independent Practice
TTW pass out Compare and Order Whole Numbers p. 9
TTW instruct students to use their notes for reference.
TTW instruct students to work independently and show their work.
Assessment
Informal Assessment based on students’ performance during Guided practice slides as
well as note taking.
*Closure
TTW ask students to put a thumbs up if they feel good about comparing/ordering
decimals, or put their thumbs sideways if they feel they need more practice comparing
decimals, and lastly to put a thumbs down if they need it explained differently.
TTW encourage students to show honesty especially since today is the first day they
are learning the new skill.
TTW pass out Whole Numbers: Place Value, Forms, Compare/Order WS for HW.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,
multi-cultural).
Modeling- the teacher models problems at the beginning of the class period talking through
each step.
Note taking- during Instructional input.
Hands on Learning/Non-Linguistic Representation- students and teacher use the Block
manipulatives.
Youtube Video- played in the anticipatory set
Classroom Management Strategies (To ensure a positive learning environment).
Phrases like Flat Tire will be used to gather students’ attention.
Students will be reminded during instructional time; all eyes and ears will be pointed
towards the teacher.
Timer displayed on board will help students manage time.
TTW clearly communicate expectations for behavior during center activities.
TTW address any behavior concerns promptly and consistently.

Lesson Reflection
 When I sat down to create the above lesson plan, I considered the different learners I

have present inside my classroom. I thought of ways I could incorporate teaching the same

content but in different ways. I began my lesson with reviewing place value with my students.

Weeks ago, when place value was introduced to the students, I highlighted the importance of

knowing the anchor chart by heart. At the beginning of each of my lessons since, as a whole

group, the students repeat after me as we go over the whole anchor chart. Repetition has shown

to have a significant role in creating core memory for my students.

Within my instructional portion of my lesson, I included a video, note taking, modeling,

and block manipulatives. Standard seven of the INTASC standards states, “7(b) The teacher

plans how to achieve each student’s learning goals, choosing appropriate strategies and

accommodations, resources, and materials to differentiate instruction for individuals and groups

of learners.” The song video played at the beginning of my lesson targeted my auditory learners.

Many of my students love singing and creating music. Their brains are programmed to remember

songs and rhythms.

Two of Marzano’s Nine Instructional Strategies for Effective Teaching and Learning was

incorporated in my lesson through note taking and utilizing the block manipulatives. I grew up

writing notes in school, as students write they can follow through the skill set while the teacher

talks through each step highlighting key steps one at a time. Research has shown that “notes can

be the best study guides for tests” (Marzano). My students do not always like note taking, but as

I have introduced this strategy, I have seen a difference in their grades and memory when asked

to state certain steps and or explain skills verbally. Nonlinguistic representations are so important

in my classroom. When place value was first introduced my students could not picture the tenths,

hundredths, and thousandths place value. After showing them the blocks and letting them feel
them and look at them closely created a lightbulb effect for some. “Recently, use of nonlinguistic

representation has proven to not only stimulate but also increase brain activity” (Marzano). The

students love using the manipulative and some stated to me during the lesson that they help them

connect and relate to place value.

Classroom and behavior management is a golden ticket in the classroom. It creates a

positive learning environment and promotes for an effective lesson. I often use attention grabber

phrases like “Flat Tire” and transition strategies to utilize every minute of the day. The transition

timer game has drastically improved the student’s cooperation in transitioning throughout the

day. I include the transition timer game in every single lesson. Expectations are stated and often

students are verbally reminded if they go off task. The whiteboard activity done in the lesson

during the guided practice can often get a little out of hand. During the above lesson, I walked

around the room making sure each student was doing the instructed task.

Work Cited
CCSSO, Council of Chief State School Officers. InTASC Model Core Teaching Standards and

Learning Progressions for Teaching 1.0 April 2013.

https://ccsso.org/sites/default/files/2017-

12/2013_INTASC_Learning_Progressions_for_Teachers.pdf

Marzano. Marsano’s Nine Instructional Strategies for Effective Teaching and Learning. MdREL.

Cloud County Community College.

https://www.cloud.edu/Assets/pdfs/assessment/marzanos%209%20strategies.pdf