Standards-Aligned Lesson Plan Template

Beginning Student Teaching

Graduate Program in Education

Name: Perla Gutierrez-Jacinto

Subject(s): Math

Grade: 5th

Teacher(s): Perla Gutierrez-Jacinto

Mentor Teacher:

School:

Lesson Time Allotment: 45 min Date: 8 October 2023

TPE Target Skills:

1: 1.3 Connect subject matter to real-life contexts and provide active learning experiences to engage
student interest, support student motivation, and allow students to extend their learning.

2: 4.7 Plan instruction that promotes a range of communication strategies and activity modes
between teacher and student and among students that encourage student participation in learning.

Section 1 – Goals, Standards, and Assessments

TPE 1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5
1. CA State Standard(s) and/or Curriculum Frameworks (TPE: 3.1, 3.2, 3.3, 4.4)
What is the CA state standard/framework that you will be addressing for this lesson?

5.Nbt.2- Explain patterns in the number of zeros of the product when multiplying a number by powers of 10 and explain
patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number
exponents to denote powers of 10.

2. Learning Goal(s): Based on the CA State Standard(s) you have identified above, what will students have mastered in
terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample sentence frames: “By the end of this
lesson, my students will have mastered the ability to…” or “By the end of this lesson, my students will be able to
explain…”)

1. By the end of this lesson, students will demonstrate mastery in their ability to multiply a whole number by a power
of 10.
2. By the end of this lesson, students will be able to demonstrate understanding of patterns in the number of zeros in
the product when multiplying a whole number by a power of 10 through the use of 10’s blocks.

3. Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives identified
above have been successfully met?

A. Formative Assessments: At least two formative assessments total, at least one with a rubric that provides information
that allows you to measure whether students have met each of your learning objectives. Copy or attach rubric to this
template. (TPE 1.8, 2.5, 5.1, 5.5)

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Formative Assessment 1: Whiteboards- After teaching students how to multiply a whole number by a power of 10 (counting
the number of zeros after the 1 and moving the decimal point to the right by the number of zeros in the power of 10). The
students will use their white boards to show me that they are understanding how to multiply a whole number by a power of
10 by copying down and solving three equations that will be provided by the teacher. The teacher will then be able to walk
around in order to see if the students are grasping the concept.

3 Problems and their Correct Answers

1. 4 x 100 = 400
2. 12 x 10 = 120
3. 5 x 1,000= 5,000

Formative Assessment 2: Exit Ticket Worksheet: Students will be handed a worksheet that they must complete individually.
The worksheet will assess 1. If the student can correctly multiply a number by a power of 10 and, 2. If the student is able to
demonstrate understanding of patterns in the number of zeros in the product when multiplying a number by powers of 10
through the use of 10’s blocks.

Needs Improvement (1 Good (2 points) Great (3 points)

point)
(Accuracy) Student correctly answered Student correctly answered Student correctly answered
1. Student demonstrates 33% of the problems 66% of the problems 100% of the problems
mastery in their ability provided (1/3 questions). provided (2/3 questions). provided (3/3 questions).
to multiply a number
by the power of 10.
2. (Comprehension of The student inconsistently The student mostly Student accurately
exponential growth) represents numbers with represents numbers represents numbers using
Through the use of 10’s blocks and struggles accurately with 10’s blocks 10’s blocks and
10’s blocks, student is to grasp the pattern of and demonstrates a good demonstrates a clear
able to demonstrate adding zeros. understanding of the understanding of the
understanding of pattern of adding zeros. pattern of adding zeros.
patterns in the number
of zeros in the product
when multiplying a
number by powers.

B. Self-Assessment: How will all students be involved in self-assessment and reflection on their learning goals and
progress? If working in teams, how will they peer-assess each other and the group? A rubric is required for the students to
use in either self-assessment or team/peer assessment (TPE 1.5, 5.3)

Self-Assessment Rubric:
Based on your own understanding of each topic listed, mark how well you believe you understand each topic that is on the
chart.
SELF-ASSESSMENT I need some help. I think I understand. I definitely understand.
RUBRIC
1. I can multiply a I got one of the questions I got two of the questions I got all three questions
whole number by the correct and need more correct but, feel like I need correct and feel confident I
power of 10. instruction and practice. more practice. can do this on my own.
2. I can use 10’s blocks I do not know how to show I can mostly show numbers I can correctly show
to show numbers using 10’s blocks using 10’s blocks and I numbers using 10’s blocks
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understanding of and I do not understand the have a good understanding and I really understand the
patterns in the pattern of adding zeros. of the pattern of adding pattern of adding zeros.
numbers of zeros in zeros.
the answer when I
multiply by powers
of 10.

4. Relevance/Rationale:
Based on prior assessments of your student’s level of academic understanding for this subject, why is this the critical lesson
for your students to learn right now in your class? (These assessments can be based on formal assessments such as past
quizzes or informal assessments based on observations). (TPE 1.3, 2.6, 3.2) Make sure to cite specific evidence from prior
student learning to support your rationale:
Students have been applying and expanding previous understandings of multiplication to multiply a fraction or whole
number by a fraction. The students are about 2/3’s of the way through unit 2 and based on observation about 70% of the
students have a basic understanding of how to multiply a fraction or whole number by a fraction. This data indicates that it
would be appropriate to move on to unit 3 which explores numbers in operations in base ten which also relates to and
expands on previous understandings of multiplication.
To the best of your observations, what existing assets and funds of knowledge do you students already have about your
lesson topic (outside of what has been taught in class)?
This lesson is the introduction lesson on powers of 10 for my students. The students have prior knowledge on multiplying
two whole numbers together. The students also have prior knowledge on the multiples of 10. This lesson is critical for my
students because introducing the powers of 10 and having them understand how to multiply numbers to the powers of 10
will help lay a foundation for the introduction of exponents.
What misunderstandings and misconceptions do you expect students might have from the lesson?
- Students may believe that this pattern/rule that can used with whole numbers applies to all numbers including
decimals. For example, 30x10= 3x1= 3 and then adding the 2 zeros which equals 300. This would not be the case
for .30x10. Using this same process would get students the incorrect answer of .300 instead of the correct answer of
3.

Multilingual/EL students
5. ELD Standards Addressed: Identify one standard from Part 1 and another from Part 2 of the ELD Standards that you
will implement during this lesson to support your English language learners. (TPE 1.1, 1.6, 3.5, 4.4) Make sure to include
both the ELD Standard number and the content of the standard! (Feel free to cut and paste!)

Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive

ELD Standard A. Collaborative 1 Emerging:
1. Exchanging information/ideas: Contribute to conversations and express ideas by asking and answering yes-no
and wh- questions and responding using short phrases.
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas, and C. Connecting
and Condensing Ideas
ELD Standard C. Connecting and Condensing Ideas 6 Emerging:
1. Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g. creating
compound sentences using coordinate conjunctions such as and, but, and so.)

6. ELD Standard Learning Goal(s): Based on the ELD Standards you identified above, what will students have mastered
in terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample sentence frames: “By the end of this
lesson, my English language learners will have mastered…” or “By the end of this lesson my English language learners will
be able to explain…”)

Learning Goal (ELD Standard Part 1): By the end of this lesson, my students will have practiced effectively explaining their

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solutions.

Learning Goal (ELD Standard Part 2): Students will be able to use clauses to explain patterns.
Please explain at least 2 instructional methods (such as SDAIE strategies, levelled questioning, graphic organizers, etc.) you
will use to meet your ELD Standard learning objectives for this lesson.

a. ELD Standard Learning Goal Part 1:

 Strategies you will use:
a. I will provide the class with discourse frames to help them explain the solutions that they came up with. For
example: ___ x ___ equals ______ because first we multiply ___ by ___ and then we add ___ zeros.
b. Think-Pair-Share: I will have students think of how they would solve an equation that asks them to multiply a
number by powers of 10 and have them take turns sharing the steps that they would take with their classmates.
 Informal assessment you will use to evaluate if the strategy is working: The teacher will call on students to provide
a step-by-step explanation as how to multiply a number by a power of 10.

b. ELD Standard Learning Goal Part 2:

 Strategy you will use:
a. Idea Starts: Opening lines to get students started. I will provide students with 2 sentence stems that they will
combine into one clause statement. For example: When I multiply ____ by ____ ( a power of 10) I can see that it is
like adding ___ amount of zeros. This helps me understand how the value increases. This would turn into one
clause: When I multiply ____ by ____ ( a power of 10) I can see that it is like adding ___ amount of zeros and this
helps me understand how the value increases.
b. Vocabulary: I will provide the class with mathematical vocabulary and definitions so that they are able to use this
vocabulary when explaining their solutions and their thinking.
 Informal assessment you will use to evaluate if the strategy is working: The teacher will walk around and have
mini-interviews with EL students.

7. Academic Vocabulary: (Please chose 2-5 content-specific vocabulary terms that your students will have mastered by the
end of this lesson) (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)

Whole Number: Any positive number that does not include a fraction or decimal part.
Power of 10: 10 multiplied by itself a certain number of times. (10, 100, 1,000)
Value: Worth of each digit depending on where it lies in the number.

8. Essential Questions: (TPE 1.5)

 How can patterns be used to describe relationships in mathematical situations?

 How does multiplying by a power of 10 affect the product?

Section 2: Differentiation Case Studies: Focus Students 1, 2, and 3

(Focus on the needs of the whole class to be addressed on the Demographic Profile)
Focus Student #1 (FS1): English Learner
Updates/observations regarding this student (academic or otherwise):
- FS1is a very positive student and appears to be happy at school. He is in the emerging phase of the ELD level
continuum. He struggles in reading and struggles with participation in class. He also has a difficult time staying on
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task. He is progressing in speaking and writing in the English language and is an effective communicator.

Assets and Challenges

Please identify three ways this specific student will have assets or challenges that they might bring into this lesson. Then identify one strategy for each asset or
challenge that you will use to support the success of this child by either empowering their assets or removing barriers for their challenges.
Specific Assets/Challenges Specific form or support to address each asset/challenge:
#1 Asset/Challenge #1 Strategy:
An effective communicator. For this lesson, the student will be provided with time to
communicate with his elbow partner to help him verbally
process the material and instructions.
#2 Asset/Challenge #2 Strategy:
Student oftentimes gets distracted during instruction. For this lesson, I will circulate around the classroom and
make sure to stand near the student’s desk to encourage his
focus at least 2-3 times during the lesson.
#3 Asset/Challenge #3 Strategy:
Student has a hard time attempting to complete and For this lesson, I will circulate the room and check in with
completing his work. the student. I will model a problem from the exit ticket in the
students first language on a one-to-one basis, so the student is
able to visualize and understand the steps to take to find the
product of a whole number times the power of 10. This will
also help guide the student and encourage him to attempt the
rest of the problems.
Focus Student #2 (FS2): SPED
Updates/observations regarding this student (academic or otherwise):

- FS2 is classified as an English language learner. Student has demonstrated low scores in both ELA and math through
assessments provided during this school year. Student receives specialized academic instruction for both ELA and
math. Student struggles with identifying and understanding the use of mathematical operational signs. Student also
has difficulty understanding complex words/vocabulary and oftentimes refuses to work on assignments.

Assets and Challenges

Please identify three ways this specific student will have assets or challenges that they might bring into this lesson. Then identify one strategy for each asset or
challenge that you will use to support the success of this child by either empowering their assets or removing barriers for their challenges.
Specific Assets/Challenges Specific form or support to address each asset/challenge:
#1 Asset/Challenge #1 Strategy:
Student struggles with identifying and understanding For this lesson, I will provide the learner with a math
operational signs. operation symbol reference sheet to keep and use at her desk.
The sheet will show what each operation symbol is called and
will provide an example of the operation in use. For example,
the reference sheet will show that X means multiply, + equals
addition, etc.
#2 Asset/Challenge #2 Strategy:
Student is oftentimes distracted during instruction. For this lesson, I will circulate around the classroom and
make sure to stand near the student’s desk to encourage her
focus at least 2-3 times during the lesson.
#3 Asset/Challenge #3 Strategy:
Student oftentimes refuses to work on assignments and has a After direct instruction, I will circulate the room and check in
difficult time completing her work. with the student. I will walk the student through one problem
on the exit ticket on a one-to-one basis. I will show the
student how to solve the first problem. Then I will have her
guide me through solving the second problem while I
converse with her about her thinking. This will help guide her
and encourage her to finish her work.

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Focus Student #3 (FS3): Special Circumstance

Updates/observations regarding this student (academic or otherwise):

- Student oftentimes falls asleep during writing and social studies instruction. Student is a good reader and enjoys
reading, and many times prefers to read than to focus on the lesson. Student is oftentimes distracted during
instruction. Student struggles with writing and with speech. Student attends speech instruction outside of the
classroom every once in a while. Students test scores indicate that he is good at math. Student volunteers often
during math instruction and provides support to those around him.

Assets and Challenges

Please identify three ways this specific student will have assets or challenges that they might bring into this lesson. Then identify one strategy for each asset or
challenge that you will use to support the success of this child by either empowering their assets or removing barriers for their challenges.
Specific Assets/Challenges Specific form or support to address each asset/challenge:
#1 Asset/Challenge #1 Strategy:
Student tends to finish math problems more quickly than the While students are completing their check for understanding
other students. on their whiteboards I will circulate the classroom and check
in with the student, if his work is correct, I will provide the
student with a more complex problem/question in order to
challenge him while I wait for the other students to finish up.

Example questions:
- 450x10x100= (includes more steps than the
problems that the students have been practicing)
- How many tens do we need to multiply the number
2 by to get to the number 200,000?
#2 Asset/Challenge #2 Strategy:
Student is oftentimes distracted during instruction. For this lesson, I will circulate around the classroom and
make sure to stand near the student’s desk to encourage his
focus at least 2-3 times during the lesson.
#3 Asset/Challenge #3 Strategy:
FS3 enjoys sharing his ideas, helping others and participating I will call on the student at least once during instruction and
during math instruction. give him time to discuss how he got his check for
understanding answers with his elbow partner in order to give
the student a chance to participate during the lesson.

Section 3: Universal Access Lesson Development

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
What forms of differentiation (modifications/accommodations/special instructional strategies) will be made for this specific
lesson based on the assets and challenges of your students? (TPE 1.4)

1. Universal Design for Learning (whole class) Support:

(TPE 1.4, 4.4, 4.7) Identify one strategy you will use from each of the UDL multiple means categories to create a lesson
that works towards universal design. (Support for identifying rich UDL strategies can be found here:
http://udlguidelines.cast.org..)

Multiple Means of Engagement: 8.3 “Sustaining Effort & Persistence: Foster collaboration and community.”
Students will be able to discuss ideas with their table groups throughout the lesson. At the beginning of the lesson teacher
will write 10, 10x10= 100, 10x10x10=1,000 10x10x10x10= 10,000 on the board with the = signs lined up and have the
students discuss with their table groups of any patterns they see within the number of zeros in the product number of zeros
in the problem. Then each table will share what their group came up with.
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Multiple Means of Representation: 2.1 “Language and Symbols: Clarify vocabulary and symbols”
Teacher will define important words to the class so that the students know what they will be focusing on and learning about.
For example: the teacher will define and explain what powers of 10 are, what whole numbers are and what operation the
students will be working with. This will also help students who struggle with understanding complex vocabulary.

Multiple means of Action and Expression: 5.1 “Expression and Communication: Use Multiple Media for communication.”
During the lesson students will be provided with multiple ways to engage and express their learning. Towards the beginning
of the lesson, they will have the opportunity to communicate with their tablemates regarding the patterns that they see when
they multiply whole numbers to powers of 10, towards the middle of the lesson they will be provided with a bingo card
sheet, towards the end they will be provided with a physical exit ticket. Lastly, the students will fill out an online Jamboard
asking them to type one thing they learned, any questions they have and/or something that they wish to learn more about.

2. Higher Order Thinking Strategy Develop your lesson in a manner that ensures students will be engaging at least three
levels of Bloom’s Taxonomy during, including at least one form of higher order thinking (Analyze, Evaluate, or Create)
(TPE: 1.4, 4.4) Briefly explain how each of the three categories will be incorporated:

1: Understand- Students will recognize the relationship between a number and its corresponding power of 10.

2: Apply- Students will apply their knowledge of multiplication to help them find the products of whole numbers and
powers of ten.

3: Analyze: Students will be able to analyze how the number changes when multiplied by different powers of 10.

3. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

Identify one specific SEL competencies (Self-awareness, Self-management, Social awareness, Relationship Skills,
Responsible Decision-making) that you will focus on for the whole class (Support for identifying rich SEL strategies can be
found here: https://casel.org/what-is-sel/.)

Specific strategy that you will use to inculcate that competency for this lesson:
Self-Management: Management of or by oneself; the taking of responsibility for one’s own behavior and well-being. The
ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations.

I will explain to my students what Self-Management is. I will then explain to them that during our math lesson today we
will be doing many different types of activities. These of which include having discussions with our tables, having class
discussions, and practicing our math through a competitive-like game. Throughout the lesson I want to encourage every
student to be aware of their emotions and to practice balancing your reactions and your behaviors. This means being
respectful of our classmates when they are talking and practicing good sportsmanship and positive behaviors. During the
lesson I also want you to think about how you are feeling about the math concepts we’re learning. Are there any areas
where you feel challenged or need extra support? At the end of the lesson, I will allow you to write down any thoughts and
questions you may have so that we can discuss them together. Remember along with managing our behaviors and reactions
self-management also deals with being aware of our emotions and seeking help when needed.

5. Lesson Enhancement Strategies:

(Please address each of these only if you plan to use them, they are NOT mandatory)

21st Century Skills: (TPE 1.5, 3.3, 4.7) Technology: Visual and Performing Arts:
Communication How will technology be incorporated How will the students be provided with
Collaboration into the lesson? (TPE 1.2, 1.4, 3.6, opportunities to access the curriculum by
Creativity 3.7, 3.8, 4.4, 4.8 4.9, 5.4) incorporating the visual and performing
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Critical Thinking Technology will be incorporated arts? (TPE 1.4, 1.7, 3.3, 3.6, 4.4)
Collaboration and communication when using the projector to show a N/A
will be incorporated when students are PowerPoint.
engaging in conversation with their
table groups and when they share
what their group comes up with. They
will engage in critical thinking when
they are finding patterns and
relationships between the powers of
10 and the zeros in the product of the
problem.

Section 4: Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7
1. Instructional Method: (TPE 1.4, 2.1, 3.5, 3.6, 4.4, 4.7) Circle all that apply–
Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning

3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
- Projector/computer to play PowerPoint
- Whiteboards and their respective markers/erasers
- Bingo worksheets for each student
- Bingo chips
- Exit Ticket worksheet for each student
- Chromebooks for JamBoard

4. Lesson Plan: Provide a clear explanation of each stage of your lesson. This should include a description of what will be
taught (including links to any Google Docs, Powerpoints, Youtube videos, etc.), how the students will be engaging the
lessons, and examples of directions, explanations, and questions that the teacher candidate will use to scaffold the progress
of learning. If it helps, you can write it out like a script of what you basically expect to say.

Introductory Lesson Explanation: (TPE 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3)
How will you establish a positive and safe learning environment?
Before the beginning of my lesson, I will explain to my students what Self-Management is. Self-Management is the ability
to regulate one’s emotions, thoughts, and behaviors effectively in different situations. I will explain to them that during our
math lesson today we will be doing many different types of activities. These of which include having discussions with our
tables, having class discussions, and practicing our math through a competitive-like game. Throughout the lesson I want to
encourage every student to be aware of their emotions and to practice balancing their reactions and their behaviors. This
means being respectful of our classmates when they are speaking and practicing good sportsmanship and positive behaviors.
During the lesson I also want you to think about how you are feeling about the math concepts we’re learning. Are there any
areas where you feel challenged or need extra support? At the end of the lesson, I will allow you to write down any thoughts
and questions you may have so that we can discuss them together. Remember along with managing our behaviors and
reactions self-management also deals with being aware of our emotions and seeking help when needed.

Student friendly version of how you will introduce your learning goals:
Today we are going to learn how to multiply whole numbers to powers of 10.

Student friendly explanation of how this lesson connects to prior lessons and the larger unit for this subject (ie., how does it
connect to the big idea of the unit)?:
Before this, we have been learning and practicing multiplying whole numbers. During our daily mountain math, we have
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also been learning and practicing how to find the place value of numbers when we write the numbers in expanded form.
Now we will be diving into the exciting world of multiplying whole numbers by powers of 10 by adding zeros! This will
later help us with scaling quantities, estimating large numbers, and understanding exponents.
How will you communicate your expectations for learning and behavior?
I will communicate my expectations for learning and behavior at the beginning of the lesson.
Students will be expected to participate during the lesson. They will be expected to work with their table groups to find
patterns and relationships between the powers of 10 and the zeros in the product of the problem. Students will be expected to
be good listeners, to focus on their learning, to follow directions, and to show good sportsmanship during the bingo game.
Open –
Anticipatory Set: This should be a short, attention-grabbing, engaging opener that recruits the interest of your students,
provokes curiosity, and makes them want to learn more.
I will begin the lesson by asking the students, “Can you imagine how embarrassing it would be if you invited people to come
over for a meal and you didn’t have enough for everyone? The math we are learning today can help you make sure this
doesn’t happen! I am then going to ask the students to imagine the following scenario: You have a recipe that serves 4
people but have to make it for a larger group of 40 people. What would you need to do to the ingredients in the recipe to
make it enough for 40 people?

If the recipe calls for 2 cups of flour to feed 4 people, we would have to multiply that by 10 to get it to feed 40 people
meaning we would need 20 cups of flour.

Have students discuss with their groups.

Body –
This section should be no shorter than 3 paragraphs. Your professor should be able to imagine each step of the lesson
and have a strong understanding how you will explain the concepts (writing out your explanations will help you grow
in your clarity) and give students opportunities to meaningfully engage them.
Options: You can use a simple “I do, we do, you do” approach to this section.
You may also use the Seven Step Lesson Plan approach, which includes these stages: Teach/Model, Check for
Understanding, Guided Practice, Independent Practice (TPE 1.8). Make sure that your descriptions are thorough enough that
your professor can imagine the progress of each stage of the lesson and discern whether there has been appropriate
scaffolding.
After having the students discuss the recipe scenario and share with the class what their groups came up with, direct
instruction will begin. I will write 10, 10x10= 100, 10x10x10=1,000 10x10x10x10= 10,000 on the board with the = signs
lined up and have the students discuss with their table groups of any patterns they see within the number of zeros in the
product and the number of 10’s in the problem. Then each table will share with the class what their group came up with. The
teacher would model the same numbers using 10’s blocks in order for the students to see the growth when multiplying by
powers of 10 (up to 1000). The teacher will then discuss that the number of zeros in the product is equal to the number of
10’s in the problem. The teacher would then explain that these products are also known as the powers of ten. I would then
define the power of 10 by stating that this concept (power of 10) refers to the number 10 being multiplied by itself a certain
number of times (10, 100, 1,000). I would also define what a whole number is which is any positive number that does not
include a fraction or decimal part. Lastly, I would state that a value is the worth of each digit depending on where it lies in
the number. After explaining these three important concepts I will tell students that we are going to learn how to multiply
whole numbers by powers of 10.
Next, I will model two ways to multiply whole numbers by powers of 10. I will write the example 43x10 on the
whiteboard and I will show the students two ways to solve this. The first way is moving the decimal located after the 43 to
the right by the number of zeros in the power of 10. In this case there is one zero in the power of 10 therefore we would
move the decimal one place to the right and fill in the spot with a zero making the product 430. The second way to solve it
would be multiplying the 43 and the 1 and then adding the zero to the end which would also give the same product of 430.
After modeling 2 more examples for the students, I will provide them with the first formative assessment. The students will
use their white boards to show me that they are understanding how to multiply a whole number by a power of 10 by copying
down and solving three equations that will be provided by the teacher. The 3 problems are as follows 4 x 100 = 400, 12 x 10
= 120 and 5 x 1,000= 5,000. The teacher will then be able to walk around in order to see if the students are grasping the
concept. Depending on how the students are doing, the teacher will decide if to model two more problems and check their
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 Standards-Aligned Lesson Plan Template
Beginning Student Teaching
Graduate Program in Education

understanding again or if it is time to move on to the next activity.

After checking their understanding, I will move on to the following activity which will allow students to keep practicing
the newly learned skill. The next activity will be bingo. Each student will be given a bingo card. The teacher will display a
question on the PowerPoint. For example, 78x10. Students are to solve the question and mark their answer on their bingo
card using the bingo chips for this example they would mark 780. The first person to get five in a row or column will call
bingo. The teacher would then have the student who called bingo recite their winning numbers and verify that they were
correct. Unless short on time, two rounds of bingo will be played. After finishing up the round/rounds of bingo, I will
provide students with a short 3 question exit ticket that will assess if 1. The student demonstrates mastery in their ability to
multiply a whole number by the power of 10 (accuracy), and 2. Student is able to identify and explain patterns in the number
of zeros in the product when multiplying a whole number by powers of 10 (work shown). Lastly, the students are to fill out a
jam board in which they will indicate one thing they learned, something they want to learn more about, or any questions they
have.

Bingo:
PowerPoint: https://docs.google.com/presentation/d/1n-C5hFSiul_I3zq5y49Vx3KH6XIttpDDcrBUCVWi8_s/edit?
usp=sharing

Exit Ticket: https://docs.google.com/document/d/1MfosBIyw75bwh8QTtJ3swhec0BD-PajGP5rqxdB6ytc/edit?usp=sharing

Essential Questions: Develop at least three questions you will ask throughout this lesson to informally assess student
learning (ie., to find out if your students are exceeding your expectations, meeting them, or not yet attaining them?)

- How can we use powers of 10 to quickly multiply numbers?

- How can patterns be used to describe relationships in mathematical situations?
- How does multiplying by a power of 10 affect the product?

Close –
To close, I will ask students to fill out the Google Jamboard by telling me one thing they learned, something they want to
learn more about, or any questions they have.
Confirming the learning: How will you review the learning with your students at the end of the lesson and help them self-
assess whether they achieved the learning goals you set for them?

Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
Based on the results of the exit tickets, I will know if the lesson was successful or if the students will need to learn more
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 Standards-Aligned Lesson Plan Template
Beginning Student Teaching
Graduate Program in Education

about multiplying whole numbers by powers of 10 or if they are able to move on to decimals. I will also ask students to
show me how they felt about the lesson by showing me their fingers (4 is great, 3 is good, 2 is I understand some but need
more support, 1 is I understood nothing). I will tell them that this lesson we will be using what we learned today and
applying it to our future lessons in the unit so that we are able to understand what exponents are. I will also explain that for
our next lesson we will be learning and practicing multiplying decimals and powers of 10. Lastly, I will tell students that
they did a great job and to give themselves a pat on the back for all of their hard work.

Section 5: Reflection
TPE 3.4, 6.1, 6.5
After presenting the lesson in the classroom, evaluate the rubric for your formative and student self-assessments and use the
data to reflect on whether the learning objectives were met for this lesson.

1. Student achievement of you CA State Standard learning goals for this lesson:

a. Using the rubric you developed for your formative assessment, explain any areas of successful achievement of your
CA State Standard learning goals for the academic content of this lesson. Identify any patterns and/or trends in the
results. Make sure to cite evidence (including specific number scores!) from your rubric.
16/24 students which is equivalent to 66% of the student’s demonstrated mastery in their ability to multiply a number by
the power of 10. These 16 students (66%) of the class also demonstrated comprehension of exponential growth through the
use of 10’s blocks. 5 out of the 24 students which is equivalent to 20% of the class scored a 5/6 on the rubric, making an
error on one of the three accuracy problems, but demonstrated comprehension of exponential growth.

b. Using the rubrics for your formative assessment, explain any areas where the class or individual students did not achieve
your CA State Standard learning goals for the academic content of this lesson. Identify any patterns and/or trends in the
results. Make sure to cite evidence (including specific number scores) from your rubric to validate your answer:

3 of 24 (12.5%) students made a mistake on one of the 3 accuracy questions and on one of the 2 checks for understanding of
exponential growth questions There were not patterns or trends in the results as students missed different questions.
However, this demonstrates that students may need more practice with these types of questions. I think that incorporating
practice questions into their homework/morning work and reviewing them will allow them to feel more confident when
multiplying whole numbers by the power of 10.

2. Student achievement of your ELD Standard learning goals for this lesson:

a. How effective was your instructional approach for your multilingual/EL students? Did they demonstrate achievement of
your ELD Standard learning goals for this lesson:
The discourse frames and think-pair-share were helpful in helping the students achieve their goal of effectively
communicating with their classmates. The instructional approach was effective. The students used the discourse frames to
explain their solutions to other students. Think-pair-share was used by having students take turns when sharing the steps,
they would take to solve these problems.
b. Explain any areas where your multilingual/EL students were not able to demonstrate achievement of your ELD Standard
learning goals for this lesson:
My EL students were not able to demonstrate their achievement of the second learning goal which dealt with using clauses.
Students were able to explain their thinking and patterns of the number of zeros in the product in other manners however
they were not able to use clauses.
c. How effective your instructional approach for your FS1?
The student understood the concept of exponential growth and was mostly accurate when finding the products of problems. I
think that allowing the student to communicate with his elbow partner and modeling a problem for him before he completed
his exit ticket helped the student understand how to multiply whole numbers by powers of 10 and have a good understanding
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 Standards-Aligned Lesson Plan Template
Beginning Student Teaching
Graduate Program in Education

of exponential growth.

3. How did getting to know your students’ assets and learning needs…
a. Inform and/or shape your instructional app for the whole class?
Since I know that the majority of the students are visual learners, I provided the whole class with a PowerPoint presentation
that they followed along with as I presented them with new content/material. I also provided the students with 10’s blocks in
order for them to see exponential growth.
b. Support student access to and engagement with the content?
Since I know that students enjoy playing Loteria (Mexican bingo) and playing games to learn material, I decided to have the
students play a bingo game. The students loved playing this and were really engaged with the content.
c. Enable you to affirm and validate the cultural and linguistic backgrounds of you whole class in general and your focus
students specifically?
I affirmed and validated cultural and linguistic backgrounds of the whole class by creating a safe and welcoming
environment for every student regardless of cultural background. I set expectations of behaviors for the students at the
beginning of the lesson in which I asked every student to respect each other and be active listeners. I also introduced bingo
by connecting it to Loteria which we had played the week before. However, I think that I could have incorporated cultural
and linguistic backgrounds in a different way, for example providing students with a word problem that incorporates some
aspects of their Hispanic/African American culture.

4. In this lesson, did you need to incorporate specific in-the-moment instructional adaptations…
a. For the whole class to support them in achieving the learning goals?
For this lesson, I did incorporate specific in the moment instructional adaptations. I noticed that when playing bingo many
students were marking the incorrect answer on their bingo card, therefore, I took a step back and showed students how to
solve each question. After students were more comfortable, I asked for volunteers to come up to the board and solve the
questions. I noticed that the students really enjoyed coming up to the board to solve the problems.
b. For your three focus students to help them achieve the learning goals?
When I checked in with the students, they said they felt confident that they could solve the problems on their own, therefore
there was no in the moment adaptation of instruction for them.

5. Next Steps
a. Based on your assessments:
1) What should you teach next after this lesson? (Do you need to reteach any aspect of it, move on to a new subject, or
some combination of both?)
After this lesson, students should be taught how to multiply decimal numbers by powers of 10. I think that students
should continue to practice multiplying whole numbers to powers of 10 for homework or morning work in order for
them to be more confident and accurate when solving these problems. However, I think that the students have a good
understanding of how to solve these problems and a good understanding of the exponential growth that takes place,
therefore, I find it acceptable to move onto decimal numbers.
2) If applicable, was your grouping strategy effective?
N/A

b. If you were going to teach this lesson again, would you change anything about how you engaged your students in terms
of (CHOOSE WHOLE CLASS OR ONE STUDENT for each category)…

1) Higher order thinking:

 Your whole class? I would not change my higher order thinking however, I think that I would like to provide
students with more guidance regarding Understand- Students will recognize the relationship between a number and
its corresponding power of 10. Since I noticed that some students struggled with writing the correct number of

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 Standards-Aligned Lesson Plan Template
Beginning Student Teaching
Graduate Program in Education

zeros in the product.

 FS1
 FS2
 FS3

2) Academic language:
 Your whole class?
 FS1
 FS2 Provide student with a sheet depicting whole numbers, value, and powers of 10 in order to help the student
visualize what types of numbers are being multiplied together.
 FS3

3) English language learning:

 Your whole class? Provide students with physical sheets of clauses to use when order for them to fill in and use
when explaining their solutions during the lesson.
 FS1
 FS2
 FS3

Section 6: Student Samples

Collect the work samples of each of your three focus students (ELL, and special needs students, and special circumstance
students). Use your rubric to score each student and provide feedback regarding their work on their work sample and/or
rubric.

Upload these student sample documents (or pictures of them) to Canvas along with your Lesson Observation
Protocol(s) (LOPs) and your reflection.

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 Standards-Aligned Lesson Plan Template
Graduate Education Lesson Plan Rubric
Not Yet! Beginning Emerging
BeginningHighly
Proficient
Student Teaching
Proficient Total
Graduate Program in Education
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Section 1: Does not yet align More work is Some alignment of Proficient alignment of Strong alignment of
standards and needed to align standards and standards and standards and objective
objective and/or standards and objective with limited objective with basic with clear, robust
Goals and does not yet provide objective and/or rationale and essential rationale and essential rationale and essential
Standards clear rationale and does not yet provide questions. questions. questions.
essential questions. clear rationale and
essential questions.
Does not yet Minimal formative Provides some Provides proficient Provides strong
provide formative assessments and formative assessments formative assessments formative assessments
Formative assessments and rubric that will and rubric, but unclear and purposeful rubric and purposeful rubric
Assessment rubric that will enable meaningful how they will enable that will enable some that will clearly enable
Plan enable meaningful assessment for most meaningful assessment meaningful assessment meaningful assessment
assessment for most students. Does not for most students. for every student. for every student.
students. Does not yet provide for Provides some ideas Provides proficient Provides strong student
yet provide for meaningful student for meaningful student plan for student self- self-assessment plan
meaningful student self-assessment. self-assessment, but assessment that will that will empower
self-assessment. not yet fully developed likely empower students to critically
students to reflect on reflect on their learning
their learning and gain and gain meaningful
some insights insights
Does not yet Provides minimal Provides a self- Provides a well- Provides a strong, well-
provide a well self-assessment or assessment or peer- developed self- developed self-
Peer and thought out plan for peer-assessment for assessment for assessment or peer- assessment or peer-
Student Self- self- or peer- students that is not students that has a assessment for assessment for students
Assessment assessment likely to support chance of supporting students that is likely that is highly likely to
Plan metacognitive some metacognitive to support support significant
reflection and reflection and metacognitive metacognitive reflection
learning. learning. reflection and learning. and learning.
Section 2: Does not yet Demographic Provides somewhat Provides proficient Provides strong
provide profile and helpful demographic demographic profile demographic profile and
demographic profile adaptations that profile and and adaptations, with adaptations, with
Differentia- and adaptations that facilitate diversified adaptations, but with clear significance for insightful significance
tion Case facilitate diversified learning or engage unclear significance diversified learning for diversified learning
Studies learning or engage 21st Century for diversified learning and integrates 21st and integrates 21st
21st Century Learning, the Arts, and only preliminarily Century Learning, the Century Learning, the
Learning, the Arts, and/or technology. integrates 21st Century Arts, and/or Arts, and/or technology.
and/or technology. Learning, the Arts, technology.
and/or technology.

Section 3: Does not yet Minimal multiple Some integration of Proficient Strong demonstration of
include multiple means of instruction multiple means of demonstration of multiple means of
means of instruction that are likely to instruction, but unclear multiple means of instruction that are
Universal that are likely to provide engaging about providing instruction that are likely to provide
Access provide engaging Universal Access engaging Universal likely to provide engaging Universal
Lesson Universal Access for most learners. Access for most engaging Universal Access for all learners.
for most learners. learners. Access for most
Development learners.

59.9 and below 60-69.9 70-79.9 80-89.9 90-100

Section 4: Failed to create Developed Developed adequately Developed strong, Developed extremely
meaningful plans minimally thought- realistic, and well realistic, and well strong, realistic, and
out plans without thought out plans with thought out plans with well thought out plans
Instructional potential to create a potential to create a, potential to create a with potential to create a
Procedure well- structured well-structured thriving, well- thriving, well-
classroom classroom where structured classroom structured classroom
students might where students where students
understand the understand the understand the
boundaries boundaries and can boundaries and can
work well within them. work well within them.
Point Chart: Final
Score:
225-250 A
200-224.9 B
175-199.9 C
150-174.9 D
149.9 and
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below: Not
yet!
 Standards-Aligned Lesson Plan Template
Beginning Student Teaching
Graduate Program in Education

All Components Lesson Plan Rubric

Not Beginning Emerging Proficient Highly Proficient Total
Yet!
14.4 15-17.4 17.5-19.9 20-22.4 22.5-25
and
below
Student Work Failure to Submission of two to Submission of three to Submission of five Submission of five
include three samples little five samples some samples representing samples representing
Sample Submission student diversity in abilities and diversity in abilities and ample diversity in a wide range of
samples needs and/or lacking needs with appropriate abilities and needs diverse abilities and
on a appropriate comments comments and grades with strong, useful needs with excellent,
meaningf and grades comments and grades clarifying comments
ul level and grades
Lesson The LOP from the Mentor Teacher and University Supervisor was submitted to Canvas in a timely manner and in
readable form.
Observation (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this and may
Protocol affect being allowed to go on to the next stage of the Grad Ed Program).
(LOP) Submission
29.9 30-34.0 35-39.9 40-44.9 45-50
and
below
Teaching Failed to Minimal reflection on Adequate reflection on Strong reflection on Superb reflection on
reflect on lesson and specific lesson and specific lesson and specific lesson and specific
Candidate the lesson assessments showing assessments showing assessments showing assessments showing
Reflection on in a poor analysis into the some analysis into the good analysis into the robust analysis into
Lesson pedagogic strengths and strengths and weaknesses strengths and the strengths and
ally weaknesses of the of the instructional weaknesses of the weaknesses of the
meaningf instructional method method and process, instructional method instructional method
ul way and process, adaptations, and levels of and process, and process,
adaptations, and levels inclusion and engagement adaptations, and adaptations, and
of inclusion and for both the whole class levels of inclusion levels of inclusion
engagement for both the and individual needs with and engagement for and engagement for
whole class and satisfactory consideration both the whole class both the whole class
individual needs with of next steps and individual needs and individual needs
inadequate with sound with excellent
consideration of next consideration of next consideration of next
steps steps steps
Point Chart: Final
90-100 A Score:
80-89.9 B
70-79.9 C
60-69.9 D
59.9 and below:
NOT YET

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