Lesson Plan and Reflection

Name: Danielle Saltrick Cooperating Teacher: Alina Gastelum

Setting/Grade Level: 4th Grade Math Subjects: Math/Writing
School: Hendricks Elementary Date: 3/6/2018
Theme/Title: Composite of Class:

1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?

Students will be able to solve equivalent 4.MD.A

measurement problems by using Solve problems involving measurement
multiplication. and conversion of measurements from a
larger unit to a smaller unit.

4.MD.A.1
ml; hr, min, sec. Within a single system
of measurement, express measurements
in a larger unit in terms of a smaller unit
and in a smaller unit in terms of a larger
unit.
For example, know that 1 ft is 12 times as
long as 1 in. Express the length of a 4 ft
snake as 48 in. Generate a conversion
table for feet and inches listing the
number pairs (1,12), 2,24), (3,36).

2. Methodology
What instructional strategies will you use?
Constructions Library Research
Cooperative Learning Peer Editing
Discussion/Questioning Practicum
Problem Solving Field Study
Reflection/Response Graphic Organizers
Independent Learning Role Playing
Laboratory Viewing/Listening/Answering
Practice/Drill Experiment
Lecture Discovery
Reporting Journal
Simulation Other:
Why did you choose these strategies/methods?
Cooperative Learning: I chose cooperative learning because I will be placing the students
in small groups to work on finding equivalent measurements in word problems. In each
of the groups, I will assign roles for the students. One student will be in charge of
drawing the picture and the other student will be in charge of finding the equivalent
measurement and how they can provide a model, such as ____ yd = _____ feet
Problem Solving: I chose this strategy as the students will need to be able to problem
solve. For the word problems being presented to the groups, I will have the students
underline the numbers in the problem that they will be using.
Independent Learning: At the beginning, I will have the students solve a problem on the
board that they will write on the back of their papers. I want to see what each individual
student knows or remembers from the lesson the day before.
Viewing/Listening/Answering: For this strategy, I will have a picture presented on the
board and I will have the students look and listen to how I solve for the problem. While
solving for it, I will have the students answer questions I ask for active participation.
How will you group students for instruction?

I tend to group the students in small groups of 2-3 with one strong student and a few
students who need more instruction or help. I do this by placing the students point cards
on the table so they know where to sit when they come in. I am also planning on placing
either a colored star or pom pom on the table with the students so when I break them into
groups, they will know what role they have. Blue star/pom pom will do the drawing,
orange star/pom pom will write the equation.
List below your activities/steps including how you activate background knowledge, gain
student attention (set induction), demonstrate processes and desired outcomes (modeling,
guided practice, independent practice), and bring closure to the lesson. Also, articulate
how you will evaluate your lesson/determine if student learning occurred.
 Activity/Step Time Allocated

Bellwork/Anticipatory:
Have the students write down different
ways to measure things. Have a picture of 2-3 minutes to view the picture and have
house and school. Ask the students what the students write what unit of
form of measurement they would use to measurement they would use.
measure the distance. Extension: Is there
another method of distance to measure
with?

Model:
Model how to solve word problems.
STEP 1: Draw a problem (house and 2-3 minutes for the students to view the
school) on the board. picture and remember how they solved the
“You all shared how we could measure this equation.
distance, some of you mentioned inches,
feet, and yards. How about we measure by
yards. Let’s say from school to house it is
15 yards, how many feet would that be? Go
ahead and talk with a partner and write it
down and be ready to share (AP).”

STEP 2: Equivalent Measure

measurement.

Some students might guess, others might 2-3 minutes for students to share how they
show how they solved it. 15 x 3 = 45. might figure out this equation.
Write the model on the board with the
picture.
“Ask the students, 1 yard = ____ feet?”
(AP-Wait for students to raise hands)

STEP 3: Show how you can find the

equivalent measurement. “I know 1 yard =
3 feet, so what equation can I use to show
how many feet are in 15 yards?” (Take an 2-3 minutes to take the example from the
example from a student that is correct, student and share it with the class.
AP- ask the other students if they agree
with the equation, thumbs up, thumbs
down.)
Review for 1-2 minutes the steps that the
“So if I have 15 yards, I know 1 yard is students will need to show on their papers.
equal to 3 feet, so how could I set up a Step 1: Show the picture
problem to show how many feet are in 15 Step 2: Write the equivalent measurement
yards? 15 x 3.” Step 3: Show the equation
Split up into small groups:
I will inform the students, if you have a
blue star/pom pom on you paper or table, 5-8 minutes for the students to draw the
you are going to be in charge of drawing picture and show the equivalent
the picture. “Each of you will have a role, measurements and equations.
you will either be in charge of drawing the
picture, or writing the equivalent
measurement and equation. (AP-Raise
your hand if you are in charge of
drawing. Raise your hand if you are in
charge of writing the equations.) Just like
how I drew the house up on the board.
Show the picture and how you would
measure it. Label how you measure it.”

Ticket Out: Switch word problems and

have the students solve them on the back of 5-7 minutes for the students to read and
their paper. Don’t need to draw a picture, write the problem.
just show the model (1 pound = 16 ounces)
and the equation 10 pounds equals how
many ounces?

3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/CDs CD-ROM
Smart board Paper/Pencils/Colored Overhead Computer
with picture on Pencils Slides Distance
there Learning/Webcast
Students will use a Tape Recorder Internet
small poster board to TV/VCR/DVD Laser Disk
draw a picture for Assistive Tech. Smart Board
their word problem Digital/Video Other
and show how they Camera
solve it.
 4. Assessment/Evaluation
Assessment Alternatives How will you evaluate each student
(check=process, x=product) goal/outcome?
Application Objective Test
Exam By having the students provide a ticket out
Concept Observation on another word problem, this will help me
Mapping to understand if each student understands
Parent Contract how to solve word problems and how to set
Evaluation up the equations. I will determine if some
Peer Evaluation Checklist students are still struggling or if there are
Self-Evaluation Performance some that get it easily.
Inventories Portfolio
Quantitative Rating Scales How will you use this information?
Scales
Rubric Scored I will use this information when
Discussion determinng the next lesson and if it has
Journals Problem- similar activities or problems like today’s
Solving lessons and how I could better break it
Assessment down for those students who were
Other struggling with it and how I could use the
students would understood it better within
the lesson.
 5. Reflection after Lesson Implementation
1. To what extent did students learn what you intended? How do you know?

2. Did you do anything differently than what you planned? If so, why?

3. If you were going to teach this lesson again to the same students, what would you do
the same? Differently?

4. How much time did you actually use? Were transitions smooth?

5. Identify a group or individual who did well with the lesson. How do you account for
this? What might you do in the future to ensure their continued success?

6. Identify a group or individual who had difficulty with this lesson. How do you account
for this? What interventions could you use so that they achieve the learning goals?

7. Are there any other comments, reactions, or questions about the lesson? Was there
anything you felt especially good, frustrated, or confused about?