Teacher Education Lesson Plan Template

Teacher: Hannah Miller Date: 03/26/19

Title of Lesson: Math Review Cooperating Teacher: Sandy Sizemore

Core Components
Subject, Content Area, or Topic
Math
Student Population
Kindergarten
18 Students: 10 girls, 8 boys (2 SPED: 1 ADHD, 1 Autistic)

Learning Objectives
The students will demonstrate the ability to count by 5s and 10s
The students will do addition problems with numbers less than 10
The students will use an analog clock to tell time to the nearest half hour
Virginia Essential Knowledge and Skills
K.6 The student will model and solve single-step story and picture problems with sums to 10 and
differences within 10, using concrete objects
1.8 The student will determine the value of a collection of like coins (pennies, nickels, or dimes)
whose total value is 100 cents or less.
1.9 The student will investigate the passage of time and a) tell time to the hour and half-hour, using
analog and digital clocks;
Materials/Resources
White board
Mimio Projector
Review slideshow
Whiteboards (whiteboard plates)
Dry Erase Markers
Number Skills Worksheet 127
Pencils
Safety (if applicable)

Time
(min.) Process Components
2min *Anticipatory Set
TSW come to the carpet
TSW round-robin count to 100 by 5s

1 min *State the Objectives (grade-level terms)

The students will review counting by 5s, nickels, and identifying half an hour on an
analog clock

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
5 min *Instructional Input or Procedure
TTW go through the review slideshow on the board, calling on students to answer
questions
TTW briefly introduce the concept of ¼ using pizza as an example

2 min *Modeling
TTW do one of each problem type first, before having the students do it

1 min *Check for Understanding

TTW watch as students answer questions on the board and on their whiteboards
TTW check the worksheet as the students do it

Ongoing *Guided Practice

TTW assist students as needed during group and independent work time

10 min *Independent Practice

TSW complete a math review worksheet

Additional activity: Counting Cents

TTW divide students up into four groups
TSW be sent to one of four tables:
Each table will represent a different coin: pennies, nickels, dimes, and combinations
Each table will have six labeled bags of coins with varying values
TSW determine the value of each bag and note the total on their worksheet
TSW pass the bags around until they complete their table
TSW then move on to another table with a different type of coin, repeating the process
until they have determined the value of all the coins.
Assessment
Formative assessment by observation

2 min *Closure
TTW dismiss the students from the rug back to their seats
TTW explain the directions before passing out the worksheets
TTW have the paper collector collect all the worksheets
TTW do a quick recap of what we learned
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Classroom Management Issues (optional)

Some students may be allowed to sit at their chars during rug time.
Good students may earn “bucks” during the lesson.
Students who are acting out may have minutes taken off of recess
One student sits at a separate desk to minimize talking

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
 Teacher Education Lesson Plan Template

Teacher: Hannah Miller Date: 02/26/2019

Title of Lesson: Volume Cooperating Teacher: Anne James

Core Components
Subject, Content Area, or Topic
Math
Student Population
5th Grade
Class 1: 21 students, 9 boys, 12 girls – 1 SPED (hard of hearing)
Class 2: 24 students, 13 boys, 11 girls – 10 gifted
Learning Objectives
TSW determine the volume of a rectangular prism using manipulatives
TSW determine the volume of a rectangular prism using the algebraic formula: V = l*w*h
TSW work together in pairs to identify and determine the volume of various abjects
Virginia Essential Knowledge and Skills
5.8 The student will
a) solve practical problems that involve perimeter, area, and volume in standard units of measure;
and
b) differentiate among perimeter, area, and volume and identify whether the application of the
concept of perimeter, area, or volume is appropriate for a given situation
Materials/Resources
12 boxes of varying sizes labeled A-L
Cubic centimeter, inch, and unit manipulatives
Calculators
Pencils
Data sheets
Promethean Board
Math Textbooks
Ladybug projector
Safety (if applicable)
TSW be reminded to walk in the classroom and push in their chairs when moving about the room

Time
Process Components
(min.)
5 min *Anticipatory Set
TTW go over the homework from the night before
TTW do a quick review of Area and Perimeter
TTW hold up an empty container and ask the students how they might determine how
much the container could hold
TTW have the students come up with ideas about how to solve the problem

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
1 min *State the Objectives (grade-level terms)
Today we are talking about how we can find the volume of a container using manipulatives
and a formula

10 *Instructional Input or Procedure

min TTW have students recall the definition of Volume from a previous science unit
TTW have students take notes from the Promethean Board in their Math notebook

5 min *Modeling
TTW use cubic centimeter base ten blocks, rods and flats to demonstrate volume under the
projector, having students identify the number of cubic centimeters each time a flat was
added
TTW use the cubic centimeters to determine the length, width, and height of a box
TTW use cubic centimeter and rods to show that the number used to completely fill the
box is equal to the number found when multiplying l*w*h
2 min *Check for Understanding
TTW do a quick thumbs up/ thumbs down assessment of understanding
TTW observe and answer questions as the students do the activities and desk work

5 min *Guided Practice

TTW pull students for small group remediation during desk work time
TTW have students look at questions they missed on a previous worksheet
TTW have the students identify what they did wrong and correct their work
30 *Independent Practice
min  TSW be paired off and given a box with cubes in it
 TSW use the cubes to find the three dimensions of their box and the volume of it
 TSW note their findings on a data sheet
 TSW trade boxes with another pair when they have finished until they have
determined the volume of all the boxes or the teacher has them move on to the video
 TSW watch Math Antics Volume on Schoology
 TSW complete pages 521-524 in their Math book on volume using their calculators
5 min Assessment
TTW observe how the students are doing throughout the activity
TTW go over the answers to the data sheet with the students – they will self-assess how
accurate their calculations were
TTW assign Determining Volume worksheet for homework
2 min *Closure
TTW review what we learned today and assign the homework
TSW clean up the boxes and manipulatives
TSW line up for lunch – morning class
TSW transition into science – afternoon class

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Homogenous remediation groups called during seat work
Take notes in HOH student’s notebook so she can “listen” to me and the interpreter rather than
worrying about writing notes
Uses manipulatives for kinesthetic and visual learners
Uses video for auditory and visual learners
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Classroom Management Issues (optional)
Students can be given checks for poor behavior and dolphins for exemplary behavior

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.