Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Marissa Terry working with Mr. Talbot

Grade Level 6th

Subject Math

Date 26 November 2018

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and
resources am I planning to utilize? What will I accept as evidence that my
students have learned?
Content Objective: Students will be able to identify and place rational
What do I want my students to numbers on a number line that includes positive and
know and be able to do? negative numbers.
Students will be able to ……

Standard : Standard 6.NS.6: Understand that positive and negative

What is the CCSS that
corresponds with this
objective?
numbers are used together to describe quantities having
opposite directions or values (for example, temperature
above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge); use
positive and negative numbers to represent quantities in
real-world contexts, explaining the meaning of zero in
each situation.
 Language Objective:
What will my students do to
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?
Students will listen how to place rational numbers on a
number line.
Students will write notes and equations that represent
equations on a number line.
Students will express the procedures to the class.

Assessment: Students will fill out a daily math.

What assessments will I utilize Students will fill out their work books.
to determine that my students Students will complete an exit ticket, this is the main
have learned and met the assessment to determine what students have learned.
objective?

Materials and Resources: Daily math worksheet

What materials and resources Exit ticket worksheets
will I utilize to facilitate student Students individual work books.
learning? Smart board powerpoint

30 min: Go over the daily math answers.

Starting on the last problem and work backwards to ensure different content is
focused.

Part Two: Lesson Implementation – “The How”

Thinking Points: How will I teach to ensure learning for all students? How will I
engage my students in the learning process? How will I check for understanding
throughout the lesson? How will I make instructional adjustments for students
that are in need of additional support?
Lesson Components with Teacher Expectations: Student
Estimated Timeframe Instructional Strategies/Activities/ Expectations
Questions
Lesson Introduction:
__5__ minutes
How will I clearly
communicate the objective
and purpose for learning?
How will I provide
background knowledge?
How will I “hook” the
students?
Check for Understanding:
How will I know that all
students know the objective
and purpose of the lesson?
Instructional Strategy:
Teacher Modeling –“ I Do”
____ minutes
What will I say and do as I
demonstrate the
demonstrated the concept?
Check for Understanding:
How will I know that the
students have a clear
understanding of the
concept?
Instructional Strategy:
Guided Practice – “We
Do”
____ minutes
How will I engage my
students instructionally with
the concept?
I will go over vocabulary terms that Have student
will help activate students choral read the
background knowledge or provide objective together.
support.
● Integers: A whole number
● Rational numbers: a fraction
of two integers.
● Opposite numbers: are
numbers on a number line
that are the exact same
distance away from 0, but on
opposite sides. (+/-).
Demonstrate how to create a graph.
● Locate and graph 3/10 and
its opposite on a number line
Walk around make sure students
are graphing properly
As a group solve exercise one/ Two
● -7/4 and opposite on a
number line.
● Real world Example of water
level rising 1.25 feet
 Instructional Strategy; Students will apply
Independent Practice the knowledge
__5__ minutes taught and fill out
How will I provide my an exit ticket.
students with the
opportunity to engage in
independent practice? What
will the students who have
finished early do?ide

Check for Understanding
How will I know that the
students have a clear
understanding of the
concept?
I will grade the exit ticket and see
how many students got it, almost got
it, and still needs to work on it. I also
plan to use an example in
tomorrow's daily math.

Lesson Closure Review: Opposite numbers are

___2__minutes numbers that when placed on a
How will I review and clarify number line, are the exact same
the concepts taught? distance away from 0, but on
opposite sides. (+/-).

We can place rational numbers on a

number line.

Part 3: Post Lesson Analysis – “The What’s Next”

Data Analysis:
What will I do next based on
analysis of the assessment
results?

Reflection:
What components of the
lesson went well? What
components will I modify?