Teacher Education Lesson Plan Template

Teacher: Miss Mitchell Date: February 27th, 2020

Title of Lesson: Decimal Word Problems Cooperating Teacher: Ms. Nance

Core Components
Subject, Content Area, or Topic:
Math; Decimals; Word Problems
Student Population:
19 students; General Education;
10 Female: 9 African American; 1 Hispanic
9 Male: 8 African American; 1 Caucasian
Learning Objectives:
4.3 - compare and order decimals
4.6 – add and subtract with decimals
solve single-step and multistep practical problems involving addition and subtraction with decimals
Virginia Essential Knowledge and Skills (SOL):
4.6 The student will
a) add and subtract with decimals
b) solve single-step and multistep practical problems involving addition and subtraction with
decimals
VDOE Technology Standards
N/A
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources:
 Class set of Word Problem Comprehension Chart
https://www.education.com/download/lesson-plan/el-support-lesson-decimal-word-
problems/attachments/file_2067654.pdf
 Class set of Solving Decimal Word Problems
https://www.education.com/download/lesson-plan/el-support-lesson-decimal-word-
problems/attachments/file_2126816.pdf
 Teacher copy of Vocabulary Cards
https://www.education.com/download/lesson-plan/el-support-lesson-decimal-word-
problems/attachments/file_2256701.pdf
 Chart paper
 Document camera
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 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 Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety (if applicable):

Time
(min.) Process Components
*Anticipatory Set:
TTW ask students to turn to a partner and verbally explain what a decimal is. TTW listen
in on student conversations and guide them to the discovery that a decimal is one way to
show fractions or parts of a whole. On a piece of chart paper, TTW take notes from their
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conversations and add a few examples of decimals. TTW ask students when/where they
mins.
have seen fractions in the real world and jot down students' responses on the chart paper as
well. TTW explain that today students will practice a strategy called Three Reads when
solving word problems with addition and subtraction of decimals. TTW read aloud the
student-friendly content and language objectives and have students repeat them.
*State the Objectives (grade-level terms):
I can…solve decimal addition problems in a real-world setting.
I can…analyze word problems and their meanings and be able to solve them using the Three
Reads strategy.
20 *Instructional Input or Procedure:
mins. TTW introduce the vocabulary words by displaying the Vocabulary Cards one at a time.
TTW invite students to create a gesture to go with each vocabulary word that will help
them remember its meaning. As a class, TSW agree upon some set gestures to match each
word and continue to use them throughout the lesson.
TTW read and display the following word problem: "A pound of cherries costs $3.60.
Lucy wants to buy two pounds of cherries. She has a $10 bill that she will use to pay for
the two pounds of fruit. How much change will Lucy get?"
TTW explain that when we read word problems, we have to first understand the word
problem and what it is asking in order for us to solve it. TTW tell students that word
problems in math present the extra challenge of testing our reading comprehension. TTW
explain that we must comprehend or understand the sentences in a word problem so that
we can solve it correctly. TTW tell students that we will use the Three Reads strategy,
along with a graphic organizer, to help us decipher the meaning of a word problem.
TTW explain the Three Reads strategy involves reading the word problem three times so
that we can understand all components or parts of the word problem: The first read is to
understand the situation presented in the word problem (without thinking of the numbers).
The second read is to analyze the word problem and look for keywords that help determine
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 how we might approach the problem. TTW explain that keywords are words that give us a
clue about the operation or way to solve it. The third read is to come up with a plan of
solving the problem based on all the information gathered from the first two reads.
TTW display the Word Problem Comprehension Chart on the document camera and model
thinking aloud as you complete the chart for the word problem about Lucy (note that each
column represents one of the "reads") following the Three Reads strategy. TTW have
students number the columns to represent each read.
*Modeling:
TTW display the Word Problem Comprehension Chart on the document camera and model
thinking aloud as you complete the chart for the word problem about Lucy following the
Three Reads strategy.
*Check for Understanding:
TTW listen in on student conversations and guide them to the discovery that a decimal is
one way to show fractions or parts of a whole. TTW check in with students to ensure they
are collaborating well and talking about their math processes as they read, understand, and
solve the word problems.
*Guided Practice:
TTW distribute the Solving Decimal Word Problems worksheet and the Word Problem
Comprehension Chart to students. TTW read aloud the directions in the first worksheet.
TTW instruct students to briefly skim the problems to identify any unknown words in the
problems. TTW define the words for students and keep the definitions displayed
throughout the lesson. TTW place students into pairs and have them work together to solve
the first two problems in the worksheet using the Three Reads strategy, while filling out
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the chart. TTW call on a pair of students to come up to the document camera and share
mins.
how they solved the problem using this strategy. TTW provide the following sentence
stems for the students to use as they talk about their math thinking: "During the first read,
we discovered..." "In the second read, we identified the keywords..." "After the third read,
we figured out that the way to solve the problem was to..."
TTW repeat the sharing with a second pair of students for the second problem on the
worksheet. TTW correct any misunderstandings, making sure students followed the
procedures for the strategy.
*Independent Practice:
TTW instruct students to complete the remaining four problems with their partner while
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simultaneously using the graphic organizer to help them follow the strategy. TTW check in
mins.
with students during this process to ensure they are collaborating well and talking about
their math processes as they read, understand, and solve the word problems.
Assessment:
TTW combine two pairs of students to form a group of four. TTW have each pair choose
5 one of the problems from the independent work section that they found challenging to
mins. discuss with the other partner. TTW make sure each pair has a chance to share one of the
problems and how they solved it. TSW also include what part they found challenging or
tricky and how they overcame the challenge.
4 *Closure:
mins. TTW assign new partners to students and ask them to respond to the following questions
using the sentence stem/frame: How was the strategy of Three Reads helpful to you? ("The
Three Reads strategy was helpful for me because...") Which part of the strategy do you
find most important and why? ("I think the ____ part of the Three Reads strategy is the
most important because...")
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TTW invite students to share their responses to the questions with the whole group. TTW
encourage students to add to their classmates' comments if they agree or discuss their
reasoning if they disagree.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style):
Beginning: TTW display a word/phrase bank with related language to be used in the lesson. TTW
use images and examples in the bank to help solidify understanding.
TTW pull aside a small group of struggling students and pre-teach a lesson with word problems that
have a lesser linguistic load.
TTW have students repeat and rephrase the directions in the lesson.
TTW have the problems read to students.
TTW shorten the assignment so that students only have to read two of the word problems.

Advanced: TTW ask students to rephrase instructions and important learning points throughout the
lesson.
TTW encourage students to converse with their partners without using the sentence stems/frames
for support.
TTW have them be first to share their math processes during group sharing time.
Classroom Management Issues (optional):

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015