Bethel University Lesson Plan Template

Phase I

Section I: Class Information

Cooperating Teacher
Candidate Britney Sawyer Initials Indicate Approval
Subject/Course Math Grade(s) 5th Date:
School Mussel Time Allocated Minutes
Lesson Topic lesson
4.1 Multiplication
Bethel Course Student Teaching ISL 5 Patterns with Decimals Reading/ English
with Practice and
Homework

Section II: Learning Targets – Outcomes & Objectives

Academic Standard(s): Consider the standards that will be addressed
during your learning segment. Which standard(s) will be covered in this
lesson? Content-area teachers should include appropriate literacy standards;
math teachers should include appropriate standards of mathematical practice;
science teachers should include appropriate process standards. Include the
standard and coding (e.g. 6.W.5)
 .PS..2 Reason abstractly and quantitively.
 PS.3 Construct viable arguments and critique the
reasoning of others.
 PS.6 Attend to precision
 5.AT.5/5.NS.4 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 the power of 10. Use whole number exponents to
denote powers of ten.
Objective(s): In one sentence, identify a measurable learning goal that
describes what students should know or be able to do following your
instruction. Align the objective(s) with the standards noted to the left.
Objectives should be written to include an assessment measure. Generally,
objectives begin with “The student will be able to…” or “The student will
know…,” depending on the standard.
 Find Patterns in products when multiplying by powers
of 10.
 Students complete the sentence frame in their Math
Journal, Patterns help you place the decimal point in a
product by ________.

Section III: Assessment Measures

Formative Assessment: What measures will you use during your
instruction to assess students’ progress toward mastery?
NOTE: Your Formative Assessment measures MUST be included
below in the Sequence of Instruction
 Students will be able to answer the questions related to
the essential questions or I CAN statement
Summative Assessment: How will you evaluate student learning at the
conclusion of your lesson? Attach rubrics, if used.
 Students will be able to answer the do it yourself page
with a 80 percent accuracy.

Section IV: Resources & Technology: List all the print and digital resources, materials, technology, and equipment that will be used.
Teacher  Math Board, Decimal Models
Student  Math Notes and online materials

Section V: Sequence of Instruction

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 Introduction: How will you launch your
instruction? What hook will you use to
introduce the lesson? Also, consider how
you will communicate the learning objective
to students. How will you access students’
prior knowledge and incorporate students’
personal/cultural assets?
22 Minutes Allocated
 We will review our Essential I CAN statement and then we will explore the new
decimal concept by asking the following questions:
 Have students write in their Math Journal, Patterns help
you place the decimal point in a product by _________,
to answer the Essential Question.
 How can patterns help you place the decimal point in a
product? Possible answer: I can use a pattern to
determine how many places I need to move the
decimal point. For each increasing power of 10, I move
the decimal point one place to the right. For each
decreasing power of 10, I move the decimal point one
place to the left.

Lesson Detail/Core: Consider your learning  Problem 10 requires students to use higher order
objective, how will you engage students withthinking skills to analyze the work of another student
the academic content? How will you teach
the central focus? How will you model and find her mistake. After students read Problem 10
(SHOW/TELL) the learning strategy and and review Kirsten’s work, have them identify the step
in which she first made the error. The first step of
related skills? What instructional strategies
will you incorporate? What questions will Kirsten’s solution is correct, but in the second step she
you pose to deepen student learning and
should have moved the decimal point in the decimal
extend students’ thinking?
factor, 1.75, one place to the right. In the correct
solution, notice the relationship between the number of
zeroes in the power of 10 and the number of places the
45 Minutes Allocated decimal point moves.
 We will then work on then work on pgs 236 in I do we do
situation. Then on pgs 237-238 the students will take their
knowledge and attempt to solve the problems.

Closure: How will you review the learning
objective(s) and key concepts of this lesson
and make connections to future learning?
22 Minutes Allocated
 Use the Practice and Homework pages to provide
students with more practice of the concepts and skills
presented in this lesson. Students master their
understanding as they complete practice items and
then challenge their critical thinking skills with Problem
Solving. Use the Write Math section to determine
students’ understanding of content for this lesson.
Encourage students to use their Math Journals to record
their answers.

Section VI: Accommodating and/or Modifying for Special Needs: Describe accommodations provided to a variety of learners, based on their
individual needs as defined in their learning plans: Special education, Section 504, English Learners, High Ability, etc.
Qualifying Need Accommodation(s)/Modification(s)
 One-one instruction
 Brain Break for those with no meds.
 Limited work for those that are applicable.
 Extended time as needed according to the 504 and IEP needs.

Lesson Reference(s): Cite all sources used in the creation of this lesson including URLs, journals, etc.
 Go Math books both teacher and student editions.

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