Bethel University Lesson Plan Template

Phase I

Section I: Class Information

Cooperating Teacher
Candidate Britney Sawyer Initials Indicate Approval
Subject/Course Math 4.5 Grade(s) 5th Date:
School Mussel Time Allocated 84 Minutes
Lesson Topic lesson
Bethel Course Student Teaching ISL 5 4.3 Problem Solving- Math
Multiplying Money p.2

Section II: Learning Targets – Outcomes & Objectives

Academic Standard(s): Consider the standards that will be addressed Objective(s): In one sentence, identify a measurable learning goal that
during your learning segment. Which standard(s) will be covered in this describes what students should know or be able to do following your
lesson? Content-area teachers should include appropriate literacy standards; instruction. Align the objective(s) with the standards noted to the left.
math teachers should include appropriate standards of mathematical practice; Objectives should be written to include an assessment measure. Generally,
science teachers should include appropriate process standards. Include the objectives begin with “The student will be able to…” or “The student will
standard and coding (e.g. 6.W.5) know…,” depending on the standard.
 5.C.8 Add, subtract, multiply, and  Multiply a decimal and a whole number
divide decimals to hundredths, using using properties and place value.
models or drawings and strategies  Language Objective Students explain to
based on place value or the properties another student how you can use
of operations. Describe the strategy properties and place value to multiply a
and explain the reasoning. decimal and a whole number.
 PROCESS STANDARDS
 PS.2 Reason abstractly and
quantitatively.
 PS.3 Construct viable arguments and
critique the reasoning of others.
 PS.6 Attend to precision.

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  MathBoard, color pencils, Decimal Models
Student  Math Notes and online materials

Section V: Sequence of Instruction

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 explain how they will use the table to answer Problems 19–20.
Using the Language Objective Reflect Have students explain to another student to
answer the essential question.
How can you use properties and place value to multiply a decimal and a whole number?

Page | 1 Updated 05/14/2018 10:30am

 Lesson Detail/Core: Consider your learning
objective, how will you engage students with
the academic content? How will you teach As a class we will access prior knowledge by Compare and contrast the methods you
the central focus? How will you model can use to multiply a whole number and a decimal.
(SHOW/TELL) the learning strategy and
related skills? What instructional strategies The students will complete as a class pgs248 and then on their own they will apply the
will you incorporate? What questions will knowledge on pgs 249-251
you pose to deepen student learning and
extend students’ thinking?
45 Minutes Allocated

Closure: How will you review the learning
objective(s) and key concepts of this lesson
and make connections to future learning?
WE will then cross reference our knowledge to review some problems as a class from
page 249 and cross curricular problems from the go math teachers edition:
• Astronomy is an earth science that deals with the study of celestial bodies, such as
planets, stars, and galaxies. The planets in our solar system vary dramatically in size and
distance from the sun.

• If you were to make a scale model of our solar system, you would have to make the
model of Neptune about four times larger than the model of Venus. Suppose the
distance around the largest part of a model of Venus is 2.62 cm.
What would be the distance around the largest part of the model of Neptune? 10.48 cm
22 Minutes Allocated
The prices of some goods in an economy can increase over time due to inflation. In the
early 1900s, a gallon of milk cost about $0.31. By 1960, that price had doubled to about
$0.62.

• By the early 2000s, the price of milk was five times the price in 1960. How much was
a gallon of milk in the early 2000s? How many times greater was the price in the early
2000s than in the early 1900s? $3.10; 10

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.

Page | 2 Updated 05/14/2018 10:30am