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
Multipling Using
Bethel Course Student Teaching ISL 5 Expanded Form 4.4 p.2
Math

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  Use expanded form and place value to
divide decimals to hundredths, using multiply a decimal and a whole
models or drawings and strategies number.
based on place value or the properties  Language Objective-Students use the
of operations. Describe the strategy textbook to show a partner how you
and explain the reasoning. can use expanded form and place value
 PROCESS STANDARDS to multiply a decimal and a whole
 PS.1 Make sense of problems and number
persevere in solving them.
 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:
Using the Language Objective we will reflect and I will have students use the textbook
to show a partner how to answer the essential question.
How can you use expanded form and place value to multiply a decimal and a whole
number?

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 Lesson Detail/Core: Consider your learning
objective, how will you engage students with
the academic content? How will you teach
the central focus? How will you model
(SHOW/TELL) the learning strategy and
related skills? What instructional strategies
will you incorporate? What questions will
you pose to deepen student learning and
extend students’ thinking?
45 Minutes Allocated
We will be Making Connections by investigating the following method for a
problem:
To multiply decimals by whole numbers, students have used patterns, quick pictures,
expanded form with area models, and place value. Students may find that one method
may be easier to use than others when multiplying decimals. This activity will have
students choose a method based on the factors in a multiplication problem.
Each student will then be asked to work as a small group to complete pg 254 and then
they will apply the knowledge to pgs 255-256 on their own.

Closure: How will you review the learning
objective(s) and key concepts of this lesson
and make connections to future learning?
22 Minutes Allocated
• I will show the following three products on the board. 3.8*2, 4.9*97, 5.13*42
 As part of our closing of the lesson I will have
students choose one of the following methods to
solve each product. A method can only be used
once. Quick Pictures Place Value Expanded Form
with Area Models
 I will then ask them to justify their reasoning.
 We will turn and Discuss the advantages some
models have over others when finding the product
of a decimal and a whole number.

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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