USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: Nathan

Colon____________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 1/30/24
4-5

Part 1: Lesson Content

Title of Lesson Multiplying multi-digit whole numbers with multi-digit decimals

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson connects to student interests because some students are curious about finding different
methods to solve problems. I can lean into that curiosity by giving them a multitude of ways for
multiplying with decimals.

How does this lesson connect to/reflect the local community?

This lesson connects to the reflects the local community because it emphasizes problem solving and
using multiple methods to solve a problem. Problem solving is an important skill to have in the
community, and being proficient in it is beneficial for students.

What Standards (national or MA.5.NSO.2.4- Explore the multiplication and division of multi-digit numbers with decimals to the
state) relate to this lesson? hundredths using estimation, rounding and place value.
(You should include ALL applicable
standards.)

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?

4th grade: MA.4.NSO.2.4- Explore the multiplication and division of multi-digit whole numbers using
estimation, rounding, and place values.

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Colon____________________________________
Grade Level Being Taught: 5th
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
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Name: Nathan
Subject/Content: Math Group Size: Date of Lesson: 1/30/24
4-5
 Students are familiar with multiplying and dividing multi-digit whole numbers but are not as
familiar with the same concept but with decimals.
Trace the standard to the next grade level. What will students learn next related to this standard?
6th grade: MA.6.NSO.2.1- Multiply and divide positive multi-digit numbers with decimals to the
thousandths, including using a standard algorithm with procedural fluency.
 In 6th grade, students will expand upon their knowledge to multiply and divide multi-digit
numbers to the thousandth place. There is also more focus on using a standard algorithm in 6 th
grade.
Students may think that multiplying with decimals is a lot more difficult than with whole numbers, when
in reality most of the steps are the same. I have also noticed that students mix up their place values often.
For example, some students mix up the hundredths place with the hundreds place. This mix up could
lead to confusion during the lesson.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to accurately use a variety of methods such as estimation, the breaking apart
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan
Colon____________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 1/30/24
4-5

standard) method, and standard algorithm, to multiply decimal numbers to hundredths and two-digit whole
Measure (HOW WELL they need to numbers by accurately using various methods.
do it)
(Note: Degree of mastery does not
need to be a percentage.)

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ______________________________________

Which level(s) of thinking is/are called for in your objective? __________________________________________

Why did you choose this level(s) of thinking?

Assessment Plan- How will you Describe your assessment plan: Students will complete an exit ticket in their workbooks. I will grade
know students have mastered their work on a 1-4 scale. This score will help me identify if students still need extra help with the
your objectives? concept or if they are ready to move on.

Scale:
1. Did not get the correct answer and seems to struggle identifying how to complete the problem.
2. Did not get the correct answer but understood some of the steps towards getting the right
answer.
3. Did not get the correct answer, but followed all the correct steps and likely made a simple
calculation error.
4. Got the correct answer and demonstrates that they understand the concepts as to how they got
the answer.
*This scale will be used for each question

Is your assessment formative or summative? Why did you make that assessment decision?
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan
Colon____________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 1/30/24
4-5

This assessment is formative because it evaluates how the students are doing with the concepts in the
standard and it will not be the final time the students learn about the content in the standard. The
purpose of the assessment is to learn what they need help with and find ways to reinforce areas they
struggled with.

How does it align with your objective?

The assessment aligns with the objective because the students can use any of the methods they learned
to multiply decimals to come up with the correct answer.

Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
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Part 2: Lesson Implementation
 I will be working with a small group at the teacher’s table. I will be working with about 4-5
students.
 I will be able to see all of the students’ workbooks so I can see how they are progressing.
 Students will be told what page number we are on and what lesson we are in the workbook so
students can easily find where we are.
 I will tell students that we are first going to go through the workbook together, and then they will
be able to work on some questions on their own. I will also mention that they will complete the
exit ticket in the workbook by the end of math time. Students should be used to these procedures
as it is how my CT usually runs math.
 My expectations for the students are that they will not be too loud as they work with me so that
the rest of the class is not distracted. I will also expect students to remain on task so that they
have enough time to finish the lesson in the workbook. These expectations will be communicated
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan
Colon____________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 1/30/24
4-5

 What expectations will you by explicitly telling the students to keep the noise level low and that they need to stay on task.
have for the students? How  If students are not meeting my expectations, I will use nonverbal interventions to help them stay
and when will you on task. For example, if a student is distracted with something, I could put my finger on their
communicate those to workbook to show them that they need to be doing math.
students?  If students finish quickly, they can work on homework that my CT usually assigns for math.
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?  Eureka math workbook
Include any resources you used.  Pencil
This can also include people!)  White board

I chose to use their math workbooks because the students are familiar with them and are used to doing
practice problems to understand the mathematical concepts of the standard.

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USF Elementary Education Lesson Plan Template (rev. Fall 23)
Colon____________________________________
Grade Level Being Taught: 5th
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
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Name: Nathan
Subject/Content: Math Group Size: Date of Lesson: 1/30/24
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What is informing your need to differentiate (mark those that apply & explain):
Readiness Interest Learner Profile
How will you differentiate instruction in this lesson? (mark those that apply):
Process Product Content
Describe what/how you will differentiate:
Which specific students will benefit, and why?
What accommodations will you make for students who are English Language Learners, using the
WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies)
Entering, Emerging, Developing, Expanding, Bridging
 Entering/Emerging:
 Developing/Expanding:
 Bridging:
What accommodations will you make for students who have an IEP or 504 plan?
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan
Colon____________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 1/30/24
4-5

References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
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1. What is the content area for this lesson? Mathematics
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) _______________________________
3. Step-by-step plan:
Time: Action Steps:
1:05: I will ask certain students to join me at the teacher’s table for a small group lesson. I will tell
them to bring their workbooks and pencils.
1:07: Before I begin teaching the content of the lesson, I will go over the objective and also write it on
the white board for students to see. I will then tell students to flip to page 169 in their math workbooks
and to begin looking at question 1.
1:09: I will explain the two different methods the book uses to show how to multiply multi-digit
decimals. Using a white board, I will go step-by-step of how the book used their method to come up
with an answer. They will be able to practice each method so that they can find the one that they
prefer. I will also ask students if they have any questions to see if anyone is confused.
1:12: After examining the different methods in the book, we will do number 2 together using one of
the methods from the book. Students can pick which method they want to use, and I will demonstrate
USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Nathan
Colon____________________________________

Grade Level Being Taught: 5th Subject/Content: Math Group Size: Date of Lesson: 1/30/24
4-5

room doing? How are they both of them on my white board. I will show that even though there are different methods to solve a
supporting students’ learning? problem, that I will still get the same answer with both methods.

1:15: We will also do questions 3 and 4 together and will follow the previous steps in the lesson plan
because they are similar questions.

1:16: We will then do questions 1-4 together on the next page. This time, it will be more student
directed and I will ask some students to fill in the blanks on the workbook. Whether the students get it
right or wrong, I will explain what the correct answer is so every student in the group can try to
understand.

1:30: I will then ask students to do questions 5-15 odds only on their own or with a partner. I will tell
them that I am available to help, and I will also be observing their work to see what students need
assistance. I will have my white board so that I can show students the steps required for some
questions.

1:35: After students have completed their independent practice, I will tell them to complete the exit
ticket and to turn it into the math bin when they are done. After they have completed the exit ticket, I
will review the objective again by asking students if they can explain each method in their own words.
I will then go through these later to see how students did on their own.