Revised Lesson Plan

Time:
Name: Grade level 6
Date: 10/16/2023 90
Dominique Classroom # F34
minutes
Ho
Lesson/Topic: Learning Target/Intention: I can...
GCF and LCM
Greatest Common Factor and Least Common Multiple ● I can find the GCF of two or
more numbers using the prime
Goal: factorization method.
● I can find the GCF of two or
● Identifying the GCF: Students should be capable of
more numbers by listing their
identifying the GCF of two or more numbers through
factors and identifying the
methods like prime factorization and listing factors.
common factors.
● Identifying the LCM: Students should be capable of
● I can find the LCM of two or
identifying the LCM of two or more numbers
more numbers using the prime
through methods like prime factorization, listing
factorization method.
multiples, or using the concept of divisibility
● I can find the LCM of two or
● Identify the eight planets in the Solar System
more numbers by listing their
multiples and identifying the
least common multiple.
● I can name the eight planets in
the Solar System

Objective: Success Criteria: I Materials &

will… Resources
● Students will be able to identify GCF and LCM of
two or more numbers through methods likes prime ● Proficiently ● Warm up
factorization, listing factors, listing multiples, or calculate (sheet)
using the concept of divisibility, the GCF of ● White
● Students will be able to identify all eight planets. two or boards and
more pens
Mathematical Practice(s): numbers ● TV and
using Computer
● MP.1 Make sense of problems and persevere in appropriate ● Jeopardy
solving them. methods, Review
● MP.2 reason abstractly and quantitatively. such as Game
prime ● GCF and
factorizatio LCM Notes
n and (Sheet)
listing ● Google
factors. Classroom
Standards: ● Proficiently ● Escape
calculate Room Link
● 6.NS.4-Find the greatest common factor of two the LCM of ● Struggle
whole numbers less than or equal to 100 and the two or
least common multiple of two whole numbers less more
than or equal to 12. numbers
● ESS1.B: Earth and the Solar System- The solar using
system consists of the sun and a collection of appropriate
objects, including planets, their moons, and asteroids methods,
that are held in orbit around the sun by its such as
gravitational pull on them (MS-ESS1-2) prime
(MS-ESS1-3) factorizatio
n, listing
multiples,
or using the
concept of
divisibility
● Proficiently
name all
eight
planets in
the Solar
System

Background Information: Procedures:

Students have been
introduced to GCF and
LCM in the beginning of
the year. This is where we
realized that the students
did not have much
knowledge about these
concepts. Knowing that
they had difficulty in the
beginning we are able to
circle back to the concept as
it is planned in our pacing
guide.
Students have minor
knowledge of factor
rainbows but did not cover
multiples as much. There
have been problems in their
Students will come in and immediately begin working on their warmups.
Once the ten minutes are up we will review as a class and go over any
problems they need clarification for. They will clean off their desk and we
will do a one minute challenge of finding all multiples of 2. After, we will
do a review game going over some concepts that we learned before the
Fall break. Upon completion we will then begin our introductory notes to
GCF and LCM. Students will do examples with me and then work
individually or with a partner on their table.
Students will then do individual practice by working on their escape
room. This escape room contains GCF and LCM problems while the
students explore all eight planets.
Once they have completed their escape room, they will color and finish
up their doodle notes and then proceed to doing individual practice on
Struggly.
warmups but the students
still need support in
understanding this concept.
Assessment(s): Differentiation/Accommodations: Extension/Enrichment:

● In the ● If working in the escape room is too difficult ● Real-world scenario

notes, the for a student. I have task cards that will be of GCF and LCM
students printed out to allow the student to work with ● GCF: A school wants
will be me in a small group doing the work on a to schedule various
able to whiteboard. exams in such a way
work on that no student has to
problems take multiple exams at
by the same time. The
themselv GCF helps identify
es. I will common time slots
walk when exams can be
around to scheduled to minimize
see how conflicts.
each ● LCM: Similarly, a
student is school wants to set up
doing. a bell schedule for the
Allowing school day. They need
me time to find the LCM of
to work the individual class
with a periods to determine
student the cycle length of the
individua schedule, ensuring
lly if that all classes occur
needed. at regular intervals
(This will throughout the day.
be great
to pull
small
group
during
the
escape
room
activity).
● Escape
room
activity
completi
 on allows
me to
know
that they
were able
to answer
simple
GCF and
LCM
questions
.
● Along
with
them
taking
notes
about
their
assigned
planets
(3-4
planets)
allows
me to
know
that they
took the
time to
read and
understan
d. Next
class will
have a
mini
review to
check in
on GCF
and
LCM.
 Time: Instruction: Lesson/Activity
90
Minut Students Teacher Notes
es
10:35-10 Will come in and I will walk around the classroom and
:45 begin working on their check in with groups, looking over their
10 min. warm ups. work. This would be a great time for
me to work with students individually
if they need the extra support.
10:45-10 After the 10 minute I will ask students to raise their hands
:50 timer goes off, the for the problems that they would like to
5-7 students will take out go over. If it is a problem that I feel that
min. their color pen. They another student can come up and
will show me their demonstrate, I will ask for volunteers. I
ready by holding up will ensure and check in through
their pens. We will go temperature checks to move onto other
over a few problems. problems.
(Students that would
like to see a problem
can raise their hand
and we can go over it
as a class). Students
should be making
corrections in their
colored pen to receive
credit.
10:50-10 Factors. Students will Start timer. Walk around. Words of
:55 have one minute to encouragement. Once the timer goes
5 min. color in all factors of off, I will have students open their
2. notebooks to write how many they
were able to color correctly.
10:55-11 Students will take out I will facilitate the game (Jeopardy). I
:05 their whiteboards and will call upon teams to choose their
5-10 pens and show me category and amount of points. For
min. they’re ready by every question the students will answer
giving me a thumbs the question. The team that chooses the
up. They will questions can earn full points while the
participate in a review other teams can earn 100 points for
game. The review getting the answer correct. All
game consists of members of the team need to have the
(double digit same answer.
multiplication, ratios,
 percents, and some
GCF and LCM
problems).
11:05-11: Students will then put I will facilitate and show notes on the Pass out note
20 away their TV screen so that the students may sheet
15 min. whiteboards and pens follow along. We will start with finding Made adjustments
and take out their multiples for the number 16 and then to the notes to
pencils. They will follow with finding the factors of 16. ensure the GCF
receive a worksheet on Once we have gone over the differences and LCM
GCF and LCM. They of factors and multiples, I will have the problems were
will follow along as students try out the problems at the not too difficult.
they fill in vocabulary bottom of the page. Next we will move Changed the try it
and do practice on to the LCM and GCF notes. portion questions.
problems as a class. Students again will fill in the blanks
and do the first two examples together
as a class (will take a temperature
check here as the students may be able
to do it on their own). Once we have
completed the notes, depending on the
time they may begin coloring/doodling
their notes or moving on to the next
activity.
11:20-11: Students will next put I will instruct the students to go to Pass out note
50 away their materials Google Classroom. Click on the sheet. Cut down
40 min. and take out their assignment and click on the link in the the amount of
laptops. They will then document. From there I will ensure planets each
go to Google everyone is on the Escape room before student needs to
Classroom to access proceeding. From here I will give out do. Instead of
the Escape room the worksheet and the instructions to having them
activity. Once they the activity. I will show them that they complete all
have all gotten to the need to click on all the images and take eight, have them
escape room they will notes on their note guide about planets. partner with their
pause and show me I will also demonstrate how they need group to pick two
they’re ready for the the correct answer to move on to the planets to focus
instructions. Students next problem. Once they are ready to on. So that all
will need to complete go, I will walk around to ensure that eight planets have
the escape room by everyone is on task. This allows me to information as a
finding the GCF or work with students that need the group.
LCM to travel all eight support for this activity.
planets. While they are
completing this
activity they will need
to fill out their fact
 sheet that corresponds
to each planet.
Early If they finish early I will ensure that the students finish Closure
Finishers they will need to their notes before proceeding to Students would
complete their doodle working on Struggly. have completed
note sheet by coloring their Escape
it in. Once they’re Room challenge
done they will show and will show
the teacher and then their completion
move on to doing screen. They will
Struggly. then finish their
Doodle notes and
work on Struggly.
The escape room
is the wrap up to
this introduction
lesson.
11:50-11: Temperature check to Wrap up and do a temperature check. Doodle notes were
55 show me how they felt Ask for feedback. collected for
about GCF and LCM. assessment. The
Pack up and get ready last three “try it”
to rotate back. questions were exit
tickets.

Post Lesson Reflection:

The integrated lesson that I have created incorporates math and science. For this lesson,

the students will be reviewing greatest common factors and least common multiples. I have

integrated science into this lesson by creating an escape room that requires students to answer

questions about GCF and LCM. While they answer these questions they will be going through all

eight planets, learning about the characteristics of the planets.

As a departmentalized grade level, I have the opportunity to teach my lesson twice. The

first time I taught the lesson, I needed to make adjustments on the fly. Such as, changing the

example and exit ticket questions. The reason for changing the examples and exit ticket
questions was to help my students better understand GCF and LCM with more friendlier

numbers.

From my observers feedback, I use a variety of strategies within my lesson. For example,

I use a lot of questioning for formative and informative assessments. I threw in some multiples

and factors questions into my jeopardy game. This allowed me to see what prior knowledge my

students have. For assessment, I would like to incorporate different types of assessment. In my

lesson, I did not exclusively explain that my students needed to work on their exit ticket on their

own. Which could skew the data that I have collected because it wouldn’t be the individual

learners understanding but a group's understanding. My co-teacher has provided me with

feedback as well saying that I should work on providing feedback to the students. When Giselle

came to observe me in my classroom, she also said that I could work on providing more

immediate feedback to my students. She suggested that I walk around more, providing check-ins

throughout the lesson. When teaching upfront, I forget to walk around to give feedback to my

students. I would like to work on the setup of the room so it allows me to move around more.

From this experience, I have made the necessary adjustments to provide the assessment

expectations and how to use the data to influence my instruction. But, figuring out the classroom

setup is a work in progress.

As I reflect on this lesson, I would like to work on changing the lesson on the fly. I felt

that with my first period I hit a road stop and needed my co-teacher to help me adjust the lesson

on the fly. Even though the first run of the lesson didn’t go as planned, the mistakes and

corrections I needed to make were made for the second period. In the second period, the lesson

went a lot smoother as I felt that I had a better understanding as I created the lesson to my

students needs.
 EDEE 466
Post-Lesson Plan Reflection Rubric
Block 3 - Highlight each area where you believe you have met the expectation
0 - Below 1 - Meets 2 - Exceeds Expectations
Expectations Expectations

Lesson Plan: The candidate's The candidate's The candidate's lesson plan
Utilizes the UHWO lesson plan template, the lesson plan did not lesson plan basically followed the UHWO lesson
candidate wrote a fully-developed lesson plan follow the UHWO followed the UHWO plan format; the plan was
that was culturally responsive and lesson plan format; lesson plan format, developmentally
developmentally appropriate for the student the candidate did but some sections appropriate;
audience. not demonstrate were underdeveloped; research-based methods,
sensitivity to cultural the plan was materials, and instructional
influences on developmentally opportunities reflected
teaching and appropriate; sensitivity to cultural
learning; the plan research-based diversity and exceptional
was not methods and differences among the
developmentally materials reflected elementary students; the
appropriate for the sensitivity to cultural candidate sought other
target audience. and exceptional resources during the
differences. planning phase and after
implementation.

0 - Below 1 - Meets 2 - Exceeds Expectations

Expectations Expectations

Teaching Strategies: The candidate’s The candidate’s The candidate’s lesson plan
The candidate utilized a variety of lesson plan did not lesson plan contained contained a variety of
developmentally appropriate teaching contain research-based research-based teaching
strategies that encouraged critical thinking and research-based teaching strategies strategies that encouraged
problem solving among all students. developmentally that encouraged critical thinking and problem
appropriate critical thinking and solving among students.
teaching strategies problem solving Lesson plan methods and
that would among the students. materials reflected the
encourage critical candidates’ knowledge of
think and problem principles and techniques,
solving among the limitations, and appropriate
students. uses of teaching strategies.

0 - Below 1 - Meets 2 - Exceeds Expectations

Expectations Expectations
Lesson Plan Content: The candidate was The candidate applied The candidate applied
The candidate demonstrated knowledge and unable to apply a research-based research-based methods
application of subject matter content. broad range of methods and and materials to help
theory and research materials to help students develop strategies
within the lesson students develop for constructing meaning.
plan. The candidate strategies for The candidate
did not demonstrate constructing meaning. demonstrated in-depth
familiarity with The candidate knowledge and
themes, concepts, demonstrated understanding of major
and modes of knowledge of concepts, themes, and
inquiry. concepts and modes modes of inquiry.
of inquiry.

0 – Below 1 – Meets Expectations 2 – Exceeds

Expectations Expectation
s

Assessment: The candidate did The candidate provided The

The candidate included examples of assessed student not provide student student work samples candidate
work samples that clearly represented the main lesson work samples or representing lesson plan provided and
plan objectives and assessments strategies. assessments. No objectives and described
The candidate described how he/she knows that learning evidence was assessments; candidate student work
took place. provided that student used assessment data to samples that
learning took place. monitor student learning clearly
and their own teaching represented
strategies. performance
The candidate described outcomes
how he/she knows that linked to
learning took place. lesson plan
objectives
and
assessments
.
The
candidate
described
how he/she
knows that
learning took
place and
how they
would use
assessment
data to
monitor
student
learning as
well as
strengthenin
g their own
teaching.
 0 – Below 1 – Meets Expectations 2 – Exceeds
Expectations Expectation
s

Reflection & Critical Analysis: The candidate’s The candidate utilized The
The candidate reflected on their lesson plan, reflection was self-assessment and candidate
assessments, and student work samples by addressing superficial and did problem-solving utilized a
the following prompts: not evaluate the strategies for reflecting variety of
1) What will you do differently to improve teaching and impact of teaching on on their practice and how self-assessm
learning the next time you teach this lesson? student learning, via it may have influenced ent and
2) Select three work samples (high, medium, low) critical analysis of the the high, medium, and problem-solv
describe your assessment findings. high, medium, and low students’ growth and ing
3) What resources will you seek to improve your low student work learning. At least two strategies for
instruction? samples; signature prompts were addressed. reflecting on
assignment prompts their practice
were not addressed. and how it
may have
influenced
the high,
medium, and
low students’
growth and
learning.
The
candidate
sought
resources for
professional
learning, in
support of
improving
their
teaching and
their
students’
learning. All
three
prompts
were
addressed
in-depth.
 0 - Below 1 - Meets 2 - Exceeds Expectations
Expectations Expectations

Positive Environment: The candidate did The candidate modeled

The candidate provided leadership skills and not demonstrate strategies that implemented
The candidate
created an environment that fostered positive knowledge of the a variety of techniques to
planned strategies
interaction, inquiry, critical thinking, and components of a ensure a positive and
that promoted a
student success, using communication skills. positive learning effective learning
positive and effective
environment that environment conducive to
learning environment
fostered active students learning.
fostering active
engagement in
engagement in
learning and The candidate structured
learning and offering
self-motivation the environment for inquiry
opportunity for positive
and critical thinking
student-to-student
ensuring a positive
interaction.
student-to-student
interaction.

0 - Below 1 - Meets 2 - Exceeds Expectations

Expectations Expectations

Identifies one or more The candidate identifies one

factors but does not or more factors and
Fails to identify nor adequately describe describes how the factor(s)
Leadership and Collaboration: The
describe how the how the factor(s) influence the instructional
candidate identifies district, community,
factors influence the influence the strategy selected for this
school, classroom demographic, and/or
instructional instructional strategy. lesson. Identifies district,
student factors. Further the candidate
strategy selected community, school, and
describes how the factor influence the
for this lesson. classroom demographic for
instructional strategy selected for this lesson.
this lesson.
 Student Work Sample:

For this assessment, the students were to complete these three problems on their own to
check for understanding. While looking at these three problems, I was able to assess my students'
steps and understanding.

Student 1: This student is one of my higher level students. Here we can see in the “try it” section

that he did a line separating both numbers. This allowed him to visually see the factors of 9 and

15. In the second problem he did the same with finding the least common multiples.Overall, this

student utilized the strategy that was taught and was able to find the greatest common factor and

least common multiple.

Student 2: This student is one of my lower student work samples. For these problems, I worked

with this student in a small group. This allowed me to break down the problem in a way that

makes sense to him. For this student, he listed out all the factors or multiples and circled the ones

that they had in common.

Student 3: This is my middle learning student. Here we can see that he utilized the factor

rainbows and listed the multiples. These are the strategies that we utilized throughout the lesson.

Here I can see that this student was able to solve all three exit questions with ease.

Overall, my students were able to meet the learning targets. Just from examining their

exit tickets I can see that the strategies we utilized in class were easy to follow and learn.