Intern First & Last Name

Randy Alonso

Mentor Teacher Name, Grade Level, School Site

Mr. Doria, 5th Grade, Mary Casey Black

Date of Lesson Plan: When will you teach this lesson in your mentor’s classroom?
3/8/243

Lesson Plan Project

Lesson Goals or Learning Targets (Word these as measurable student outcomes.)

Students will be able to understand scaling in multiplying decimals from .1 to 2.9 and how
multiplying doesn't always make the number get bigger.

Lesson Objectives or Success Criteria (Word these as student actions, use verbs.)

Students will play a calculator maze game to understand scaling by trying to get the smallest
and biggest value possible by the end of the maze.

Lesson Plan Content (Written narrative paragraph about the lesson content.)

Initially, I want to line up everyone outside of class and let them know that they need a pencil
and a clear desk. Afterwards I will allow them to settle down for a bit and start projecting my
first slide of my learning targets. Talk to the class about it then move on to the next slides.
 Which is scaling and multiplying decimals. Then review different equations of multiplying with
decimals. Afterwards we will review on the last slide which will go over calculator rules since
this will be one of the first times, they use a calculator in the class. During this process I will
ask if students have any questions if not then we will continue on and pass the assignments to
all students. This is where the students will do the assignments in groups and myself as well
as the teachers will monitor the classroom to make sure everyone is on task. Once everyone
is completed, I will ask questions about what they enjoyed, and I could have done better.

CCSS Rationale (Describe the specific Common Core State Standards addressed during the teaching
of this lesson plan.)

This helps students use hands on learning to understand that multiplying with decimals at times makes
the number smaller than the original number.
Which addresses the use of models since this maze game can be used for support on newer
assignments that will be given to them.
We will also relate this lesson with passed knowledge of fractions and how fractions got smaller when
they got multiplied as well.

Instructional Procedures

 Focusing Event (Describe how you will get students to focus attention on your teaching.)

Teacher: “Oh class”

Students: “Oh yesss”

Teacher: Snapping
Students: Snapping back ( Probably not going to use due to this class being
Teacher: “and done” Very active)

 Instructional Strategies (Click into that link for help describing all instructional methods you will
employ during the lesson. Remember, instructional strategies fall into one or more of the
 following broad categories: DIRECT, INDIRECT, EXPERIENTIAL, INTERACTIVE,
INDEPENDENT STUDY)

Direct- I will present a slide show to the class about the rules and small notes for the
class to follow through.

Indirect: They will be separated into groups to finish an assignment for everyone to
complete.

Experimental- The Assignment will be a maze game in which they try to get the
biggest, smallest number by multiplying with decimals.

 Student Participation (How will you engage students and get them on board to participate?)

I will be able to engage the students in my lesson by bringing in good energy for them
to feel more connected towards me. As well as giving them an opportunity to ask
questions. Not only that but really trying to be a teacher who they know is at their side
and wants them to succeed in my main goal in this aspect.

 Formative Check (How will you check that all students are involved and engaged in the lesson?

I will check by looking around the class for class participation. As well as making sure
all students are on the same page by asking them questions too.

 Closure (How will you end the lesson purposefully, with intentionality?)

I will regain control of the classroom once most of the students are finished with the
assignment and ask how the assignments has helped them practice. As well as getting
better with multiplying decimals.

 Assessment (How will you assess that students achieved the lesson goals or learning targets?)

I will assess how the students achieved their goal by asking if they all were successful
in being able to find the smallest and largest value of the maze. And if not, what made
it difficult or confusing?

Lesson Plan Materials (Include everything needed to successfully complete the lesson with
the full class. Remember to include all supplies, as well as technology, whiteboard space,
classroom space, etc.)
 White Board Space
Scaling maze game (enough for everyone in classroom)
Calculators for everyone
Pencils for everyone
Classroom space
Projector
Laptop
Google Slides
White boards
Markers

Mentor Signature & Date (Verification you taught this lesson with their class)

Optional Feedback Notes

Resources
Common Core State Standards for California
Instructional Strategies
Ideas for focusing event.
Closure ideas for ending lesson.