ELED 533 Assignment Description

ELED 533 LESSON PLAN FORMAT

JMU Elementary Education Program
The following information should be included in the header of the lesson plan:
Alissa Yong
Mrs. Moorman- John C. Myers Elementary School
Date- November 11 and 13 at Time-8:30AM, 12 PM, 1:15PM
Submitted to Mrs. Moorman on (TBD)
(Plan must be initialed and dated by the teacher when it is reviewedat least one day in
advance.)
(Include the title of each of the following sections in your written plan.)
A. Multiplication Madness
B. CONTEXT OF LESSON
During morning work, students will complete a pre-assessment worksheet that will be compiled of
four questions. The questions will determine their pre-existing knowledge of how to illustrate and
solve multiplication problems.
Vertical Planning: In third grade students should have mastered how to recognize the inverse
relationship of multiplication and division, use multiplication as a shortcut for repeated addition, recall
multiplication facts, and represent multiplication using area, set, and number line models. In fifth
grade students will be able to create and solve single-step and multistep problems involving addition,
subtraction, multiplication, and division. They will also recognize the distributive property of
multiplication.
Horizontal Planning: Students have just completed units on place value and estimation (by rounding).
They understand that they can use their estimation strategies for basic multiplication computations
(checking the reasonableness of the product). In addition, they can use their place value strategies to
fluently multiply multi-digit whole numbers. Following the current unit, the students will learn how
multiplication and division are inverse operations.
Children learn from simple to complex. The first step in teaching multiplication is helping students use
place value to understand properties of operations to perform multi-digit arithmetic, as mentioned in
CCSS.Math.Content.4.NBTA.A.3.
C. STANDARDS - VA SOLs and/or CCSS
Include standards for both mathematical content and processes/practices.
Also include cross-curricular standards look at the standards for other content areas (literacy, science,
social studies) for ways to make connections across the curriculum.
Standard 4.4- The student will
d) Solve single-step and multistep addition, subtraction, and multiplication problems with
whole numbers.
CCSS.Math.Content.4NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations.
Illustrate and explain calculation by using equations, rectangular arrays, and/or area models.
NCTM Process Standards
Instructional programs from prekindergarten through grade 12 should enable all students to:

ELED 533 Assignment Description

Create and use representations to organize, record, and communicate mathematical

ideas
Select, apply, and translate among mathematical representations to solve problems
Cross-Curricular Standards
English 5.1- The student will listen, draw conclusions, and share responses in subject-related
group learning activities.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate with diverse teams.
f) Demonstrate the ability to work independently.
Science Standard 4.1- The student will demonstrate an understanding of scientific reasoning,
logic, and the nature of science by planning and conducting investigations in which
k) data are communicated with simple graphs, pictures, written statements, and numbers
D. LEARNING OBJECTIVES
Understand what are the broad
generalizations/concepts the students should
begin to develop? (These are typically
difficult to assess in one lesson.)

Know what are the

tools, vocabulary,
symbols, etc. the
students will gain
through this lesson?
(These knows must be
assessed in your lesson.)

Do what are the specific thinking

behaviors/procedures students will
be able to do through this lesson?
(These will also be assessed in your
lesson.)

U1 Students will understand that the

multiplication calculations of whole numbers
can be represented through equations,
rectangular arrays, and/or area models.

K1 Students will know

the following models:
repeated addition,
partial product,
equations, rectangular
arrays, and area models.

D1 Students will be able to model

the multiplication process through
various representations: equations
(repeated addition and partial
product), rectangular arrays,
and/or area models.

K2 Students will know

the proper terminology
associated with
multiplication: factor,
product.

D2 Students will independently be

able to communicate the step-bystep procedure using proper
terminology (factor, product) to
their teacher and peers.

U2 Students will understand that whole

numbers can be multiplied together in
relationship to their place value (correspond
the number of times the factor is multiplied
with the amount of place values the second
factor has; identify what place value each
digit represents).

D3 Students will investigate

mathematical concepts regarding
multiplication through problem
solving.

E. ASSESSING LEARNING
How will you assess student learning of the objectives? What type of assessment will you use and
why?
Remember every objective must be assessed for every student!

ELED 533 Assignment Description

Objective

Assessment Tool
What documentation will you have for
each student?

Data Collected
What will your students do and say,
specifically, that indicate each student has
achieved your objectives?

U1 Students will understand that

the multiplication calculations of
whole numbers can be
represented through equations,
rectangular arrays, and/or area
models.
U2 Students will understand that
whole numbers can be multiplied
together in relationship to their
place value (correspond the
number of times the factor is
multiplied with the amount of
place values the second factor has;
identify what place value each digit
represents).
K1 Students will know the
following models: repeated
addition, partial product,
equations, rectangular arrays, and
area models.

Completed exit ticket, completed

worksheet

Students will successfully create

accurate pictorial and algebraic
models to determine the product of
the multiplication calculations.
They will explain how they derived
that representation.

Completed exit ticket, completed

worksheet

When the students multiply the

factors together, they will transfer
their prior knowledge of place
value by aligning the digits
according to their place value and
identifying what each digit
represents. They will explain the
relationship between place value
and multiplication.

Completed worksheet

K2 Students will know the proper

terminology associated with
multiplication: factor, product.

Completed exit ticket

D1 Students will be able to model

the multiplication process through
various representations: equations
(repeated addition and partial
product), rectangular arrays,
and/or area models.

Completed worksheet

D2 Students will independently be

able to communicate the step-bystep procedure using proper
terminology (factor, product) to
their teacher and peers.

Observations/checklist

When the students are asked to

solve the various multiplication
problems at each center they will
successfully illustrate the strategy
and solution through multiple
representations.
When the students are asked to
complete the exit ticket they will
identify which term correctly
represents its corresponding
number.
Students will successfully create a
expanded array model to represent
the multiplication process. Students
in the low readiness group will
successfully use manipulatives
(base-ten grid paper) to solve
multiplication problems through
repeated addition.
While the students are working at
the centers they will verbally
describe the strategy used, using
appropriate vocabulary, to their
classmates or teachers.

D3 Students will investigate

mathematical concepts regarding
multiplication through problem
solving.

Completed worksheet

When the students complete the

exit ticket and problems at each
station they will be interpreting the
multiplication problems and
transferring their understanding of
mathematical concepts into writing.

ELED 533 Assignment Description

F. MATERIALS NEEDED
Pre-assessment (provided by me)
Smartboard (provided by cooperating teacher)
Factor Pairs game (provided by me)
Word problem worksheet (provided by me)
Base-ten blocks and base-ten grid paper (provided by me)
Dice/number cubes (provided by cooperating teacher)
Graffiti wall (provided by me)
Graffiti wall handout (provided by me)
Blank pieces of notebook paper (provided by me)
G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE PROCEDURE
PORTION OF THE LESSON
Select the mathematical task(s) for these lessons. What task(s) will students complete on Day 1 and Day 2?
Include the actual problem(s), center(s), game(s), etc.
Anticipate students strategies and mistakes as they work on the task(s) in the lessons. What valid
strategies might students use? What mistakes would make sense and indicate a misconception? Be
specific. Actually doing the task(s) yourself is the best way to anticipate. This section is one of the practices
for orchestrating productive mathematics discussions: Anticipating.
Day 1Before-Students will participate in a Quick Images activity to review the multiple representations of
multiplication calculations of whole numbers. This will enhance their speed, accuracy and flexibility when
solving multiplication problems. The Quick Images will consist of multiplication facts represented as dot
arrays, partial product, and repeated addition.
During- All students will be working on solving a multiplication word problem by using the expanded array
method. The task will be differentiated by content. The amount of number cubes provided for each group
will be based on the various readiness groups.
o Word Problem (High)
Each person in the group will take turns rolling five number cubes. The sum of all the
numbers that each number cube landed on will determine one factor of each persons
own multiplication algorithm. The second factor will be determined by the student (they
will select any number 1-9). Everyone in the group must write down the multiplication
problem, including the appropriate factors. They will fill in the blanks of the word problem
with the new factors.
Each student will solve the new word problems using the expanded array strategy.
Continue this process until everyone in the group has rolled the number cubes at least
once.
Have all group members discuss and review their answers to the multiplication problems
with each other.
If everyone in the group rolls the five number cubes once and solves everyones
multiplication problems before the teacher wraps up the activity, start the activity again.
o Word Problem-Illustration (Mid)
Each person in the group will take turns rolling four number cubes. The sum of all the
numbers that each number cube landed on will determine one factor of each persons
own multiplication algorithm. The second factor will be determined by the student (they
will select any number 1-9). Everyone in the group must write down the multiplication

ELED 533 Assignment Description

problem, including the appropriate factors. They will fill in the blanks of the word problem
with the new factors.
Each student will solve the new word problems using the expanded array strategy.
Continue this process until everyone in the group has rolled the number cubes at least
once.
Have all group members discuss and review their answers to the multiplication problems
with each other.
If everyone in the group rolls the four number cubes once and solves everyones
multiplication problems before the teacher wraps up the activity, start the activity again.

Word Problems/Direct Modeling (Low)

*If the teacher thinks direct modeling would be beneficial and necessary for this group of
students.* Before you begin, the teacher will have a brief discussion with the group about
solving multiplication problems using the expanded array strategy by demonstrating this
process using base-ten blocks or base-ten grid paper. This will help the students concretely
conceptualize this idea.
Each person in the group will take turns rolling two number cubes. The sum of all the
numbers that each number cube landed on will determine one factor of each persons
own multiplication algorithm. The second factor will be determined by the student (they
will select any number 1-9). Everyone in the group must write down the multiplication
problem, including the appropriate factors. They will fill in the blanks of the word problem
with the new factors.
Each student will solve the new word problems using the expanded array strategy.
The base-ten blocks and base-ten grid paper will be available if needed.
Continue this process until everyone in the group has rolled the number cubes at least
once.
Have all group members discuss and review their answers to the multiplication problems
with each other.

After-Students will complete an exit ticket to assess their understanding of the concepts taught during the
lesson.
Before- Graffiti Wall as a class
o The students and I will work collaboratively to create a graffiti wall for multiplication on the
Smart Board.
Students will complete their own graffiti wall by writing or drawing anything that is
related to multiplication. Then, I will invite a few students to the Smart Board to
write/draw something about multiplication on the class Graffiti wall. I will provide
guidance if necessary.
During-Students will rotate between two centers: Exploring More Word Problems and Factor Pairs
(questions used for Factor Pairs game will be modified for the three different readiness levels).
o Exploring More Word Problems
1. You and a partner will take turns rolling the number cubes three times (each
person will roll the number cube three times) to determine one factor of your own
multiplication algorithm. The sum of the numbers that are faced upright on the
number cubes will be one factor. You can choose the second factor for your
multiplication problem, however it must be a single digit. Write down your
multiplication problem, including the appropriate factors.
2. Each person will write a word problem for their own algorithm. Be creative and
have fun!

ELED 533 Assignment Description

3. Repeat steps 1 and 2 at least two times (each person should have a total of at least
two algorithms and two word problems).
4. Afterwards, trade your paper with your partner and have your partner determine
the product of each of your problems using the expanded array strategy
o Factor Pairs Array Game
1. Spread out all of the Array Cards in front of you with the dimensions side up.
2. Choose an Array Card and put your fingers on it. Say the number of squares in the
array if you know it. (Do not pick up the card until you say the answer). If you do
not know the answer, use a strategy to figure it out. Find a way to figure out how
many squares there are without counting every one.
3. Turn the card over to check your answer. If your answer is correct, keep the card.
4. You and your partner(s) will take turns choosing cards and finding the number of
squares in each array. Play until you have picked up all the cards.
After- Students will participate in a Think-Pair-Share activity, in which they will be asked to answer the
following question: Which questions made you think really hard and which questions did you think
were pretty easy? I will also ask them to share what they enjoyed about the activities too.
Anticipated Mistakes
o Students may have difficulties decomposing numbers to reflect their understanding of place
value when labeling the array. Therefore, they may write down 2,2 to represent 22 rather than
20,2. They may add the products of 2x5 and 2x5 instead of 20x5 and 2x5.
o When students use the standard algorithm for multiplication they may forget to use zeroes as
place holders.
o Students may count by ones to determine the products of the multiplication problems as
opposed to using the other strategies: repeated addition, standard algorithm, arrays, or
expanded arrays.
o Students may not be able to decompose the array into rows or columns, but rather view
the array into a collection of ones.
o Students may make an error in computation when determining the sum of the numbers faced
upright on the number cubes.
o For the word problem and Array Cards activities students may recall derived multiplication
facts to determine the answers to the questions instead of using the expanded array method.
Successful Strategies Anticipated
o Students will associate the squares in the array (for the Array Cards activity) as equal groups
(ex. 4x9, Students will view this array as 4 rows of 9 squares).
o The students will use the base-ten grid paper to accurately model the expanded array concept
of multiplication by correctly decomposing the factors of the multiplication problem.
o When creating arrays, students will decompose the numbers and label the array in relation to
place value, displaying their knowledge of the correlation between place value and
multiplication.
o For the word problem and Array Cards activities students may recall derived multiplication
facts to help them determine whether or not they have attained the correct answers.

DAY 1

G2

PROCEDURE
Include a DETAILED description of each step, including how you will get the students attention, your
introduction of the activity, the directions you will give students, the questions you will ask, and
appropriate closure. Write exactly what you will SAY and DO. Think of this as a script.
BEFORE: Engagement - How will you prepare students to be ready to engage with the main task/activity?
(see pp. 25 of your 3-5 text).
In your procedure, be sure to address the 3 Before Phase Teacher Actions:

ELED 533 Assignment Description

Obtain the necessary materials and set-up the different stations.
Pass out a piece of notebook paper to each student so they can record their answers and/or use
it to show their work.
Introduction-To activate prior knowledge students will participate in a quick images activity as a
whole group.
o The Quick Images will consist of multiplication facts represented as dot arrays, area
models, equal groups of dots, and repeated addition. This activity will review the
multiple representations of multiplication calculations of whole numbers.
Explain quick images to the students before beginning the activity. Students will
be shown one example of a multiplication facts represented in one of the
various ways (as previously mentioned) for 10 seconds. Then, the image will be
removed from the document camera, and the students will be given one minute
to solve the product of this question. Before the class is given a chance to
explain their answers, the image will be shown again for 10 seconds. Afterwards,
the children will be asked to share the answer (or answers) they came up with.
Two students will be asked to share the strategies they used to solve this
algorithm. Acknowledge whether the students answers are correct and ask the
rest of the class if anyone else had used a similar strategy to the one described.
This process will repeat for all three images.
o Afterwards, I will introduce the expanded array strategy and explain the importance of
learning multiple strategies to solve multiplication problems. I will also offer examples of
multiplication being used in a real-world context to help them formulate connections
between the content and their own experiences.
o I will project the multiplication word problem on the Smart Board and read it aloud to
the students. Then, I will model the expanded array strategy to solve for the product.
World Problem- When Mrs. Moorman, Mr. S, and Mrs. White were
planning the fourth grade field trip to Jamestown they realized that they
would need five charter buses. Each bus could hold thirty-six people. In
total, how many people would be attending the Jamestown field trip?
o Following the expanded array lesson will be an explanation of the activity. During this
time I will also model their task by doing two examples with the whole class. It is critical
that the students know that they must determine the sum of the number of dots faced
upright on the number cubes in order to figure out one factor for their multiplication
problem. I will also remind them that they can refer to these examples when they are
working on their own.
o Next, the fourth graders will be assigned to their groups based on their readiness levels
that were determined by the results of the pre-assessments.
o Before having the students walk over to the appropriate station they will be asked to
turn to the person next to them and explain what the directions are.
o An opportunity for any questions or things that need clarification will be provided.
DURING: Implementation this is the time when students are either working independently or in small
groups and you are conferring with students. (see pp. 25 of your 3-5 text)
In your procedure, be sure to address the 4 During Phase Teacher Actions:
Let go!
Notice childrens mathematical thinking.
Provide appropriate support.
Provide worthwhile extensions.
Noticing childrens mathematical thinking is another way to describe one of the practices for
orchestrating productive mathematics discussions: Monitoring. In your procedure, explain how you will

ELED 533 Assignment Description

monitor (and document) student strategies to prepare for the After phase.
As I pass out the number cubes to each group I will let them know how many number cubes they
will need to roll in order to determine one of the factors for their multiplication problem. While
the high-readiness level and mid-readiness level groups are working, the teacher will be
reviewing and modeling the expanded array strategy using base-ten grid paper with the last
group if she witnesses these students having difficulties with the task.
Afterwards, the teacher will be circulating the classroom to check in with the rest of the class.
This will provide a chance for the teacher to monitor the childrens mathematical thinking and
their behavior.
Possible questions to ask the students to probe their thinking:
o If you used a different strategy would you still come up with the same answer?
o Explain to me how you decomposed your numbers when using the expanded array
method.
o How did you transfer your knowledge of multiplication to word problems?
o What are some similarities you noticed between the expanded array strategy and the
partial product method?
o Which strategy has been the most challenging for you to apply? Why?
o How can you connect multiplication to real-life experiences?
o Tell me what you are doing.
As the teacher is monitoring the students she is selecting individuals or pairs to share with the
rest of the class during the after phase based on their responses. The teacher will be keeping
track of students responses on a table with each of their names on it. The teacher will sequence
the selected students thinking according to the learning progressions (students who have been
chosen to share will be informed prior to the class discussion).
Throughout the allotted time for the activities the teacher will announce the amount of time
remaining to complete the activity.
When time is up, the teacher will redirect everyones attention to her and ask the students to
stop working wherever they may be at.
AFTER: Engage the full class in discussion; encourage students to evaluate the ideas; look for
opportunities to highlight significant ideas in students work to make these mathematical ideas more
explicit to all students. (see pp. 25 of your 3-5 text).
In your procedure, be sure to address the 3 After Phase Teacher Actions:
Promote a community of learners.
Listen actively without evaluation.
Summarize main ideas and identify future problems.
Creating a community of learners in the after phase involves 3 practices for orchestrating productive
mathematics discussions: Selecting & Sequencing & Connecting. In your procedure, explain how you will
use your anticipating and monitoring of student strategies to select, sequence, and connect student
strategies. Be specific and name the strategies you will select and in what sequence, and the questions
you will ask to help students connect strategies.
The teacher will go select one student or one pair from each station to share his/her
mathematical thinking with the rest of the class. Children who are able to clearly explain how
they used manipulatives, visual representations, and/or abstract thinking will be asked to
articulate their thought processes with everyone else. Additionally, students who connected the
mathematical concepts with real-life experiences will be asked to explain their thoughts.
Possible questions to ask:
o What are some similarities you noticed between the expanded array strategy and the
partial product method?

ELED 533 Assignment Description

o

DAY 2

What connections can you make between word problems and multiplication or word
problems and expanded arrays?
o Can you explain to us how you solved the problem?
After the discussion, students will be asked to complete the exit ticket.
o Solve 11x11 using expanded array strategy. Choose one other way to model the
multiplication process for 11x11 (i.e. array, repeated addition, partial product,
traditional algorithm, or word problem).
Students will return to their assigned seats.

BEFORE:
Obtain the necessary materials and set-up the different stations.
To activate prior knowledge (from Tuesdays math lesson) the students will work independently
and cohesively to create a graffiti wall for the term multiplication.
o The teacher will pass out a Graffiti wall handout to each student, so that each child can
write down or illustrate anything they can recall that is associated to multiplication.
Then, she will select students to come up to the Smart Board to write down or illustrate
anything that is associated to multiplication.
o The instructor will obtain a consensus from all the students by asking them to give her a
thumbs up if they agree with what has been written/drawn on the board or a thumbs
down if they disagree with something. This will also be the time where the teacher
clarifies any confusion or corrects any mistakes.
Students will be told that they will be rotating between two stations: Exploring More Word
Problems and Factor Pairs, today. The directions for the Exploring More Word Problems station
will be explained to the entire class. The educator will ask them to recall what they did during
stations session on Tuesday to help guide them with the word problem activity. Then, the
teacher will model this activity and go over one example with the whole group.
The fourth graders will be reminded that they will be working in the same group as Tuesdays
class. They will be asked to record the efficient and flexible strategies that they used to solve
the multiplication problems as they play the Factor Pairs game and complete the word problem
activity to help them focus on understanding the essential question. Before having the students
walk over to the appropriate station the instructor will ask them to turn to the person next to
them and explain what the directions are and what they will be recording throughout the
activities.
Teacher will direct each group where they need to go.
Once the students are at their designated stations the teacher will explain the Factor Pairs game
to the group at this center and will distribute the appropriate cards for them.
DURING:
While the students are playing the selected game, the teacher will walk around the classroom to
monitor student thinking and behavior. Support from the teacher will also be provided at this
time.
As the teacher is monitoring the students she is selecting individuals or pairs to share with the
rest of the class during the after phase based on their responses. The teacher will be keeping
track of students responses on a table with each of their names on it. The teacher will sequence
the selected students thinking according to the learning progressions (students who have been
chosen to share will be informed prior to the class discussion).
Possible questions to ask to encourage students to explain their thinking and extend their
understanding of the content:
o What strategies did you use to help you solve the multiplication problems?

ELED 533 Assignment Description

o What strategies did you use to create your word problems?

o How could I have made either of these activities more challenging for you?
o What is a strategy or idea from Tuesdays class that you applied to this game?
Throughout the allotted time for the activities the teacher will announce when the groups
should rotate to the new station. She will also let them know the amount of time remaining to
complete each activity. (The teacher will explain the directions for the Factor Pairs game once
groups have rotated).
When time is up, the teacher will redirect everyones attention to her and ask the students to
stop working wherever they may be at

AFTER:
The teacher will select one student or one pair from each group to share his/her mathematical
thinking with the rest of the class. Children who are able to clearly explain their thinking will be
asked to articulate their thought processes with everyone else. Additionally, students who
connected the mathematical concepts with Tuesdays lesson will be asked to explain their
thoughts.
Possible questions to ask:
o What strategy/strategies did you use to solve the problem at your station?
o Can you explain and show us how you solved the problem?
o What is a strategy or idea from Tuesdays class that you applied to this game?
o What accurate, flexible strategies did you use to solve the problems?
o How could you use facts you know to help you figure out ones you dont know?
After the discussion, students will be asked to indicate how confident they feel about using the
expanded array strategy with their fingers on a scale of 1-4. 1 indicates that they do not feel
comfortable using this method and need more clarification, 2 means they understand this
method, however they do not feel confident using it, 3 shows that understand this strategy but
would like more practice, and 4 represents complete mastery.
Students will be asked to return to their assigned seats.

H. DIFFERENTIATION
Describe how you plan to meet the needs of all students in your classroom with varied interests and
readiness levels by completing ONE of the six boxes below for each day. You may choose the same box for
each day. Use the learning progressions to support your decisions. Include a specific differentiation plan
for each day.
This connects to your During Phase Actions: providing support and extensions.

Content

Interest

Day 1-Students will develop

word problems and find the
products of multiplication

Process

Product

ELED 533 Assignment Description

Readiness

I.

problems they created. They

will be asked to roll two
number cubes (and use
manipulatives if necessary)
(low), roll four number cubes
(mid), and roll five number
cubes (high) to determine the
factors to their multiplication
problems.
Day 2-The questions used for
the Factor Pairs games will be
differentiated based on the
students readiness levels.
Base-ten grid paper will be
provided for the lower
readiness group.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO ABOUT IT?
Think about this specifically for THESE lesson plans. This CANNOT include fire drills, interruptions due to
announcements, weather, or other emergencies.
There could possibly be technical difficulties, preventing the Smart Board from working. If this
situation occurs, then I would project the content of the lesson on paper using the document camera.
The students responses to the exit ticket question and the activity (for Day 1s lesson) could indicate
that they have not grasped the concept of expanded arrays. If this occurs I will review this strategy
with the entire class before having the students participate in the activities on the second day.

ELED 533 Assignment Description

Observation Chart-Mrs. Moormans Class

Antonio

Madison

Hunter

Ashley

Haven

Stephanie

Breylon

Mia

Zoe

Trey

Yee

Christopher

Addison

Branson

Jewel

Lily

Ali

Alex

Ellie

Gavin

Emma

Jowell

ELED 533 Assignment Description

Observation Chart- Mr. Showalters Class

Ian

Joseph

Tynia

Brayden

Hayden

Baylon

Nichole

Caleb

Drew

Lindsey

Karen

Ethan Baker

Jazmen

Carson

Ethan Russell

Jordan

Sam Mosley

Cami

ELED 533 Assignment Description

Observation Chart- Mrs. Whites Class

Gabby

Jane

Dylan

Asher

Kyra

Adrianna

Brock

Seth S.

Chey

Seth E.

Joshua

Conner

Laney

Jonathan

Grace

Sam R.

Lorelei

Emily

Jaylen

Allen

Emmie

Colin

ELED 533 Assignment Description

Lesson Implementation Reflection & Assessment Analysis (Part 5 of the Lesson Planning Project)
As soon as possible after teaching your lessons, think about the experience. Use the questions/prompts
below to guide your thinking. Be thorough in your reflection and use specific examples to support your
insights.
1. What actually happened in your lessons? Cite examples of dialogue or student work. How did your
actual teaching of the lessons differ from your plans? Describe the changes and explain why you made
them.
2. Analyze your assessment data.
a. Sort your assessment data based on where students lie in the continuum to mastery of the
learning objectives. Which students have mastered the learning objectives? Which students
are approaching mastery? Which students have similar misconceptions? Look for patterns
among student responses that demonstrate particular areas of need. Use the content and/or
process learning progressions that fit your learning objectives to help you.
b. Describe overall what the analysis of assessment data reveals to you about students
understanding, knowledge, and skills relative to the learning objectives.
c. Describe instructional groups that emerge from your analysis. For each group, include the
following information:
Pattern Groups Avoid general names such as, advanced, on-target, few holes,
struggling; strive for content-specific names such as Ready to Make Generalizeable
Arguments, Direct Modeling, or ____ Calculation Error
Distinguishing characteristics of each group (be more specific that you were in section 2b)
Sample responses from each group
Number of students in each group
3. Analyze your teaching strategies.
a. Based on your assessment data, how effective were your teaching strategies for helping
students meet the learning objectives? Justify your analysis using the assessment data.
b. Describe at least one way you could incorporate developmentally appropriate practice in a
better or more thorough way if you were to teach this lesson again.
c. Use these reflections and your teaching experience to revise your lesson plans. Highlight the
revisions and include the revised lesson plans in your Part 5.
4. Based on your analysis of assessment data and teaching strategies, write a lesson plan for the next
day using the ELED 533 lesson plan format. You may have the same, similar, or different learning
objectives. Be sure that your During Phase includes a small-group activity for each group described in
section 2c. This will also be your differentiation plan based on readiness. These small group activities
should be structured to help diverse groups of students
achieve the same UKDs with appropriate degrees of support and challenge,
correct the misconceptions revealed by the assessment, and
feel involved in equally respectful tasks.

ELED 533 Assignment Description

5. As a result of planning, teaching, and analyzing this lesson, what have you learned or had reinforced
about young children as learners of mathematics?
6. As a result of planning, teaching, and analyzing this lesson, what have you learned or had reinforced
about teaching?
7. As a result of planning, teaching, and analyzing this lesson, what have you learned or had reinforced
about yourself?
8. How did your experience planning, teaching, and reflecting on this lesson impact your progress toward
your S.M.A.R.T. goal?
9. How did your experience planning, teaching, and reflecting on this lesson compare to your
mathematics timeline reflection?

ELED 533 Assignment Description

Lesson Plan Feedback
Alignment of
Mathematical
Context,
Standards and
Objectives

Checklist:
o Context is completely described.
o Pre-assessment describes students readiness and/or interests
o Vertical planning and horizontal planning demonstrate the
appropriateness of this lesson within the curriculum sequence
o Developmentally appropriate practice from textbook and/or learning
progressions are cited.
o Standards for mathematical content are included.
o Standards for mathematical process/practices are included.
o Cross-curricular connections are included in standards section.
o Understand objectives are generalizations.
o Know objectives are tools, vocabulary, symbols, etc.
o Do objectives are procedures and skills.
o Context, standards, and objectives are aligned and appropriate.
Gems:

Opportunities:

Assessment

Checklist:
o Assessment is described and explained (clearly articulated).
o Each objective is assessed.
o What students will say and do to demonstrate achieving each objective is
described.
o Assessment is appropriate for purpose.
Gems:

Opportunities:

Materials and
Procedures

Checklist:
o List of materials is included.
o Math tasks are described.
o Student strategies and mistakes are anticipated.
o Before Phase:
o 3 teacher actions addressed
o During Phase:
o 4 teacher actions addressed
o Plans to monitor (formative assessment with documentation) in the
during phase are included.
o After Phase:
o 3 teacher actions addressed
o Plans to select, sequence, and connect student strategies in the

ELED 533 Assignment Description

o

after phase are included.

A Differentiation Plan is included:
o Differentiation of content, process, or product by readiness or
interest is described in detail.
o Differentiation plan is appropriate and aligned to objectives.

Gems:

Opportunities:

Mathematical
Correctness and
Appropriateness

Checklist:
o Mathematics is correct.
o Lesson reflects textbooks and learning progressions descriptions of
developmentally appropriate mathematics instruction.
o Lesson focuses on understanding, not just procedures.
o Students are engaged in the math processes/practices in each phase of the
lesson, especially through teacher questions.
Gems:

Opportunities:

Organization and
Presentation

Checklist:
o Each section of lesson plan is complete.
o Lesson plan follows lesson plan format for course.
o No typographical or grammatical errors.
Gems:

Opportunities:

ELED 533 Assignment Description

Lesson Plan Rubric (Phases 1-4, Phase 5: Next Day Lesson Plan)
Criterion
Alignment of
Mathematical
Content,
Standards, and
Objectives
Weight = 2

Assessment
Weight = 2

Materials and
Procedure
Weight = 2

Mathematical
Correctness and
Appropriateness
Weight = 3

Organization and
Presentation
Weight = 1

On Target (3)
Clear alignment between:
the mathematical context of the lesson,
appropriate state and national standards (content
and process/practice), and
the objectives of the lesson (understand, know, do)
Objectives identify specific, measureable, and observable
learning behaviors and are clearly and concisely written.
Strategies to assess student learning are:
aligned with learning objectives (what will you listen
for/watch for),
appropriate for their purpose, and
clearly articulated.
Thorough detail of what is to occur in the lesson is
provided, including:
a list of needed materials,
descriptions of each task to be given to students,
plans for anticipating, monitoring, selecting,
sequencing, and connecting,
a specific differentiation plan, and
procedures to be followed by the teacher that
address each teacher action in the three-phase lesson
format.
The listed materials and procedures are appropriate for
the lesson's objectives.
The mathematics in the lesson is:
correct,
developmentally appropriate,
presented in a student-centered manner, focusing on
student understanding and engaging students in the
Mathematical Processes/Practices.
Plan is:
complete,
well-organized, and
has a professional appearance free of typographical
or grammatical errors.

Lesson Score: ____ /30

Developing (2)

Novice (1)

Unacceptable (0)

Context, standards, and

objectives are aligned.
Some objectives are
unclear or do not identify
observable or measureable
behaviors.

Context, standards, and

objectives are not clearly
aligned. Most objectives
are unclear or do not
identify observable or
measureable behaviors.

The context, standards,

and objectives are not
included or are
inappropriate.

Assessment strategies are

both aligned and
appropriate, but not clearly
articulated.

Assessment strategies are

not aligned with learning
objectives or inappropriate
for their purpose.

No assessment
strategies are included.

The description of the

lesson is economically
written and needs further
clarification, or not all
materials, teacher actions,
questions, tasks, practices,
or activities are included.
The listed materials and
procedures are appropriate
for the lesson's objectives.
The mathematics in the
lesson is correct and
developmentally
appropriate but is not
presented in a studentcentered manner.

The description of some

parts of the lesson is
unclear or not all of the
listed materials and
procedures are appropriate
for the lesson's objectives.
The mathematics in the
lesson is correct but not
developmentally
appropriate and not
presented in a studentcentered manner.

Each section is complete

and organized. Some (1 or
2) errors present.

Some sections are only

partially complete (key
information missing) or lack
organization. Some (1 or 2)
errors may be present.

Major components of
what is to transpire
during the lesson are
confusing. Little
evidence in
material/procedure
planning.

The mathematics
presented in the lesson
is incorrect.
Unorganized,
incomplete (sections
missing), or in need of
proofreading (at least 3
errors).

ELED 533 Assignment Description

Criteria
Analysis of
Student
Responses and
Description of
Diversity
(60)

Analysis of
Teaching
Strategies
(30)

Lesson Implementation Reflection & Assessment Analysis Rubric

Target
Needs Improvement
Analysis fails to thoroughly discuss
Analysis describes patterns among the
1 or more of following:
assessment results
Patterns among results
Analysis discusses how groups were
Students understanding,
formed (e.g., according to common
misconceptions or mistakes, need for
knowledge, skills related to
pre-requisite knowledge/skills, and/or
UKDs
grasp of UKDs).
Related content and process
Distinguishing characteristics of each
learning progressions
group are discussed and representative
Distinguishing characteristics
answers for each group are provided
of groups/ representative
answers

Using
Assessment
Results to
Differentiate
(30)

Reflection
(15)

Analysis evaluates effectiveness of

teaching strategies
Analysis discusses revisions of lesson to
incorporate DAP
Revisions are made to the lesson that
was taught. Revisions are highlighted.

There is a small-group activity for each

group listed above that
will help all students achieve the same
UKDs with appropriate degrees of
support and challenge,
will correct the misconceptions
revealed by the assessment, fill in
missing pieces for those students who do
not grasp UKDs or who lack prerequisite knowledge/ skills, and/or
stretch those who grasp UKDs
is equally respectful when compared
with the other tasks
Reflection addresses
...what was learned about children as
learners of mathematics
what was learned about teaching
.what was learning about yourself
.how this project influenced your
SMART goal
how this project compares to your
mathematics timeline reflection

Analysis fails to thoroughly address

1 or more of following:
Effectiveness of teaching
strategies
Ways to incorporate DAP
Making actual revisions to the
lesson that was taught and
highlighting them
Small Group Activities fail to do
one or more of the following:
Help all students achieve same
UKDs
Provide appropriate support to
those failing to grasp UKDs
Provide appropriate challenge
to those who grasp the UKDs
Address learning gaps (pre-req
Ks or Ds)
Appear equally respectful

Reflection fails to address one or

more of the following:
What was learned about
children as learners of
mathematics
What was learned about
teaching
What was learning about
yourself
How this project influenced
your SMART goal
How this project compares to
your mathematics timeline
reflection
Phase 5 of Lesson Planning Project