USF Elementary Education Lesson Plan Template (S 2014)

Mazariegos___________________
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit

Name: _Daniela

Lesson Content
MACC.5.MD.2.2 Make a line plot to display a data set of measurement in fractions of a
unit (1/2, , 1/8). Use operations on fractions for this grade to solve problems involving
information presented in line plots.

Essential Question: How can a line plot help you to find an average with data given in
fractions?

Given a set of data measured in fractional amounts, students will make line plots to
display the data and use the line plot to solve problems without difficulty.

By plotting data on to a line plot, students can easily organize data so they can
easily find several types of measures of central tendencies such as mean, median,
and mode.
Line plots can help students represent and visualize data.

USF Elementary Education Lesson Plan Template (S 2014)

Mazariegos___________________
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?

Name: _Daniela

Formative: I will walk around while the students are working on their own to make
sure that students are on task as well as understanding the lesson
Summative: Students will take home a worksheet for homework and complete it
so they can turn it in the next day.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about

As a teacher, I need to have knowledge about line plots and how to plot data on a line
plot.

Students will need to use what they have learned about addition and multiplication
of fractions,
Know how to divide a whole number by a unit fraction,
And know how to use the order of operations

USF Elementary Education Lesson Plan Template (S 2014)

Mazariegos___________________

Name: _Daniela

them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
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

Students might have misconceptions about how to use the data from a line plot to help
them calculate the average of something. They may also have misconceptions about
what each data point represents on a line plot.

Lesson Implementation
Direct instruction
I do, we do, you do approach

Each content area may require a different step-by-step format. Use whichever plan is
appropriate for the content taught in this lesson. (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. Ask students to take out their GO Math text books- Lets all take out our Go Math
books to page 369 and rip out pages 369 to 372
2. Now that we have our paper set up I will introduce the lesson by asking the students
if they can think of a situation where they would have to calculate the average of
multiple data points.
One example is if they were trying to calculate their average grade in the class
by using all of their test scores.
Emphasize that sometimes there are so many data points that it would take to
long to add every single data point and then divide them.
This is why we would want to use a line plot.

USF Elementary Education Lesson Plan Template (S 2014)

Mazariegos___________________

groups and how will you

determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

What will you do if

Name: _Daniela

3. I will ask someone to read out the problem on page 369 by pulling a name stick.
So theyve given us all of these data points that we want to find the average
of.
Instead of adding up all of the data points, we are going to plot them onto a
line plot.
4. I will draw a line plot on the whiteboard, and demonstrate how to plot the points by
drawing Xs for each data point in the problem. Using the plotted data points, work
through the steps on the worksheet. This first problem will mostly be a demonstration
for the students so they can begin to get an understanding of the concept.
5. For the next problem on page 370, I will still draw a line plot on the board but this
time I will have students come up and graph the data points with sticky notes.
6. Then I will ask the students to work through the next problem with me on the board.
I will emphasize that they need to find the number of bags that weigh each
fractional amount.
7. This is a good time for me to ask the students some questions to test their
understanding.
Why do you use division to find the number of bags weighing each fractional
amount?
How can you use words to describe the problem 2 ?
What does the answer of 12 mean for 2 ?
8. After we work out these problems together as a class, students can start working on
the practice problems on the following pages in their textbook.
9. This is the time when I will walk around the classroom to help any students that need
extra assistance.

a student struggles with the content?

During independent work time, I will walk around to see if any student is struggling. If I
notice a student struggling, I will work one-on-one with them to help them understand
the content better.

a student masters the content quickly?

If a student masters the content quickly, I will allow them to begin working on their

USF Elementary Education Lesson Plan Template (S 2014)

Mazariegos___________________

Name: _Daniela

homework so that they can get a head start. This way, if they have any questions on the
homework, they have the opportunity to ask my CT or I for help.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

GoMath text book

Pencil
Sticky notes