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UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student: Jessica Gunderman PSMT Name: Anneliese Tulowiecki

Lesson Plan Title: Everyday Math Lessons Lesson Plan Topic: Math

Date: 1/23/17-1/26/17 Estimated Time: 65 minutes

Grade Level: 4th School Site: Roundy ES

1. State Standards:

4.MD.A.1-Know relative sizes of measurement units within one system of units including
lb, oz, ton; within a single system of measurement, express measurements in a larger unit
in terms of a smaller unit
4.MD.C.6-Measure angles in whole-number degrees using a protractor
4.NF.4-Apply and extend previous understandings of multiplication to multiply a fraction
by a whole number
4.MD.C.7-Recognize angle measures as additive. When an angle is decomposed into
non-overlapping parts, the angle measure of the whole is the sum of the measures of the
parts.

2. Teaching Model(s):

Cooperative learning
Direct instruction
Kagan
Lemov

3. Objective(s):

Monday: -Student will be able to convert US customary measures of weight.

Tuesday: -Student will be able to use a protractor to measure angles.

Wednesday and Thursday: -Student will be able to multiply a fraction by a whole number.
Friday: -Student will be able to find unknown angle measures in angles. Student will be able to
find angle measures by writing equations

4. Materials and Technology Resources

Monday: Tuesday:

Customary Units of Weight foldable -Protractors


Math journal -Math journal
Pencils -Pencils
Smart Board -SmartBoard
Lined Paper -Winter Angles Page
Markers
Anchor charts
I Have, Who Has cards

Wednesday and Thursday: Friday:


Math journal -Protractors
Pencils -Math Journal
Multiplying Madness Game -Pencils
SmartBoard -Smart Board

5. Instructional Procedures:

Monday: 6.6-Customary Unit of Weight

-Teacher will check homework for students and go over any incorrect answers (3 minutes)

-Green group: Mr. Cereo will meet with students during first 15 minutes of class

-Students will work on math boxes while teacher is meeting with small group

a. Motivation/Engagement: (5 minutes)

TW show video of ounces, pounds, and tons on SmartBoard


Ounces, Pounds, Tons Song by NumberRock
TW say Who can tell me from the video how many ounces equals one pound?
Who can tell me how many pounds are in one ton? (DOK Level 1)
TW show anchor chart and explain 2,000 pounds=1 ton and 16 ounces=1 pound
TW activate prior knowledge by asking students to think about when they learned
about liters and milliliters
Do you remember how many liters are in a milliliter?
What about how many milliliters are in a liter?
b .Developmental Activities or Learning Experiences:
TW do mental math exercises with students (10 minutes)
TW show customary units of weight foldable to students (5 minutes)
TW instruct students to create their own foldable
TW give students the sheet of paper with the foldable information on it along with a lined
piece of paper
TW ask students to cut out the foldable paper and to cut along the dotted lines
TW ask students to glue the foldable onto the piece of lined paper making sure the
units of weight are flaps
TW ask students to hold up their foldable when they are done
TW tell students to put
To get from ounces to pounds you multiply by 16
To get from pounds to tons you multiply by 2,000
TW present lesson on customary units of weight on smart board using Everyday
Mathematics supplemental online lesson (15 minutes)
TW show pg. 204 in Math Journal (Everyday Mathematics) on SMARTboard and will do
one example with students
SW work on pg. 204 in math journal independently (10 minutes)
TW review answers from pg. 204 in math journal (5 minutes)
TW utilize At Bats (Lemov) by giving students a few more examples for more
practice
TW have students do I Have, Who Has (Kagan) task cards to get more practice (5
minutes)

c. Closure: (5 minutes)
TW ask students:
What is one similarity between milliliters and liters and pounds and tons?
What is one difference between milliliters and liters and pounds and tons?
(Marzano, Organizing)
Can you recall what system milliliters and liters falls under? (DOK 1)
During the collaboration with your classmates during I Have, Who Has, what
questions were the most challenging to answer and why? (DOK 4)
Where do you use pounds and ounces in your everyday life? (DOK 3)

d. Extension: Teacher will ask students to use examples from what they learned in their foldable
6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations: TW follow IEP or Special Instructions of student(s)


Differentiations:
Visual learners will benefit from use of SMARTboard, foldable, and I Have,
Who Has?
Kinesthetic learners will benefit from use of SMARTboard as well as foldable
and I Have, Who Has?
Auditory learners will benefit from the instruction and the video
Reading/Writing learners will benefit from the math journal pages, instruction,
and foldable
Modifications: The classes are already separated into groups;
Yellow group: TW will do more scaffolding and using probes to get them to the
correct answer to the question
TW also use the anchor chart to assist them if needed
Green group: TW explicitly converting units and change numbers given if
necessary
Explicit use of anchor chart
Blue group: TW only use anchor chart if they are struggling
Anchor chart will be hung up for reference
Allow for more independent thought while constructing foldable

7. Assessment and Evaluation of Learning:

a. Formative:
Observation using formative assessment checklist
Responses to closing questions
b. Summative:
Math journal page
Homework page
8. Homework Assignment:
a. Worksheet on converting customary units of weight

Tuesday: 6.9/6.10-Measuring Angles Using a Protractor

-Teacher will check homework for students and go over any incorrect answers (3 minutes)

-Green group: Teacher will meet with small groups for first 15 minutes of class

-Students will work on math boxes while teacher is meeting with small group
a. Motivation/Engagement: (5 minutes)

TW show StudyJam of measuring angles on Smart Board


TW hold up a protractor and ask students:
Who knows what this is? (DOK 1)
Who can tell me what you use this for?
Has anyone ever used one of these before?
TW activate prior knowledge by asking students to think about what they learned
about angles before break
How many degrees are in a right angle?
How many degrees are in an obtuse angle?
How many degrees are in an acute angle?

b .Developmental Activities or Learning Experiences:


TW do mental math exercises with students (10 minutes)
TW show winter angles worksheet and explain directions (5 minutes)
TW instruct students to determine the types of angles and color them
TW instruct students how to color by reading the worksheet
TW give students the worksheet
TW ask students to determine each type of angle and use protractor if necessary
TW ask students to color the angles accordingly
TW have students do a Timed-Think-Pair-Share (Kagan) for 1 minute
Students must compare their worksheets with their partners
TW present lesson on measuring angles using a protractor on smart board using Everyday
Mathematics supplemental online lesson (15 minutes)
TW show pg. 213 in Math Journal (Everyday Mathematics) on SMARTboard and will do
one example with students
SW work on pg. 213 in math journal independently (10 minutes)
TW review answers from pg. 213 in math journal (5 minutes)
TW utilize All Hands (Lemov) for calling on students to come to the board and
show their answer
c. Closure: (5 minutes)
TW ask students:
Can you explain how knowing the different kinds of angles helps when using a
protractor to measure the angles? (DOK Level 2)
How would you use the measures of angles in your everyday life?
(Marzano, Applying)
Using your whiteboard and protractor construct an angle that is obtuse.
Now, construct an angle that is acute. (DOK 4)
d. Extension: If there is extra time, teacher will ask students to practice more with the protractor
and measuring angles
6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations: TW follow IEP or Special Instructions of student(s)


Differentiations:
Visual learners will benefit from use of SMARTboard and worksheet
Kinesthetic learners will benefit from use of SMARTboard as well as worksheet
Auditory learners will benefit from the instruction and the video
Reading/Writing learners will benefit from the math journal pages and
instruction
Modifications: The classes are already separated into groups;
Yellow group: TW will do more scaffolding and using probes to get them to the
correct answer to the question
Green group: TW explicitly review angle vocabulary and do worksheet example
with students
Blue group: TW allow for more independent conversation during
Timed-Think-Pair-Share

7. Assessment and Evaluation of Learning:

a. Formative:
Observation using formative assessment checklist
Responses to closing questions
b. Summative:
Math journal page
Homework page
8. Homework Assignment:
b. Worksheet on angle measurements

Wednesday and Thursday: 6.13-Multiplying Fractions by Whole Numbers

-Teacher will check homework for students and go over any incorrect answers (3 minutes)

-Green group: Teacher will meet with small groups for first 15 minutes of class

-Students will work on math boxes while teacher is meeting with small group
a. Motivation/Engagement: (5 minutes)

TW discuss that multiplying fractions by a whole number is multiplying a fraction by a #


over 1
Example: x 4/1
TW create an anchor chart with the students
Lets review what we have learned about fractions so far:
What is the number on the top called?
What is the number on the bottom called?

b .Developmental Activities or Learning Experiences:


TW do mental math exercises with students (10 minutes)
TW do review exercises with students (5 minutes)
TW instruct students to get a whiteboard and marker
TW ask students to add together + ; + ; 2/10 + 5/10;
TW ask students to hold up their whiteboard with the answers
TW present lesson on multiplying fractions by whole numbers on smart board using
Everyday Mathematics supplemental online lesson (15 minutes)
TW show pg. 224-225 in Math Journal (Everyday Mathematics) on SMARTboard and
will do one example with students
SW work on pg. 224-225 in math journal independently (10 minutes)
TW have students do Turn and Talk (Kagan) to share answers with their
partners (2 minutes)
TW review answers from pg. 224-225 in math journal (5 minutes)
TW utilize Name the Steps(Lemov) by giving asking students to name the steps
in solving the problem when answering questions

c. Closure: (5 minutes)
TW ask students:
Identify the way you represent a whole number in a multiplication fraction
problem. (DOK 1)
How could you prove that x 10 is 8? (DOK 3)
During turn to talk were there any problems that you and your partner had
wrong? How did you fix them? (DOK 4)
Who can summarize what weve learned today? (DOK 2)

d. Extension: If there is time, students will do more whiteboard practice with fractions x whole
numbers
6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations: TW follow IEP or Special Instructions of student(s)


Differentiations:
Visual learners will benefit from use of SMARTboard and anchor chart
Kinesthetic learners will benefit from use of SMARTboard as well as
whiteboards
Auditory learners will benefit from the instruction and the creation of the anchor
chart
Reading/Writing learners will benefit from the math journal pages, instruction,
and anchor chart
Modifications: The classes are already separated into groups;
Yellow group: TW will do more scaffolding and using probes to get them to the
correct answer to the question
TW also use the anchor chart to assist them if needed
Green group: TW explicitly discuss the steps in multiplying fractions by whole
numbers and change any numbers given if necessary
Explicit use of anchor chart
More teacher probing during Turn to Talk
Blue group: TW only use anchor chart if they are struggling
Anchor chart will be hung up for reference
Allow for more independent discussion during Turn to Talk

7. Assessment and Evaluation of Learning:

a. Formative:
Observation using formative assessment checklist
Observation during whiteboard use
Responses to closing questions
b. Summative:
Math journal page
Homework page
8. Homework Assignment:
c. Worksheet on multiplying fractions by whole numbers

Friday: 6.11-Angle Measures as Additives


-Teacher will check homework for students and go over any incorrect answers (3 minutes)

-Green group: Mr. Cereo will meet with small groups for first 15 minutes of class

-Students will work on math boxes while teacher is meeting with small group

a. Motivation/Engagement: (5 minutes)

TW show video of Angle Measures to students on BrainPOP


TW ask students: (DOK 1)
Lets review what we have learned about angles so far
What is the point called where the rays come together?
What are the different kinds of angles?

b .Developmental Activities or Learning Experiences:


TW do mental math exercises with students (10 minutes)
TW show students Tic Tac Toe Angles review game (5 minutes)
TW instruct students to play the game with a partner
TW tell students that they cannot put an x or an o unless the answer is correct
TW present lesson on angle measures as additives on smart board using Everyday
Mathematics supplemental online lesson (15 minutes)
TW show pg. 218 in Math Journal (Everyday Mathematics) on SMARTboard and will do
one example with students
SW work on pg. 218 in math journal independently (10 minutes)
TW review Tic Tac Toe angles review game rules with students
TW have students play Tic Tac Toe Angles review game with a partner (3 minutes)
TW have each set of pairs share their answers with their table
TW do Heads Together (Kagan) for stating the answers
TW review answers from pg. 218 in math journal (5 minutes)
TW utilize Take a Stand(Lemov) by asking students to agree or disagree with
answers given

c. Closure: (5 minutes)
TW ask students:
What is the definition of supplementary angles? What about complementary
angles? (DOK 1)
Explain how you would find the angle measures for a reflex angle. (DOK 3)
Apply what you have learned about angle measures today to something that you
have done or someone else has done in their everyday life. (DOK 4)
Who can summarize what weve learned today? (DOK 2)

d. Extension: If there is time, students will do more whiteboard practice with fractions x whole
numbers
6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations: TW follow IEP or Special Instructions of student(s)


Differentiations:
Visual learners will benefit from use of SMARTboard and anchor chart
Kinesthetic learners will benefit from use of SMARTboard as well as video and
game
Auditory learners will benefit from the instruction, video, and game
Reading/Writing learners will benefit from the math journal pages, instruction,
and game
Modifications: The classes are already separated into groups;
Yellow group: TW will do more scaffolding and using probes to get them to the
correct answer to the question
TW also use other examples if necessary
Green group: TW explicitly discuss the steps adding up angle measures and
finding out if angles are supplementary or complementary
TW do more examples in math journal with students
More teacher probing during game play
Blue group: TW allow for more independence when doing journal pages
Allow for more independent discussion during Tic Tac Toe game

7. Assessment and Evaluation of Learning:

a. Formative:
Observation using formative assessment checklist
Responses to closing questions
b. Summative:
Math journal page
Tic Tac Toe pages
Homework page
8. Homework Assignment:
d. Worksheet on angle measures as additives

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