Академический Документы
Профессиональный Документы
Культура Документы
Lesson Plan Title: Everyday Math Lessons Lesson Plan Topic: Math
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):
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
Monday: Tuesday:
5. Instructional Procedures:
-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)
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:
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
-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)
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
-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)
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:
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
-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)
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:
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