Teacher Education Lesson Plan Template

Teacher: Kirstie Robison Date: 9/15/17

Title of Lesson: Comparing and Ordering Cooperating Teacher: Mrs. Jamie Smith
Numbers

Core Components
Subject, Content Area, or Topic
Math
Student Population
18 students

Learning Objectives
I can compare and order numbers

Virginia Essential Knowledge and Skills (SOL)

MA 4.1.2 The student will compare two whole numbers expressed through the millions, using
symbols (>, <, =).

Materials/Resources
Chromebooks
Dry erase marker and eraser
Think Big worksheets
Exit Slips
Deck of cards for each group
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
15 *Anticipatory Set
The students will begin with a game Think Big.
Their task will be to draw five cards. They have to create the largest possible
number they can.
They will work with their partner. They will have a sheet to record their numbers
and use symbols to compare the numbers.
2 *State the Objectives (grade-level terms)
I can compare and order numbers

10 *Modeling/*Guided Practice
The teachers will model how to play the game.
Each teacher draws five cards. One half of the class had to figure out the largest
number that I could make. The other half had to figure out the largest number
the other teacher could make.
They recorded their numbers on their dry erase boards.
We had one student from each side come up and compare numbers.
10 *Instructional Input or Procedure
The teachers will explain to the students that they will be working with their table
group to order numbers.
Each student will grab two index cards. The students will look up two places that
they would like to visit in the future. They will write one on each index card as
well as how many miles from the school the location is.
After they have been given time to look up the locations, they will work as a
table group to order their eight numbers from the closest location to the farthest
location.
The teachers will monitor this to make sure the students are on task and aid any
students that may need help with looking places up.
20 *Independent Practice
The students will work together to compare and order their numbers.

10 *Check for Understanding

Each group will present their list. The teacher will comment and help guide the
students who need more assistance with this task.
10 Assessment /*Closure
The students will complete an exit ticket.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

This helps the students talk to one another and stretch their thinking.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Classroom Management Issues (optional)
The teacher will monitor the students on the computer and make sure they are on task
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015