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# Standards-Aligned Lesson Plan Template

## Teaching Candidate: Cassie Durkee School/Grade: Kaiser Elementary

Subject(s): Math Date: October 25 2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS.Math.4.OA.4. Find all factor pairs for a whole number in the range 1100. Recognize that a whole
number is a multiple of each of its factors.
CCSS.Math.4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm
CCSS.Math.4.NBT.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 the calculation by using equations, rectangular arrays, and/or area models.
CCSS.Math.4.MP.1. Make sense of problems and persevere in solving them
CCSS.Math.4.MP.6. 6. Attend to precision
2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
n/a
3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
n/a
4. Learning Objective: (What will students know & be able to do as a STUDENT-FRIENDLY TRANSLATION
result of this lesson?) I will be able to build a ratio table
Students will be able to build ratio tables while working in pairs. They with a partner and complete the
will also complete a related assignment in their Student Books. assignment in my Student Book.
5. Relevance/Rationale: (Why are the outcomes of this lesson STUDENT-FRIENDLY TRANSLATION
important in the real world? Why are these outcomes essential for I will know how to spot ratios when
future learning?) (TPE1.3) I am buying things. This means that
Knowing how to recognize and create ratios is important when I will be able to see what deals are
spending money on anything. Students will be able to spot which going to save me the most money.
deals are good and which ones will save them hardly any money in I will also learn how to be a good
comparison. They will also know how to work better in pairs, which partner as I work in my group.
will lead to more solid social skills moving forward.
6. Essential Questions (TPE1.5):
How does comparing quantities reveal the relationship between them?
What patterns can be spotted amongst the ratios and how does this help unlock the door to the mysteries
of ratios?
When and why do I use proportional comparisons?
(TPE1.4, 3.5, 3.6, 4.4,4.5,5.7,5.8 SSP-ELD)

## 7. Modifications/Accommodations: (What specific modifications/accommodations are you going to make

based on the anticipated difficulties? Ex: Please specify modifications/accommodations for English Learners,
Standard English Learners, and/or students with special needs.)
EL: I will create heterogeneous groups for each pairing, ensuring that each EL is with a confident or fluent
English speaker. I will utilize Word Resource Cards to show a lasting definition of ratio table for the students
to refer back to throughout the lesson. Lastly, I will provide a differentiated set of problems for my Els, who

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all happen to be at a lower level in math.
Special Needs: The heterogeneous groups will allow these students to be paired with other students who
often work well with them and are patient. The Word Resource card will support them for when they forget
the definition of ratio table. If they get off task, I will be able to quickly and easily redirect them back to that
visual. A couple of the SN students will be able to work on the differentiated problems that are at grade
level, while I can have the students work on the lower level problems who are low in math.
GATE: I will be able to ensure that each GATE student is the only GATE student in their group, so that their
group does not finish the assignment at a rate that no other students could match. I will also be able to
ensure that they have the problems that are differentiated for a higher level.
8. 21st Century Skills: Circle all that are applicable

## Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3,4.7):

Communication: Students will be put into heterogeneous pairings. In order to succeed at this lesson, they
must be able to articulate and share their thoughts and ideas with each other in a manner that is respectful
and conducive to a safe and educational learning environment.
Collaboration: The students will be asked to work with their partner to find the first 30 multiples of their
assigned number. If they do not work well with their partner, they will not be able to complete the table in
the time allotted. In addition, I will have them switch writers every 5 minutes. This means that if they are
not working together, the assignment simply will not be possible.
Critical Thinking: Students will be asked to think critically about if any patterns exist with their assigned
number. We will first find patterns with the 10s chart, so they will be shown how to analyze their own
charts later and discover their own patterns for themselves.
9. Technology: How will you incorporate technology into your lesson? (TPE 3.6, 3.7, 4.4, 4.8)
I will use the document camera in order to project my work so the students can have a clearer view of what
the expectations are. I will also use the camera to allow students to come up and show their work to the
class.
10. Visual and Performing Arts: How will you provide the students with opportunities to access the curriculum
by incorporating the visual and performing arts? (TPE1.7)
n/a
Part IV ASSESSMENT PLAN (TPE 1.8, 5.1)
11. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this
lessons outcomes look like?)
a. Formative:
I will be circulating throughout the room once the Cooperative portion of the lesson begins, asking
questions to prompt them to understand ratios on a deeper level. This is when I will be able to take note of
which students clearly dont understand and which ones have a very solid grasp of the concept. I will also be
collecting their Student Books in order to see if they are making progress towards attainment of the
objective. Lastly, I will collect their Ratio Strips in order to see if they were able to correctly spot the patterns
and multiplicative properties of their assigned number.
b. Summative (if applicable):

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c. Attach rubric here (and copy and paste your objective above your rubric):
I will be able to build a ratio table with a partner and complete the assignment in my Student Book.
Almost there (1) Pretty great. (2) Wonderful! (3)
Number incorrect on Has more than 7 Has 2-6 numbers Has all of them correct
Ratio Table numbers incorrect incorrect on the chart except for one
Student Book work Hardly any completion Partially completed Fully completed
d. How do you plan to involve all students in self-assessment and reflection on their learning goals and
progress? (TPE5.3)
At the end of the lesson, I will ask the class to reflect on their learning. I will ask questions such as What
patterns were you able to find in your own number? Do any patterns jump out to you from anyone elses
number? What is a ratio?
Part V INSTRUCTIONAL PROCEDURE

12. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

13. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Bridges in Math Student Books and Teachers Guide
Blank Ratio Table strips
One blank strip and one completely filled in strip for guided practice
Word resource card for ratio table
Clear tape (half class set)
Pencils
Dark/sharpie markers (half class set)
Document camera
14. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are
OPEN: (20 min) (9:00am)
Well be working in pairs today to create our very own ratio tables. Make sure they know to have their
books checked before they can be done. Once they are done, they may quietly read their chapter books.
Put the Word Resource card ratio table on the Word Wall.
Who can tell me some things that they know about a ratio table? Have student of the day draw sticks
Some answers may be: horizontal or vertical, shows multiplicative relationship between numbers, used to
find answers in multiplication and division problems
On document camera show the blank ratio strip: In a minute you will be making your own ratio table with
your own set of numbers, but for now lets pay close attention up here so that we can see how to do it once
we are on our own.
Begin with a 1 on the left and a 10 on the right.
What do these two numbers stand for? What does the one mean? What does the ten mean? Are there
groups of one thing that could have ten in them? (Cupcakes, pencils)
Now what multiples do you guys think well be working with for this table? Ten
Continue until I reach 10 and 100, talking and asking question all along the way.
Show entire completed ratio table.
Study it quietly and think to yourself hmm, how could I see if Ms. Durkee made a mistake
Look for patterns within the numbers

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So now that we have established that we are brilliant math scholars and can find a pattern in a ratio table,
lets look at the line with 5 and 50. What does this line mean? What is an equation that we could write for
this row? 5x10=50. Ask for different ways to write an equation for this, and dont affirm or deny any answers
until at least three students have answered.
Continue until 5, 10, 15, and 30 have been done.
BODY: (30 min) (9:20am)
Explain next steps: have student pairing numbers on the board, along with their assigned numbers for the
lesson. Get help to pass out Student Books to each student.
Set behavioral expectations- voice level very low, you are only talking to your partner, not the whole school.
We need to be respectful to the rooms next to us. My hand goes up, everyone elses hand goes up and
mouths close. First pair that does that each time will get two marbles when I have a moment to hand them
out. Lastly, every five minutes, I want you to switch writers within your group. This means that both of you
need to be involved at all times throughout this lesson.
Directions: When I say go, you and your partner will quietly meet up and find a place to sit. You must be
seated in a place where you can write, no beanbags. You will take your pencils and student books with you,
and I will pass a strip out to each pair. Do so.
Once you have your strip you may begin. The number that you will make a table for is on the board next to
your numbers. Write a ratio table for the first 30 multiples of that number. Start with a pencil until I check
your work. I want you to be examining your table to find patterns to report back to the class later. Once you
are done and confident that you have all the numbers correct, raise your hand so that I can come check it. If
it is all correct, you may then trace the numbers with a sharpie and hang your table up on the wall with a
piece of tape and sit back down.
Write instructions on board for EL and SN. Let them all work for ten minutes, then give instructions for once
they finish their tables.
Ring angel bell. I know some of you are still working, but I want your pencils down and eyes on me for a
minute. Once I have checked your chart, you may begin working on page 62 of your student book
independently. Does that mean that I should hear talking or hear no talking during that time? No talking!
Let them get back to work with the knowledge that they should begin to finish up with the tables soon. After
five more minutes, strongly suggest that they move on to their Student Books.
Circulate asking extending questions such as: how do you know that number is next? Why is that happening?
How do you justify your reasoning? Will that always happen? Could it be a pattern???
Errors: It means they tried. Encourage effort. Guide them towards identifying why their own errors occurred.
Was it faulty addition or multiplication?
CLOSE: (5-10 min) (9:50am)
Ring angel bell. Okay everyone, lets talk about how this lesson has been for us.
What patterns were you able to find in your own number? Any patterns jumping out to you from anyone
elses number?
Bonus: Since we have extra time left over, take this opportunity to meet back up with your partner and
check your work using the Ratio Table Equations Student Book page.
Part VI ASSESSING AND REFLECTING (TPE 3.4, 6.1)

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for your chosen low, medium, high, EL, & Student with Special Needs students. On student work samples,
please include scores according to rubric categories. (TPE 5.4)

## Almost there (1) Pretty great. (2) Wonderful! (3)

Number of incorrect Has more than 7 Has 2-6 numbers Has all of them correct
answers on Ratio Table numbers incorrect incorrect on the chart except for one
8/26 6/26 12/26
Student Book work Hardly any completion Partially completed Fully completed
11/26 9/26 6/26

## 2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.
The students were highly successful in completing this lesson. When I would assess them formatively
throughout the lesson, they had a basic understanding of ratio tables at the beginning of the lesson. By the
end, however, even the students who were low in math were able to tell me basic details about ways to use
ratio tables and patterns found within them, while high students really impressed me with the information
that they came away from the lesson with. All of the students were able to create a ratio strip in the time
allotted.
b) If not, explain which areas in which students were not successful, according to your data analysis. Why
do you think they were not able to achieve the lesson objective in these areas?
Due to time constraints, many students were not successful in completing the Student Book pages. Some
students were able to complete that stage of the lesson if they were high in math, worked diligently
throughout the entire lesson without getting distracted, and/or were assigned an easy number for which to
create a ratio table. There was also some ambiguity in my instructions at the start of the student book work
time where it was unclear if the students were expected to use their ratio table to create equations or
make up numbers to use for the problems. This led to students waiting for more clear instructions or
beginning the page incorrectly, both of which were big time wasters.
There were 8 students that I had to give a 1 to on the rubric for the category of number of incorrect
answers. However, in every case this was because of one mistake made halfway down the table, which
threw them off for the rest of the table. I attempted to prevent this by urging them to look for patterns to
spot errors as they go, and this did help a couple other groups catch their mistake. However, this did not
help everyone.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-
specific pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-
Specific Pedagogy) (TPE SSP1-7)
Beginning teachers facilitate student understanding of mathematical concepts and support students in
making and testing conjectures and recognizing relationships within and among concepts- I would ask the
students for their thoughts on what ratios and ratio table are, before, during, and after my lesson. This
allowed them to provide hypotheses and explain why they think patterns appear even before they knew the
correct answer. This pushed them to create conjectures and examine why they think something may
happen.
Model and encourage students to use multiple approaches to mathematical problems- I showed the
students how I made my own table with multiples of ten on it, then showed them how I could make an

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equation out of the 10 and 100 row. After that, I asked them to give me ideas for new equations, and kept
prompting until I got a variety of different equation types.
Facilitate student collaboration- I had the students work in preassigned pairings that were heterogeneous
and beneficial for all students. I also had them switch writers every five minutes so that each student would
need to be involved in their group at all times.
Foster positive attitudes toward mathematics and encourage student curiosity, academic discourse, and
persistence in solving mathematical problems- Possibly my favorite TPE to address. I would show
excitement in my body language and voice as I talked about the lesson, which I have found to be fairly
contagious with most of the students in my class. I would ask a lot of off the wall questions that would
surprise them and get them thinking about different ways to think about and view math as a subject. I
would connect it to real life as much as possible, and would be very positive and encouraging of effort
throughout the entire lesson.
4. What would you change about the lesson and why (according to your data analysis)?
According to my data analysis, I would plan for fifteen more minutes of time for them to work on their
Student Books. I would also plan to have the students stop and find a pattern at the five minute mark, and
have them see if they are on the right track with the pattern in five minute increments from that point on.
I would spend less time creating the ten rows of the tens ratio table at the beginning. We are pressed for
time the entire lesson and I noticed a few students begin to grow bored with the repetition of adding ten
each time.

## Next Steps for instruction:

1. With the data you have about your students understanding, what will your plans be to teach next in this
subject? Do you need to repeat aspects of the lesson in a new way, shore up skills or lack of knowledge the
lesson revealed, or continue on to new levels of understanding? Is there a need to differentiate learning for
students who grasped the lesson and those who still need support to understand it?

One major next step that I would like to take is to continue working on and completing the Student Book
assignment. This is vital practice that will help students be sure that they have attained transference of the
concept of ratio tables. Before I move on from this lesson, I would make sure that their books are completed
and that they have had a chance to check their neighbors work and discuss common mistakes as a class.
Once this is done, I could begin the next lesson in the curriculum, which includes using the tables they
created as a real-life resource. Using their products as a resource will be exciting for the students and will
evoke a sense of pride in their work and a deeper level of interest in the lesson as a whole.