Formal Lesson Plan Template

Name: Pima Course:

Subject: Topic: Grade Level: Duration of Lesson: Est. #

Components Description of Plan of mins
1 Content Standard: Fluently multiply and divide within 100, using strategies such as the
Choose ONE standard. Be relationship between multiplication and division (e.g., knowing that 8 5 = 40,
sure to write out the entire
one knows 40 5 = 8) or properties of operations. (3.OA.C.7)
standard, not just the number.
2 Learning Objective: SWBAT to multiply single digit numbers accurately using arrays within 100 in 8/10
Choose ONE objective opportunities
that leads toward
mastery of the standard
Must be specific,
measurable, and
realistic.
Must have at least two
parts: learning and
behavior
3 Anticipatory Set: The teacher would start the lesson by asking the students, why is multiplication 5
Sometimes called a important. The teacher will pick two students at random to answer this question. Then
"hook" to grab the the teacher will play a short fun video clip on multiplication
student's attention (https://www.youtube.com/watch?v=6fan6ggvh4U).
Focuses student
attention on the objective
and the purpose of the
lesson
Activates prior
knowledge
Requires ACTIVE
PARTICIPATION from
ALL learners
4 Teaching-Input: The teacher will have the students write down the definition for multiplying and 5
Using effective and varied they will also be provided examples of how it is used in real life. The students
strategies, the teacher
will copy down the examples as well.
provides information for
students to gain the concept,
strategy, or skill.
5 Teaching-Modeling: The teacher will use the Promethean Board to show the students how to step 15
Demonstrate and show by step solve multiplication problems involving two single digit numbers. The
examples of what students
teacher will write problems such as 5x5, 6X6, 10X3, on the Promethean Board.
are expected to do (how to
solve the problem, answer the The Teacher will then draw 5 dots in a row, 5 times. The teacher will count the
question, do the activity etc.). total amount of dots. The teacher will model this again for the next two
problems.
6 Check for The teacher will ask the students questions such as, why class am I drawing five dots 5
Understanding: in a row five times, why class am I drawing six dots in a row six times, why is it
Various strategies that important to count all the dots after one finishes putting them in rows, why class is it
are ongoing throughout important to not draw more dots than what the problem asks? To check for
the entire lesson. understanding I would pick out random students from the popsicle jar and ask each of
Enables teacher to them a question. I would also simultaneously ask the students to give me a thumbs up
determine whether ALL if they are understanding the material or a thumbs down if they are struggling.
students have "gotten it."
7 Guided Practice: The Teacher will give each student a white board and a dry erase marker. The 10
An opportunity for each students will copy down everything the teacher is writing on the Promethean
student to demonstrate new
Board. The teacher will write the math problems 7X4, 12X2, and 11X4 on the
learning by working through
Promethean Board. The students will be asked questions at random to check
 Formal Lesson Plan Template

an activity or exercise with the for understanding. They will then be asked to give a thumbs up or a thumbs
teachers guidance. down to see how much of the class is struggling with the material. The teacher
will read the problem aloud and ask the students questions such as why is it
important to draw five dots in a row five times, or six dots in a row six times,
how many dots do we have in all, etc. throughout the guided practice.
8 Closure: An exit ticket will be given to students. The exit ticket will contain three 3
Actions or statements problems in order for students to demonstrate their knowledge.
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught, and
to improve their chances
of retention and transfer.
Must be done BEFORE
Independent Practice
9 Independent Practice: The teacher will place students in pairs, each student is responsible for 15
AFTER proper closure, it is completing their own multiplication assignment. I would place a student who
important to provide time for
has strong math skills with a student who does not. This information would be
additional practice. It may be
group or individual work in based on previous assessments and assignments. The students will complete
class or it might be the independent practice worksheet 1. If they finish early they will be required
homework. to complete the independent practice worksheet 2 and for those that need a
little more work, the advance worksheet is also available. The students will
have to show their work just like the teacher showed them on the Promethean
Board in order to receive credit. The answers will be reviewed as a class, after
their time is up.
10 Assessment: Informal and formative assessments will be given to the students. The thumbs 2
The formative and/or up, thumbs down is one method used to assess students understanding. The
summative assessments that
teacher will use the exit ticket in order to assess the students overall
are aligned with the objective.
understanding.

11 Differentiation: For visual learners, I intend to utilize the Promethean board to model the
How you will reach diverse task as well as use visual tools such as shapes in order to illustrate how to
learners by varying the:
Content perform the task. This will supplement their learning since the
Process aforementioned relies heavily on seeing.
Product For auditory learners, written directions will be posted on the board
followed by verbal instructions or they will be handed written notes.
For hands-on-learners, manipulatives and white boards will be used since
these learners often rely on performing a task physically in order to fully
engage their learning. I will allow them the opportunity to think critically in
order to motivate their understanding of the material.
For my students with specific learning disabilities, I plan to use the element
of cooperative learning so that they can have two peers in which they can
rely on for extra support. I will also provide them with the opportunity to
work at the pace they are comfortable with as well as provide them with
 Formal Lesson Plan Template

clear directions and expectations so that they will be fully engage in the
elements of their lesson.
I will make sure that each student will be receiving work that is suitable to
their academic needs. For the Ex. Ed. Students, I will give them a graphic
organizer consisting of arrays in order to help them understand the
concept better. Different worksheets will be given to students depending
on their skill set. For example, I will give Independent Practice 1 to low
level students, Independent Practice 2 to mid-level students and the
advance worksheet to high level students. I will modify work for those that
need modification and challenge those that need to be challenged. I will
have a variety of multiplication worksheets to address the academic needs
of each student. I will emphasize to the students that each step of the
problem is tied to another step to ensure caution and reduce haste in their
work. Each student will have a graphic organizer and will be filling out their
graphic organizer with the information I provide them with on the
Promethean Board.

12 21st Century Learning: The students will be applying their critical thinking, collaboration and communication
Includes technology as well skills. The students will use their critical thinking skills when working on math
as the 4 Cs: Critical Thinking, problems. The students will be practice their collaboration and communication skills by
Creativity, Collaboration, and working with a partner.
Communication.
13 List of Materials, Handouts and other Supplemental Documents:

1. Whiteboards
2. Manipulatives
3. Promethean Board
4. Pencils
5. Dry Erase Markers
6. Graphic Organizer
7. Worksheets (please see below)
 Formal Lesson Plan Template

Graphic Organizer for students to use during modeling and guided practice (several of these images will be
provided to the student in order to accommodate for several problems)
 Formal Lesson Plan Template

Advanced Worksheet (This will be given to the students who are advanced.)
 Formal Lesson Plan Template

Independent Practice 2 worksheet (This will be given to the students who are able to grasp the concept sufficiently)
 Formal Lesson Plan Template

Independent Practice 1 worksheet (This will be given to the students who have difficulty.)
 Formal Lesson Plan Template

Array Worksheet (This will be given to Ex. Ed students who have difficulty understnading the concept.)