EDR 317/318 LESSON PLAN (40 points)

Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Small Group
Lesson Day
Equivalent Ratios
March 19th, 2018
Students will use prior knowledge and learn to determine whether two ratios are equivalent
Goal Statement
or not by using unit rates.
A description of the enduring understanding or big ideas that
students will possess at the end of the Learning plan based on
grade level content standards and curriculum.
What are equivalent ratios? Are these two ratios equivalent?
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
Standard CC.2.1.6.D.1 - Understand ratio concepts and use ratio reasoning to solve
PA Standards
problems.
List the Pennsylvania Standard(s) relevant for this lesson.
Vocabulary:
Academic Language
- Ratio
What language will students be expected to utilize by the end of the
- Unit rates
lesson? Consider Language function and language demands (see
- Equivalent ratios
Lesson Plan User Guide).
What key terms are essential?
What key terms are essential to develop and extend students’
academic language?
What opportunities will you provide for students to practice the
new language and develop fluency, both written and oral?

1. Students will be able to demonstrate knowledge and state whether two ratios are
Objective(s)
equivalent or not by using multiplication or division to support their answer.
(1c: Setting Instructional Outcomes)
Taking into consideration the learning goal what is the objective(s)
of this lesson that will support the progress toward the learning
goal?

The statement should be directly observable (use verbs that can be

measured).
Technology:
Technology Materials/ Resources
EDR 317/318 LESSON PLAN (40 points)
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning
objective/outcomes? If appropriate, what educational technology
will be used to support the learning outcomes of this lesson? How
do the resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
5 minutes
How will you set the purpose and help students learn why today’s
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson
topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide detailed steps.
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Designing Coherent Instruction)
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you
monitor and provide feedback?
Provide detailed steps.
- Calculators
Materials:
- Whiteboard
- Index cards
Teacher Resources:
- Equivalent Ratios with Answer Key sheet
Student Resources:
- Equivalent Ratios sheet
- Teacher will ask the small group of students to sit down as they walk into class.
- Teacher will state the following, “You guys have been learning about ratios and unit
rates for the last couple of days. Today, we are going to go a step further and
compare 2 ratios and state whether they are equivalent or not. What do you know
about ratios? Let‟s do a turn and talk with the person sitting next to you.”
- Teacher will wait about 45 seconds for students to talk with one another.
- Teacher will state the following, “Would anyone like to share what they talked with
their partner?”
- Teacher will wait 5 seconds for a student to raise their hand.
- If no students raise their hand, teacher will call on 2-3 students to hear their
responses.
- Teacher will praise contribution.
Direct Instruction:
- Teacher will state the following, “We are going to work on comparing some
equivalent ratios together so please pull out your notebooks and calculators.”
- Teacher will hand out the “Equivalent Ratios” sheet to every student.
- Teacher will write the 1st problem on the board following the “Equivalent Ratios
Problems with Answer Key” sheet.
- Teacher will state the following, “So let‟s look at this first problem. It says „Are
these ratios equivalent? 8 visitors : 1 minute and 17 visitors : 3 minutes.‟ Well, I can
turn these ratios into fractions to make it easier for me to compare them with one
another.”
- Teacher will turn the ratios into fractions on the whiteboard.
- Teacher will state the following, “Now that I have fractions, I can decide whether I
want to multiply or divide both the numerator and denominator. For this specific
problem, I am going to multiply the 8 visitors and 1 minute by 3 in order to have a
common denominator for both fractions.”
- Teacher will multiply the 8 visitors and 1 minute by 3 on the whiteboard.
- Teacher will state the following, “I have 21 visitors over 3 minutes and 17 visitors
over 3 minutes. Therefore, these ratios are not equivalent because I have a different
amount of visitors even thought I have the same amount of minutes, and I was able
EDR 317/318 LESSON PLAN (40 points)

to figure this out by using multiplication.”

- Teacher will write the 2nd problem on the board following the “Equivalent Ratios
Problems with Answer Key” sheet.
- Teacher will state the following, “Let‟s look at the second problem. It says, „9
parents : 15 children and 12 parents : 20 children. First, I have to turn both of these
ratios into fractions.”
- Teacher will turn the ratios into fractions on the whiteboard.
- Teacher will state the following, “I have to decide whether division or multiplication
would allow me to compare these fractions better. I think I am going to use division
for this problem. I have to think about what the greatest common factor (GCF) is for
the denominator for both of these fractions. So, I know that 1, 3, 5, and 15 go into
15 and I know that the factors for 20 are 1, 2, 4, 5, and 10. I see that the number 5 is
the same for both numbers. Therefore, I need to simplify both denominators to 5. So
I know that 15 divided by 3 will give me 5 so I am going to use 3 in order to
simplify this fraction. I am going to divide the 9 parents and 15 children by 3.”
- Teacher will divide the 9 parents and 15 children by 3 on the whiteboard.
- Teacher will state the following, “Now I have to simplify the 12 parents and 20
children. I have to think about what will give me 5 as the denominator. I know that
20 divided by 4 will give me 5 so I am going to use 4. So I will divide the 12 parents
and 20 children by 4.”
- Teacher will divide the 12 parents and 20 children by 4 on the whiteboard.
- Teacher will state the following, “I have 3 parents over 5 children and 3 parents over
5 children. Therefore, these ratios are equivalent and I was able to figure this out by
using division.”
- Teacher will stop here and use the “Thumbs Up, Thumbs Down” method to check
students‟ understanding of the lesson so far.
- Teacher will state the following, “Thumbs Up if you completely understand how to
find equivalent ratios, thumbs down if you feel like you still need some more
practice.”
Guided Practice:
- Teacher will state the following, “Now that we have gone over these problems, I
want you guys to take me step by step through the next problem. Can I have a
volunteer to read problem number 3, please?”
- Teacher will pick a student who raises their hand. If no students raise their hand,
teacher will choose a student to read.
- Teacher will write the 3rd problem on the board following the “Equivalent Ratios
Problems with Answer Key” sheet.
- Teacher will state the following, “So, what do I have to do first?”
- Teacher will pick a student who raises their hand. If no students raise their hand,
teacher will choose a student.
EDR 317/318 LESSON PLAN (40 points)

- Teacher will praise contribution.

- Teacher will state the following, “What do I have to do next?”
- Teacher will pick a student who raises their hand. If no students raise their hand,
teacher will choose a student.
- Teacher will praise contribution.
- Teacher will state the following, “What do I have to do next?”
- Teacher will pick a student who raises their hand. If no students raise their hand,
teacher will choose a student.
- Teacher will praise contribution.
- Teacher will continue these steps until students get to the answer of both ratios not
being equivalent and stating that they found their answer by finding a common
denominator through multiplication (see problem number 3 in the Equivalent Ratios
with Answer Key sheet).
Independent Practice:
- Teacher will state the following, “Please get in pairs with the person sitting next to
you. You are to work together on questions number 4 and 5 on your Equivalent
Ratios sheet. You are now able to get started. I will be walking around if you need
help.”
- Teacher will give students about 5 minutes to work on these 2 problems.
- Teacher will regroup the small group by stating the following, “Clap once if you
hear me.”
- Teacher will wait a few seconds for students to quiet down.
- Teacher will state the following, “Now that you have worked with your partner on
the last 2 problems, I would like to go over the answers for the problems. I would
like to hear what each pair got for their answer. So, what did you guys get for
number 4?”
- Teacher will hear answers from all pairs.
- Teacher will state the following, “Correct! Great job, guys!”
- If a pair and/or pairs get this problem incorrect, the teacher will allow the pair who
got this problem correct to explain how they got their answer. If no pairs get the
correct answer, the teacher will use the whiteboard to show students the solution
(see problem number 4 in the Equivalent Ratios with Answer Key sheet).
- Teacher will state the following, “What did you guys get for an answer for number
5?”
- Teacher will state the following, “Awesome work, guys!”
- If a pair and/or pairs get this problem incorrect, the teacher will allow the pair who
got this problem correct to explain how they got their answer. If no pairs get the
correct answer, the teacher will use the whiteboard to show students the solution
(see problem number 5 in the Equivalent Ratios with Answer Key sheet).
Closure - Teacher will state the following, “We learned about equivalent ratios today so I
EDR 317/318 LESSON PLAN (40 points)

(1e: Designing Coherent Instruction) would like for each of you to remember how unit rates play such a big role in
comparing 2 ratios.”
5 minutes
- Teacher will pass out an index card to every student.
How will students share or show what they have learned in this
- Teacher will state the following, “On the index card that I have placed on your desk,
lesson?
I would like for you to answer the following question that I am going to write on the
How will you restate the teaching point and clarify key concepts?
board.”
How will you provide opportunities to extend ideas and check for
- Teacher will only write the problem on the board (see problem number 6 on the
understanding?
Equivalent Ratios with Answer Key sheet).
How will this lesson lead to the next lesson?
- Teacher will state the following, “Once you have answered this question, please
hand in your index card with your name on it.”
- Students are to write their answer to the question on their index card
- For students who are at a lower-level, they will be partnered with higher-level
Differentiation
students to work together through the problems.
(1e: Designing Coherent Instruction)
What differentiated support will you provide for students whose
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs
of all of your students?
How does your lesson support student differences with regard to
linguistic, academic, and cultural diversity?
How will your lesson actively build upon the resources that
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students, including
English Language Learners, and build upon the linguistic, cultural,
and experiential resources that they bring to their learning?
How will your lesson is designed to promote creative and critical
thinking and inventiveness?
There are no students with an IEP or a 504 Plan in this small group.
Accommodations
(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).
EDR 317/318 LESSON PLAN (40 points)
Modifications
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
How will you and the students assess where the learning objectives,
listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
Reflection on Instruction
What evidence did you collect to demonstrate that your students
have met or are progressing towards the learning outcome?
What changes or adjustments had to be made during the lesson
(justify those changes) to ensure students make adequate progress
in meeting the learning objective?
What changes will have to be made to the next lesson in order for
students to be on pace in meeting the overall goal of the Lesson or
Unit?
Taking good notes about each lesson will help as you develop a
formal reflective narrative at the end of the SLO.
There are no students with an IEP or a 504 Plan in this small group.
Formative Assessment:
- “Thumbs Up, Thumbs Down” method. A “thumbs up” represents that students
entirely understand the lesson and a “thumbs down” represents that students do not
understand what is going on during the lesson.
Summative Assessment:
- Exit Ticket. Students are to answer the following question on their exit ticket (index
card): Are these ratios equivalent? 64¢ : 8 visitors and 48¢ : 6 visitors. Students will
be graded for both completion and accuracy.
This lesson was given to expand students‟ knowledge on equivalent ratios. Overall, I feel
like my lesson went well. I taught my lesson to a small group (6 students) so it was nice to
really focus on making sure that all 6 students understood the concept well. My anticipatory
set allowed the students to reflect on past knowledge. The students participated when I asked
them what they knew about ratios since this is a topic they had already been introduced to.
However, I do think my anticipatory set could have been stronger and more engaging for the
students. Once I moved on to the direct instruction, I got the sense that the students really
comprehended how to compare equivalent ratios due to the fact that all 6 students answered
with a “thumbs up” when I checked in with them. Because of this, I decided to adjust my
lesson a bit. Instead of having the students take me step by step through the third problem, I
moved onto the students doing that problem as part of the partner work. In addition, I
decided to have a student come up to the board for each problem to show and explain their
work to the class. I wanted the students to get more involved in the lesson and be given a
“voice” in the classroom. When I received the exit tickets back from the students, I quickly
glanced at them and saw that 5/6 students got the correct answer. I was pleased with this
number. However, this led me to believe that maybe I should have had the students walk me
through the third problem in order for that 1 student to get the extra practice. With this in
mind, I am happy with how my lesson went. I will definitely apply what I learned with this
lesson for my next one.