Video Observation (#5): March 15, 2018
Content/Subject: Math Lesson Title: Equivalency
EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN
Standards CCSS
Objective/Target and I can
statements – written in
student friendly language
Lesson Management: Focus
and Organization
Name: Bri Brady
Math:
GMP1.4: Check whether your answer makes sense
GMP1.5: Solve problems in more than one way
GMP2.1: Represent problems and situation mathematically with
numbers, words, pictures, symbols, gestures, tables, graphs, and
concrete objects.
Learning Targets:
Math:
I can write and show word sentences in multiple ways.
I can use equivalency to show numbers in more than one way.
Challenges:
Some students will need synonyms for the word equivalency in
order to better gain understanding.
Students might need help ripping out math pages in their
journals.
Focus/Growth:
By the end of the lesson students should understanding the
definition of the word equivalency. Students should also be able
to represent numbers in multiple equivalent ways.
Formative Assessment:
Students will be observed through the class mini
lesson/discussion. Students will also complete a page out of their
math journal to show understanding.
Engaging the Learner:
Introduction of a new vocabulary word, as well as, the
connection to the word and nicknames will engage learners.
Behavior:
The teacher should see the students sitting at the carpet,
crisscross actively engaging in class discussion. After the teacher
should see the students working at their desk independently or as
a whole group.
Introduction: Creating Generate Interest:
excitement and focus for the TTW talk about nicknames and how they are like equivalency.
lesson target TTW also warm up the students brains with some math
problems.

Prior Knowledge:
The students will need to know simple addition, subtraction, and
number sentences. Students will also need to have knowledge on
tallies, dominos, coins, etc.

Practice/Review:
TTW use a warm up to get them thinking about math. TTW
guide them into what they will be learning based on addition and
subtraction knowledge.

Input: Setting up the Lesson 1. Task Analysis:

for Student Success Needed:
 The learner will need to use their discussion skills.
 TLW need to use their addition and subtraction skills.
 TLW need to use critical thinking skills.

Scaffolding:
 Access prior knowledge of math skills and practicing those
skills.
 Showing students a teacher lead example before asking their
thoughts.
 Modeling how we use different objects to show a number.

2. Higher Level Thinking: Revised Bloom’s or Questions to engage

students’ thinking:
 Remembering: Recall what you know about addition, subtraction
and number problems.
 Understanding: Explain how we know that the number story is
equivalent.
 Applying: What number(s) do you know that are equivalent to ___
number?
 Analyzing: Can you identify the why they are the same?
 Evaluating: How can we find out if they are equal? How can we
find other ways to represent the number?
 Creating: What other objects could we use to represent ____
number?

3. Accommodations; differentiating to meet student needs:

Accommodations:

Modeling: “I DO”
Checking for Understanding:
 Using the board as a visual representation to students for better
understanding.
 Writing the Vocabulary word on the board and discussing the
synonyms for the word in relation to nicknames.
Extension/Enrichment:
 Section take home practice/homework (parent link)
 Student Journal extension pages
4. Methods, Materials, and Integrated Technology
Methods:
 Engage the learner by talking about people that we know that have
nicknames and relating that to equivalency and how it still means
the same thing.
 Create a class discussion having students turn and talk about
students or people they know that have nicknames that still mean
the same thing.
Materials/Technology:
 Teacher Edition Math
 Math Journals
 Pencil
 Projector
 Marker
SHOW/TELL:
 Tell the students we will be talking about how
numbers can be represented by word problems in
different ways that still mean the same thing.
 How we use different objects to show equivalency to
a number
HOW/WHAT:
 Showing examples
 Giving students examples of tallies, dominos, etc.
Student input though observation and active participation
Guided Practice: “WE DO”
Collaborative (“YOU DO
TOGETHER”) and/or
Independent Practice (“YOU
DO”)
Closure
Assessment
Reflection: for every lesson -
questions to ask yourself after
the lesson
 Discussion of nicknames and how they mean the same
thing but are different.
 Discussion of how nicknames relate to equivalency.
 Creating a list together on the board of ways to represent
different numbers.
 Working together on Math Journals
Students will work on their math journals to show understanding.
Some examples we will work though together, but students
should be aiming and should be able to complete the math
journal page independently.
Close by student completion of journal. Any students who finish
early can get on Exact Path Math on the computer
(individualized math learning program).
Observation of student journal work and observation during class
discussion. Lots of assessment will be done though active
participation in the mini-lesson/discussion.