Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Sarah Black

Grade Level: 5th Grade
Subject: Math: Doubling the Area
Date: 11/1/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
5.MD. 4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

List the Rationale (cite theories or theorists):

For this lesson the theorist I believe best represents this lesson is Vygotsky. Vygotsky is known for learning style
called scaffolding. When you give students in support of learning process and keep repeating the same skill until a
student is able to complete the activity on their own. In this lesson students will get many chances to learn this skill
and be able to practice skills they have worked on in the past.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to double the volume of a cube correctly.
Students will be able to explain their answers
Students will be able to write their answers down clearly.
Students will be able to show their work on how they solved their problem.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

They are appropriate for this age level students should be able to use cubes to measure volume, area and perimeter.
Students will be to learn the new material based off information they already know. Students will use strategies to
help understand the material.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
In this classroom there is 11 boys in the class and 9 girls. There are six students on IEPs and 3 students who leave the
rooms for help.

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
There are a couple students, when comprehending readings for main ideas, need it narrowed down for easier
comprehension. One student is not allowed to watch movies unless they are educational. There are three students
who need writings to be made easier with fill in the blanks and word banks. One student needs their work checked
before turning it in to make sure it’s neat, clear and all work is shown.

List the materials/resources you will need to teach the lesson.

Pages from workbook 11-14

Smartboard
iPad
Pencil
Notebook paper
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
Smartboard
iPad for notes

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
I will check certain students work for clear and easy understanding. I will work extra one on one with student b to
make sure he or she is learning the material working.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

For my pre-assessment I will have students answer two questions on class lab which students have on their ipad
1.What is the volume of 3 x 4 x 2?
2. What is the double volume of?
3 x 4 x2
1. What are the dimensions of the doubled shape?

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
This will help me figure out if I need to revisit finding volume which students would have learned in
previous lesson. The second question to see how much students already know about the lesson we are
learning.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will keep students on task checking one on one with students while they are working on the assigned pages. I will
ask questions while completing pre questions while learning about the new material about doubling the area. I will
have students work together as partners to let the students have a chance to discuss their ideas and get another
aspect from another students point of view.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will start the lesson by having the students come up front with their assigned pages they were to take out
of their math work book. The students will choose the best spot to sit to make the best learning decisions
and to be able to pay attention. Will start my lesson learning about the volume of a prism.
I will show the students the box I created using cubes. I will show students based on the box where the
length, width and height of the box would be located.
On the iPad I will show an example, based off the cube dimensions, of how to write a cube array.
I will remind the students that when writing the cube array the numbers do not have to be in any specific
order.
Reminding students, the X doesn’t mean multiply it means by in this case.
3 X 4 X 2.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Next students will take out page number 11
I will have students look at problem number one.
As a group we will decide what the answer will be.
- It holds 30 cubes.
Students will be able to work with a partner on problems two and three.
- Reminding the students to write their answer in a cube array. Example 3 x 4 x 2
I will give the students time to work with their partners to decide how they will answer the problems
below.
Problem Number 2: The factory wants you to build a box that will hold twice as many cubes. What are
the dimensions of a box that contains two times as many cubes as a box that is 2 by 3 by 5? Write the
dimensions and explain how you found the answer.
Problem Number 3: Draw the design for the new box below or on graph paper.?
Formatted: Indent: Left: 0"
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Students will complete the challenge problem on their own after completing problems number two and
three with a partner. If they complete this they will work on page 12 on the back of page number 11.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
After about 15 minutes, students will work on the challenge problem on their own.
I will ask each group to give me their answer and I will write them all on the board. I will have the
students look at all the arrays and tell me if they see patterns. For certain ones that I notice they only
doubled one number, two numbers and three numbers, I will ask the students why they decided to double
the area this way.
Examples- the product of each would equal 60
Each dimension is a factor 60
Some of the same numbers should show up in the dimensions.
After we discuss the lesson I will get the students attention and have them complete the post assessment
which will be located in class lab.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

For my post-assessment I will have students answer two questions on class lab which students have on
their iPad.
1.What is the volume of 3 x 4 x 2?
2. What is the double volume of?
3 x 4 x2
3. What are the dimensions of the doubled shape?

Pre and Post Assessment

3

Pre Post

For the first time students learning this concept I feel they helped reinforced the skills they already have
been working on. Before this lesson students were working strategies on trying to find the volume of
rectangle prism by looking at a pattern or filling a pattern. For this lesson students needed to learn how to
double the area of the volume but also to learn the numbers don’t have to stay in the same order to get
the same answered. The first question in my pre and post assessment was the students using previous skill
on find how many cubes would fit in the cube ray. All but one student got this answer correct. I didn’t
expect everyone to get all three questions correct because we haven’t worked with doubling the area
other than this time. This was more of a opening activity on learning this new skill. Next time I would work
with student j more because he or she didn’t understand the material and should have gotten more one
on one attention.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
I feel that while the lesson went pretty well I probably did not pay enough attention to Student J. Had I done that,
Student J would have been given more help to help them understand their problems better. I did a pretty good job
of keeping myself on the move and helping students with their work. If I were to teach this lesson again I would not
simply give answers out or say whether one was right or wrong, I would challenge the students to figure that part
out with more thinking. Instead of that, in the video I simply took each answer and told them whether or not it was
right, that does not really make them think critically about the theory behind what they are doing. Another thing I
would have liked to do differently was to provide a stronger closing to the lesson. While I had a lesson closing, I felt
like I brushed through it a little bit. I would change that because with a stronger closing, the lesson would stick
better I feel. I did not feel as comfortable with the geometry I was teaching as I would have liked to be. While I knew
what I was doing and how to teach it, in the video you can tell I was not fully confident in it. Next time I would try to
project more confidence and know how in my verbiage to show I am more confident. This is important because if I
don’t seem confident it is hard for a student to. Overall the lesson went pretty well, while there were different
things I hope to improve on, I think that the lesson for the most part was a overall success. With tuning to making
sure Student J or others in those shoes get more one on one time, and a better closing I would be happy with it.
Furthermore I also would double check whether the video is recording as I accidentally missed the opening of my
lesson for lack of doing so.