Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Hillary McBride

Grade Level 5th
Subject Math
Date 1/29/19

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective: Students will be able to relate decimal and fraction
What do I want my students to multiplication.
know and be able to do?
Students will be able to ……

Standard : Standard 5.NBT.7: Add, subtract, multiply, and divide decimals

What is the CCSS that to hundredths, using concrete models or drawings and strategies
corresponds with this objective? based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used.

Language Objective: Lesson vocabulary: unit form, fraction form, multiplication, place
What will my students do to value, tenth, hundredths, thousandths, decimals
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?
Assessment: Formative assessment: “Chin ‘em and Spin ‘em“ exercises, white
What assessments will I utilize boards, and sticky notes.
to determine that my students
have learned and met the Summative assessment: Students will complete the exit ticket for
objective? lesson 18.
Materials and Resources: Multiplication game Kaboom! sticks, math journals, glue sticks,
application problem cut-outs, personal white boards, dry erase
makers and erasers, sticky notes, exit tickets
 What materials and resources
will I utilize to facilitate student
learning?

Part Two: Lesson Implementation – “The How”

Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with Teacher Expectations: Student
Estimated Timeframe Instructional Strategies/Activities/ Expectations
Questions
Lesson Introduction: I will set students up to play their table Students will play
15 minutes game Kaboom! I will remind them of the table game called
How will I clearly communicate rules before setting the timer for 5 Kaboom!
the objective and purpose for minutes. This is to allow their minds to
learning? How will I provide warm up to using math facts in the
background knowledge? How morning and to get in times tables fluency
will I “hook” the students? practice.

After the game we will work on the Students will work

application problem together. together as a whole
group and their table
groups to solve the
application problem.

Once the application problem has been Students will get the
finished and properly discussed, students correct materials out
will put their journals away and get out and play “chin ‘em
their white boards. I will put problems on and spin ‘em” to
the board for students to practice turning practice turning
decimals into unit form and fraction form decimals into unit
using “chin ‘em and spin ‘em.” form and fraction
form. They will also
I will use the following problems for practice turning
practice (there are several listed that can fraction form into
be used if more practice is needed.) decimal form.

0.1, 1.2, 0.03, 1.5, 0.7, 1.12, 0.15, 2.02,

0.42

1/10, 45/100, 6/100, 14/100, 2/10,

15/100, 44/1000
Check for Understanding: I will walk around the room to hear Students will engage
student game conversations and take note in math talk and
of math talk. hand signals with
How will I know that all whole group and
students know the objective and I will hear student talk and see work during table groups.
purpose of the lesson? application problem.
Students will show
I will see student work on white boards work in journals and
and immediately discuss any issues that I on white boards.
see.
Instructional Strategy: Teacher I will begin the new concept by showing Students will watch
Modeling – “I Do” students how to solve decimal how I solve each of
5 minutes multiplication sentences using 2 strategies: these using both
What will I say and do as I turning the decimals into fraction form and strategies and
demonstrate the demonstrated turning them into unit form. engage in discussions
the concept? Students will watch me walk through my using math talk and
process of each. I will show them both hand signals.
strategies. I will pull sticks for some
answers to ensure engagement.

3.2 x 2.1

3.2 x 0.44
Check for Understanding: I will ask for some student answers when Students will stay
How will I know that the multiplying or needing the next step. engaged, offering
students have a clear answers, ideas, and
understanding of the concept? hand signals.
Instructional Strategy: Guided I will ask students to work on their white Students will follow
Practice – “We Do” boards and follow along with solving the along and work on
25 minutes problem 3.2 x 4.21. They will do this their white boards.
How will I engage my students individually. We will solve using both They will offer
instructionally with the strategies. answers or next
concept? steps during whole
Students will then work to solve 2.6 x 0.4 group. During table
and 3.1 x 1.4 with tables. (Two listed work they will work
depending on time.) together to solve
problems. Students
Students will work with tables, using white will share work on
boards and math talk. They have practiced board for the whole
been practicing how to teach those that group to see. They
need help and how to make sure that will give hand signals
everyone is on the same page before to show their
moving on. thinking.

I will walk around the room to see the

work being done on the boards and the
math talk being used.

I will ask for volunteers to share their

group’s work on the board. We will
celebrate their work and their bravery.
 Instructional Strategy; Students will solve the problem 4.2 x 0.12 Students will work
Independent Practice completely on their own before starting individually to solve
15 minutes the exit ticket. I will ask them to answer the problem on their
How will I provide my students the sentence frame “I am still own. They will finish
with the opportunity to engage wondering…” after finishing the problem. “I am still
in independent practice? What wondering” on their
will the students who have papers.
finished early do?
Check for Understanding I will check their work and help answer Students will show
How will I know that the their “I am still wondering” questions. their work and ask
students have a clear questions using the
understanding of the concept? I will give the exit ticket and read the sentence frame.
instructions with the students. They will
get 10 minutes to complete it.
Lesson Closure When everyone is finished with the exit Students will reflect
5 minutes ticket, I will ask students to reflect on their on their work and list
How will I review and clarify the work during math and to think about what what they are most
concepts taught? they were most proud of. proud of on a sticky
note for the number
board.

Part 3: Post Lesson Analysis – “The What’s Next”

Data Analysis: After I graded the exit tickets, 7 out of 24

What will I do next based on students did not understand this concept.
analysis of the assessment This group of students is usually behind
results? when learning new concepts. Because of
this reoccurring issue, we have created a
time during math tier 2 instruction where
I pull them to work on the pieces that
they missed as well as a math spiral
worksheet. This group has been
successful in reviewing older concepts
and working with each other to gain a
better understanding in the new concept.
For example, I have a student in which we
have been working on building math
confidence and this week he helped to
teach/review a problem out loud with
while working with this group!

I’ve also noticed that, through student

board work and the exit tickets, that ALL
of the students struggle with
multiplication in some form or another.
We have been working on adding
multiplication fluency in games before
 the lessons and we are currently working
to find a program/lesson that can help
teach the tricky facts to those that are
struggling.
Reflection: This lesson was really fun for me to teach!
What components of the lesson For me, the hardest part of the lesson is
went well? What components in determining what components will be
will I modify? the most beneficial for the students. I
decided to do a lot of review as the lesson
and the next lesson spiral back to working
with decimals and place value. I spent a
lot of time reviewing (maybe too much
time) to make sure that they would
remember to use previously learned
strategies. This is a good example of not
knowing what to keep or get rid of in a
lesson; I felt that they needed this
practice to support their new concepts,
but then the explanation of the new
concept was cut short to fit in the exit
ticket. Because of this, I now realize that I
could have cut the exit ticket in half. For
upcoming lessons (I saw that they exit
tickets are similar) I will make sure to
eliminate some of the problems to make
it shorter. I noticed that some students
didn’t have time to complete all of the
problems. Also, in two problems I can tell
if they understood the concept or not.

In looking back on the lesson, several

things went well. I enjoyed using the
fluency game in the beginning – I feel like
this helped warm up their math thinking
as well as giving them a boost of energy
to start learning a new concept. I have
also seen a spike in table work and group
collaboration since using the game.
Students also seem to be more accepting
of mistakes and begin able to ask their
table partners for help. This is a strategy
that I will continue to use in future
lessons, changing up the fluency piece to
match the lesson.

I also noticed that having students

present work on the board created
another method of displaying their
understanding. If students made a
mistake on the board, we celebrated their
braveness for sharing and their ability to
catch a mistake and discuss it. Since we
have been working hard to develop math
confidence and a growth mindset, this
strategy will enforce the idea that we all
make mistakes and we need to in order to
grow. I will try to use this strategy when I
can. Next time I will try to have another
student narrate the work as a student is
working on a problem – this will hopefully
help with engagement.

Math is also a good opportunity for

students to earn table points. I notice
that when I offer these opportunities, I
see more engagement and team work.
This management strategy has promoted
a good structure for collaborating in math
as well as the class’s overall behavior.