USF Elementary Education Lesson Plan Template (S 2014)
____________________________________
Grade Level Being Taught: Subject/Content:
Name:
Group Size:
Date of Lesson:
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through them
all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
MAFS.4.MD.3.5. Recognize angles as geometric shapes that are formed wherever two rays
share a common end point, and understand concepts of angle measurement.
a. An angle is measured with reference to a circle with its center at the common endpoint
of the rays, by considering the fraction of its circular arc between the points where the
two rays intersect the circle. An angle that turns through 1/360 of a circle is called a onedegree angle and can be used to measure angles.
How are degrees related to fractional parts of a circle?
USF Elementary Education Lesson Plan Template (S 2014)
____________________________________
Grade Level Being Taught: Subject/Content:
Name:
Group Size:
Date of Lesson:
Objectives- What are you
teaching?
(Student-centered: What will
-Students will be able to recognize given angles as a fractional part of a circle
students know and be able to
-Students will use prior knowledge of angle classification in order to preserve in a
do after this lesson? Include
word problem to
make sense of their multiple solutions of angle classification.
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e., "C:
Given a sentence written in
the past or present tense, A:
the student B: will be able to
re-write the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
-We are teaching this objective in order to provide students with the content
knowledge needed to be successful in adding angles later in the unit.
- Unit 11.3 requires the student to have an understanding of angle classification and
angle degrees in order to preserver and make sense of their thinking later in the unit
when adding angle collectively.
-We are teaching it in this way to provide students with the opportunity to preserve in
problem solving before addressing the concept. It provides the educator with the
opportunity to circulate the room and make sense of students strategies and thinking in
order to alter instruction to better fit the needs of the students in the classroom.
All SMP-1 Connections will be highlighted in blue.
USF Elementary Education Lesson Plan Template (S 2014)
____________________________________
Grade Level Being Taught: Subject/Content:
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during this
lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
Name:
Group Size:
Date of Lesson:
-Formative evidence will be a show what you know sticky note that assesses
students understanding of the content taught.
-Summative assessment will occur later once the unit is completed.
What Content Knowledge is
necessary for a teacher to
teach this material?
-Students must know that a circle is made up on 360 degrees
-Students must understand angle classification to aid them in their exploring of the
word problem given.
USF Elementary Education Lesson Plan Template (S 2014)
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Grade Level Being Taught: Subject/Content:
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
Name:
Group Size:
Date of Lesson:
-We will ensure students have prior knowledge of angle classification by issuing a
pre assessment given during bellwort time in which they answered questions that related
to angle classification
-Our learners are on level fourth grade students in a rural subdivision classroom
-Given the data collected from the pre assessment given in the previous week; we
know most of our learners are familiar with angle classification.
- The students readiness for this content is scaffolded on a previous lesson on
angles. After reviewing the pre-assessment given, the teacher is aware of misconceptions
as well as the information needed to address the lesson content.
What misconceptions might
students have about this
Students might not understand that an obtuse angle measures only 90 degrees to 179
content?
degrees. Many students will see an angle measuring more than 180 and think it is obtuse.
When students see a given fraction, 1/4 or 1/2, assuming the degree of the angle is 1.
Students must understand that the numerator is the degree only when the denominator is
360 degrees
Lesson Implementation
USF Elementary Education Lesson Plan Template (S 2014)
____________________________________
Grade Level Being Taught: Subject/Content:
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Name:
Group Size:
Date of Lesson:
Whole group lesson.
Collaborative teaching.
Group work
Persevering in their problem solving independently and with a peer.
USF Elementary Education Lesson Plan Template (S 2014)
____________________________________
Grade Level Being Taught: Subject/Content:
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Time
10
minut
e
15
minut
e
10
minut
e
20
minut
e
Who is
responsible
(Teacher or
Students)?
Name:
Group Size:
Date of Lesson:
Each content area may require a different step-by-step format. Use
whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Teacher/stu Evaluation).
dent
-Teacher will begin by assessing prior knowledge needed in order to
complete the exploration word problem in groups. Teacher will lead
class discussion before giving out word problem and ask questions
such as; how many degrees does a circle make up? What do we
Student
know about acute angle? what do we know about an obtuse
angle? what do we know about a right angle?
-Student helpers will pass out exploitation word problem for students
to glue in their math notebooks.
-Teacher will encourage students to work in groups around the room
to make sense of the problem given, show their thinking in multiple
Teacher/stu ways and justify their answers.
dent
-Teacher will circulate room and ask questions such as; does you
answer make sense? How do you know your answer is correct?
Can you show me another way to represent your thinking?
-Students will come back to their seats to engage in a class
discussion. During this discussion teacher will ask students how they
teacher/stu came to their conclusions in regards to the problem given. Teacher
dent
will explore the students thinking in regards to the different
strategies they used, how their strategies worked, and how they
know their answer is correct.
-Class will continue by reviewing Example 2 in the Go Math book as a
class. Teacher will provide students with 6 minutes to individually
work on the problem; teacher will give students 4 minutes to work
collectively and review their answers in table groups. During this
time teacher will pull students that need scaffolding and reteach
while working on the Go Math! Example.
If students finish early they will be asked to work with other students
(2 per group) if they finish early and understand the content
knowledge to complete the time and degree worksheet. This
USF Elementary Education Lesson Plan Template (S 2014)
____________________________________
Grade Level Being Taught: Subject/Content:
Name:
Group Size:
Date of Lesson:
worksheet enriches and builds upon what they learned, offering real
world situations. This also offers the students to have more time
reviewing and persevering in their problem solving skills
independently or with a classmate.
-We will come back together as a class to review their strategies and
answers to make sense of each others thinking.
USF Elementary Education Lesson Plan Template (S 2014)
____________________________________
Grade Level Being Taught: Subject/Content:
What will you do if
Name:
Group Size:
Date of Lesson:
a student struggles with the content?
While working independently I will pull students to join me in the back of the classroom at
the work-table. I will be scaffolding their understanding of the unit and working with them
on reteaching the understanding of degrees.
What will you do if
a student masters the content quickly?
Students will work with other students (2 per group) if they finish early and understand
the content knowledge to complete the time and degree worksheet. This worksheet
enriches and builds upon what they learned, offering real world situations.
Meeting your students
needs as people and as
learners
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Understanding angle measurement is important to know to for the understanding of many
sports the children play. For instance many of the students ride skateboards had heard of
the usage of doing a 180 or a 360. This lesson connected what that meant for them.
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will work with other students (2 per group) if they finish early and understand
the content knowledge to complete the time and degree worksheet. This worksheet
enriches and builds upon what they learned, offering real world situations
How will you differentiate instruction for students who need additional
language support?
E.C will have reviewed the vocabulary from our unit 3 that covered many of the same
USF Elementary Education Lesson Plan Template (S 2014)
____________________________________
Grade Level Being Taught: Subject/Content:
Name:
Group Size:
Date of Lesson:
vocabulary. She will be introduced to new content vocabulary as well.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
No accommodations need for this class.
GO MATH! Florida book
pencils
math notebook
