Math Lesson Plan Template and Guidelines

ESU Elementary Education Annotated Lesson Plan Format 12-12

1. Context and Learning Environment for this Lesson:
Interns name ________Crystal Allman_______________________
White_______________________

School _William Allen

Mentor teacher ___Ashlee Anno_______________________________________ Subject __MathDecimals_________________

Grade level (s) _____5th___________ Tentative date to be taught ______October Monday
19th_________ Time ___12:55_____________________
The setting:
This is a class of 24 fifth grade students, 10 girls and 14 boys. The students in this class are at an
extremely low level. The classroom has tables of four students at each. This is a very open floor
arrangement. All students in the class have their own Chrome Books, but do not use unless
instructed. There is a smart board at the front of the class, that is used daily. The class as a whole
are at a very low level.
William Allen White located on the east side in Emporia Kansas. USD #253
School Report Card: William Allen White Elementary School is located on 902 Exchange Street
Emporia, Kansas 66801 in
USD 253. It is an accredited status as well as a Title 1 School. The total building enrollment is 247
students. The enrollment of the district is 4557 students and the state is 487,317 students. It has
43.32% of males compared to 55.68%. The building is composed of 86.23% economically
disadvantaged students and 13.77% of non-economically disadvantaged students. The building
ethnicity is 48.58% Hispanic, 38.46% White, 9.31% African American, and 9.31% other.
William Allen White has college apartments within several blocks of the school. There are also
houses near William Allen White. The William Allen White School is across the street from the
William Allen White House. 12th Avenue is two blocks from the school; this street has a lot of
traffic flow. The school is set up with the main office immediately to the left when entering the
front doors of the building. There are three hallways to choose from, upon entering the building.
The one that is directly in front of the main entrance leads to more classrooms and the
gymnasium/cafeteria. The end of the hallway leads out to the playground
Class Description:
Number of students: 24
Grade level: 5th
Numbers by gender: Girls:10 Boys:14
Numbers by ethnicity: White:10 Hispanic: 13 Black: 1
Identified special needs (list specific needs such as ELL, IEP needs):N/A
Other needs that may place a student at risk: N/A
Estimated number of students working above, on, and below level in math: On 5th grade level: 5
Below:19
Classroom Physical Setting:

Brief description of classroom physical setting: The classroom has 6 tables with 4 students sitting
at each, making a group of 24 students. There is a smart board at the front of the room, which is used
frequently. Also, the students have their own Chrome books, but they are used only when instructed.
School SES (% of students on free and reduced lunch in school):
Materials:
For the teacher:
Money (dollars/coins)
Smart board
Elmo
Decimals paper
For the student(s):
Pencil
2. Lesson Goals, Outcomes, Objectives: Students will learn how to add and subtract decimals using
money.

2.1 Instructional Objectives: Students will use money to learn how to add and subtract decimals filling
in a worksheet as a class, with a partner, then independently with 90% accuracy.
2.2 Relevant local district/state/common core standard(s) - (ksde.org
DISTRICT STANDARDS
CC.5.NBT.7-Add, subtract,
multiply, and divide decimals to
hundredths, using concrete models
or drawings and strategies 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.

STATE STANDARDS
CC.5.NBT.7-Add, subtract,
multiply, and divide decimals to
hundredths, using concrete models
or drawings and strategies 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.

COMMON CORE STANDARDS

CC.5.NBT.7-Add, subtract,
multiply, and divide decimals to
hundredths, using concrete models
or drawings and strategies 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.

CCSS.Math.Practice.MP5 Use appropriate tools strategically--Mathematically proficient students

consider the available tools when solving a mathematical problem.
I can add and subtract decimals using money (dollars and change) as my tool to help me solve
mathematical problems.
3. Assessment: I know the students will have mastered the lesson if they score 90% or higher on the
assessment.
I know students will have mastered adding and subtracting decimals when they score 90% on decimals
paper completed during our class session.

4. Adaptations: I will use money to help students better comprehend the concept of decimals.
4.1 Gearing down: If students are still not understanding the lesson I will go over and help them
by starting with small change, and work our way up to larger bills decimals.

If this strategy is still not working I will put up a decimals word wall for students to look at to
reference to while working.
4.2 Gearing up: If students are done early with the lesson, I will have them go through the
problems and have them convert these decimals into fractions.
5. Integration:
Across: Social Studies is integrated with math when they learn how to add and subtract decimals
because students need to understand the United States source of currency.
Within: Addition and subtraction is integrated with decimals when they are practicing the use of adding
and subtracting money.
6. References/Resources Used: Fuson, K. (2013). Math Expressions Common Core (Teacher ed., Vol. 1).
Houghton Mifflin Harcourt Publishing Company
7.

Instructional Design Teaching Plan

7.1 Introduction a. Anticipatory Set: To start off this lesson I am going to ask students by a show of hands how many
of them like money. Then I am going to pull out some money (bills, and coins). I will then ask
questions like

What can you do with money?

What is money used for?
What do you do with your money?
How do you know how much money you have?

b. Communication of Objectives:

Today, with our money, we are going to learn how to add and subtract decimals.
First, I am going to show you an amount, and without saying anything when you think you
know how much money I have all together put up your thumb.
Now, I am going to hand out money, and a decimals paper, and to start with we are going to do
it together as a class.
Next, you and your shoulder partner will do the next four problems.
Last, you are doing the last few problems on your own, you may use your money, or not, but
show your work.

*7.2. Input

So when you see the problem with a decimal, and the problem is asking you to add another decimal
make sure you line up the dots, just like you line up your buttons on your shirt, and add the
decimals together. To do this be sure you start on the right side, and move to the left carrying
numbers over as needed.
Or the opposite of that when you see a decimal, and the problem is asking you to subtract another
decimal make sure you line up the dots, just like you line up your buttons on your shirt, and take
one decimal away from the other. To do this make sure you start on the right side, borrow if
needed, and then move to the left.
This will be communicated on the smart board.
*7.3 Modeling
For the first problem I will have 3.57 plus 4.85. I will model this by getting out my money
and showing $3.57 on one side and $4.85 on the other side. Then I will add all of my money
together and see how much money I have all together. Then I will set up the problem on the
smart board, and make sure to line up the decimals. I will describe lining up the decimals
just like you line up your buttons when you button up your shirt. I will then solve the
problem and get the answer 8.42. I will then go back to my money that I counted and see if
thats how much money I had.
I will then model a subtraction problem. I will have 5.42 minus 2.89. I will model this by
getting my money and showing $5. on one side and $2.89 on the other side, then I will
subtract and see how much I have 42 left. Then I will set up the problem on the smart
board, and make sure to line up my decimals. I will then solve the problem and get the
answer 2.53. From here and modeling for the students we will go into guided practice.
*7.4 Guided Practice
The students are practicing adding and subtracting decimals by doing them with me as a
class. For the first problem as a class I will have 2.22 plus 3.67. I will have the students do
this with me by getting out my money and I will get out my money and show $2.22 on one
side and $3.67 on the other side. Then we will add all of my money together and see how
much money we have all together. Then we will set up the problem on the smart board, and
make sure to line up the decimals. I will describe lining up the decimals just like you line up
your buttons when you button up your shirt. We will then solve the problem and get the
answer 5.89. I will then go back to my money that I counted and see if thats how much
money I had.
We will then do a subtraction problem as a class. I will have 4.32 minus 1.96. I will have
them do this with me by getting my money and them getting out their money. I will show
$4.32 on one side and $1.96 on the other side, and have the students do the same. Then we
will subtract and see how much I have 42 left. Then I will set up the problem on the smart
board, and make sure to line up my decimals. We will then solve the problem and get the
answer 2.36.

Then the students will guide each other, and do four problems with a shoulder partner.
*7.5 Checks for Understanding

I will be checking for understanding by asking students to give me thumbs up or thumbs down if
they are understand the concepts I am giving them.
Also I will be walking around the room and observing students making sure they are
understanding.
7.6 Independent Practice/Assignment The students will finish the rest of the decimal paper that we
did not do together, or with a shoulder partner.
7.7. Closure, wrap-up
I will have one person from each table gather all of the money, and bring it to me.
Lastly I will ask every one of they enjoyed counting money to learn how to add and subtract
decimals, and to talk to their shoulder partner about one important factor when it comes to adding
and subtracting decimals.

Scoring Rubric for Block 1 & 2 Lesson Plan - Name____________________________________________ Course _______________________ Section _________ Score
_______________ 12-12

NOTE: Not all lesson plans will include all the components listed below and the components will not always be in the order shown here. If a component is not
included, a brief explanation should
be inserted at the appropriate point in the plan where that component would normally fit.
Overview of Lesson

Scoring/Rati
ng
Component
s
1. Context
&
Learning
Environmen
t
2. Lesson
Objectives,
Domains &
Standards

Meets Expectations
3

Most who-when-where items partially

complete;
basic minimal information given on
the setting;

Some who-when-where items

incomplete;

setting of lesson unclear;

materials list partially clear,

complete.

materials list incomplete or

unclear.

Objectives have some ABCD

elements but are incomplete or
unclear;
domain and/or level somewhat
appropriate;
Standards (district/state) addressed
but less complete or less than clearly
related to lessons objectives.
Objectives listed show partial
alignment with assessment and
instruction.
Assessment is somewhat related to
all or some objectives;
criteria for measuring degree of
mastery, points, materials used are
partially complete.
When and how assessment is done
are partially complete, clear.

Objectives do not describe in

ABCD format what students will
achieve;
domains and/or levels missing or
incorrect;
standards (district/state) absent
or not related to lessons
objectives.
Objectives not aligned with
assessment and instruction.

materials list is complete.

Objectives clearly written in ABCD

format, developmentally
appropriate terms using observable
verbs;
domain (cognitive, affective, or
psychomotor) and levels accurate;
standards (district/state) listed
show clear match with objectives.
Objectives listed show clear
alignment with assessment and
instruction.
Assessment clearly related to all
lesson objectives;
criteria for measuring degree of
mastery, points, materials are
clearly defined;
When and how assessment is done
are also clear.

Adaptations clearly and specifically

describe support the teacher will
provide

Adaptations less clear, specific;

somewhat describes support teacher
will provide

Well suited to student needs

identified in context;
includes effective strategies for
gearing lesson up and down.

partially related to needs identified in

context;

includes effective strategies for

4.
Adaptations

Below Expectations
1

3.
Assessment

Who-when-where items all

complete;
details of setting (learners and
physical learning environment)
address issues that may influence
adaptations in lesson;

DevelopingApproaches
Expectations
2

Assessment not related to all

objectives;
Incomplete or unclear
does not include criteria for
measuring degree of mastery,
points, materials used;
When and/or how assessment is
done are incomplete or unclear.
Adaptations are vague; with
catch-phrase clichs; does not
describe support teacher will
provide
unrelated to needs identified in
context;
few (if any) effective strategies for

Score

5.
Integration
of Content
Areas

6.
References
and
Resources
used

Lesson
Components
7.1a
Introduction/
Anticipatory
Set
7.1b
Lesson
Purpose
*7.2. Input

*7.3.
Modeling

*7.4. Guided
Practice

*7.5. Check for

Understanding

7.6

gearing up or down but not both.

Partially describes integration

Specifically describes integration;

includes what is being integrated
and how
within a content area
across content areas

within OR across at least one content

area

References/resources used are

listed in standard bibliographical
format;
are complete & accurate.

References/resources used are

partially listed in standard
bibliographical format;
Partially complete and accurate

gearing lesson up or down.

No integration described

References/resources used are not

listed in standard bibliographical
format
Incomplete or inaccurate

Meets Expectations

Developing Marginally Acceptable

Below Expectations

0-2

Introduction/set focuses student

attention & interest (motivational)
Aligned with objective
Clear, complete explanation with
questions, examples, etc. included
Conveys lesson objective/purpose in
clear, age-appropriate terms

Input contains all accurate and essential

information students need for the lesson
Clear description of how information will
be communicated by the teacher;
aligned with objectives.

Modeling clearly and accurately shows

students how to do the tasks or
procedures
All explanations, questions, examples, or
problems are included.
aligned with objectives.
G.P. engages students in active practice
Explanations, examples, and questions
are clear and complete
Aligned with objectives
Checks for understanding clearly and
completely describe HOW students will
demonstrate they are ready to practice
independently
Checks EACH student
All questions, problems, student tasks
are included
Aligned with objectives
Independent practice clearly describes

Introduction/set is somewhat motivating;

Somewhat aligned with objectives;
Somewhat clear, complete explanation
with some questions, examples, etc.
included
Objective/purpose somewhat conveyed to
children but in less clear, age-appropriate
terms.

Objective/purpose is unclear; not age

appropriate; or not communicated.

Input contains some accurate and

essential information;
Description of how information will be
communicated is partially accurate,
complete, clear;
is partially aligned with lesson objectives.
Modeling of tasks or procedures is
partially clear; partially accurate;
explanations, questions, examples or
problems are partially clear or complete.
partially aligned with the objectives

Input contains information that is

inaccurate, unclear, incomplete
No description how information will be
communicated
not aligned with lesson objectives.

No description of HOW students

demonstrate understanding;
Questions, problems, student tasks are
incomplete or unclear.
Not aligned with objectives

G.P. includes limited active student

practice;
Explanations, examples, and questions
are partially clear and complete.
Partially aligned with objectives
Checks for understanding partially
describe HOW students will demonstrate
they are ready to practice independently
Checks some but not all students;
Some questions, problems, student tasks
are included
Partially aligned with objectives.

Independent practice partially describes

Independent practice is not included;

Introduction/set is not engaging or

motivating;
Not aligned with objectives;
Explanation is not complete, clear

Modeling of tasks or procedures is

missing; unclear; inaccurate;
explanations, questions, examples or
problems are unclear or incomplete.
not aligned with objectives
G.P. does not include student practice;
Explanations, examples, and questions
are not clear or complete.
Not aligned with the objectives

Score

Independent
Practice

7.7 Closure

EDITING

* These components

the task students will complete

Appropriate length and rigor;
Directions are clear and complete;
Students engaged independently from
the teacher (as appropriate).
Aligned with objectives
Closure explains how all students are
engaged in reflecting, reviewing and
summarizing new learning;
Clear and complete
Aligned with objective
Editing shows attention to correct
writing conventions (i.e. spelling,
grammar usage, punctuation,
capitalization, etc.)
Activities are logically sequenced,
Written in a style that is easy to
reference while teaching
Clear and complete so an instructor, a
classmate or a substitute teacher could
teach effectively
may be inserted repeatedly, as needed.

the task students will complete

Questionable length and/or rigor;
Directions partially complete or clear;
Students somewhat engaged
independently.
Partially aligned with objectives
Closure has limited summary, review or
reflection by students;

Inappropriate length and rigor;

Directions are incomplete, unclear
Students not engaged independently.
Not aligned with objectives

Closure includes no summary, review or

reflection by students;

Partially complete or clear;

Partially aligned with objectives
Editing reflects minor errors in writing
conventions
Sequence of activities is generally logical;
Some parts of lesson are written in a style
that is easy to reference while teaching
Partially clear and complete

Incomplete, unclear or missing;

Not aligned with objectives
Plan includes multiple errors in writing
conventions;
Activities not logically sequenced;
Not easy to reference while teaching
Incomplete, unclear