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USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos

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?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
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

MAFS.4.NBT.2.5: Multiply a whole number of up to four digits by a one-digit whole


number, and multiply two two-digit numbers, using strategies based on place value and
the properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
MAFS.4.NBT.2.6: Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.

How do I multiply two digit numbers using regrouping?


How do I divide three digit numbers by doing long division?

Students will be able to multiply two and three digit numbers by using regrouping and
choosing their answer to present on the board through Plicker.
Students will be able to divide three digit numbers by using long division choosing their
answer to present on the board through Plicker.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos

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?
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?
What Content Knowledge
is necessary for a teacher
to teach this material?

I am teaching this as a review for multiplication using regrouping and doing long division
with three digit numbers.
I am teaching my review this way to integrate new technology into the classroom. I also
want the students to be interested during the review instead of board.
It is important for students to learn this concept because they will need to know how to
solve this type of problems for the rest of their lives.

I will know students have mastered my objectives by recording their answers on my


phone through the app called Plicker. I will ask the students to solve each problem on
their white boards and then they will show the class how they got their answer by placing
their white board under the ELMO projector for everyone to see.
Formative: Collecting the data using the app Plicker.
Summative: they will be taking a test on the material on another day.

As the teacher, I will need to know how to us the app Plicker to record the students
answers as well as how to solve each problem and their answers.

USF Elementary Education Lesson Plan Template (S 2014)

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?

What misconceptions
might students have about
this content?

They must remember how to solve two digit multiplication problems using regrouping
and how to do long division.

Students might forget how to solve these type of problems or they could become
confused with the technology I have chosen to use throughout the review.

Lesson Implementation
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.)
Step-by-Step Plan
(What exactly do you plan to

Name: Jillian Campos

Direct instruction

Time

Who is
responsibl

USF Elementary Education Lesson Plan Template (S 2014)


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?
What will you do if

e (Teacher
or
Students)?

Name: Jillian Campos

I will begin by explaining to the students what they are about


to do. I will also explain to them how to use the answer cards
and how I need to scan them.
I will ask the students to get out their white boards and
markers to use to solve the problems.
I will show the students a question I made up for them to
practice with the cards.
Then we will begin with the first math problem which is a
division problem. (I came up with three division problems and
three multiplication problems, with one bonus question.) After
all of the students have answered and I have showed them
the correct answer, I will ask one student to go up to the
ELMO projector to explain how they solved the problem.
As we go through the questions, I will walk around the room
to help anyone who gets stuck on a problem.
The bonus question will be the last question and it is a
difficult division problem that should challenge the students.
Then I will collect the cards.

a student struggles with the content?


If a student struggles with the content I could reintroduce the turtlehead method for
multiplication which helps multiplying larger numbers simpler. I could also come up with
easier problems to give them more practice by putting them on my Plicker to present to
the students.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Jillian Campos

a student masters the content quickly?


For students who master the content quickly, I would come up with five more difficult
problems using four digit numbers for multiplication and division.

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?
This lesson connects to the students interest because using Plicker makes this
lesson feel like they are playing a game.
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For my enrich students, I will give them extra help by making up a few extra problems to
give these students extra help.
How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)
(What students need specific
accommodation? List

USF Elementary Education Lesson Plan Template (S 2014)


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!)

ELMO projector
Computer
My cell phone
The app Plicker
White boards
Markers
Plicker answer cards

Name: Jillian Campos