Teacher Candidate

Name:
Grade Level:
Subject:
Date:

Josephine Voegele
5th
Math ( Algorithm)

Millicent Atkins School of Education: Common

Lesson Plan Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
4. NBT.4 Fluently add and subtract multi-digit whole numbers using the standard
algorithm. (Grade 4 expectations in this domain are limited to whole numbers less than or
equal to 1,000,000. A range of algorithms may be used.)

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
List the Learning Objective(s) to be addressed in this lesson. Use the
following format: Students will be able to
Students will be able to understand the meaning of the steps and notation
of the U.S. algorithm for subtraction.
Students will be able to solve whole-number addition and subtraction
problems efficiently.
Students will be able to solve subtraction problems using more than one
strategy.
Describe how the objective is relevant to students lives.
Students will be able to figure out problems and solve them using the
standard algorithm
List the words relevant to the content area that you will either introduce
and/or review during your lesson.
Algorithm

List the materials you will need to teach the lesson.

SMART board, activity workbook (pages 34-42)

ASSESSMENT
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.
I will have the students solve multiple problems using the Standard
Algorithm strategy to see if they can use it correctly.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if
applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the preassessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).
Pre-assessment will be given two days before the lesson is implemented.
Create and insert a table/chart/graph that shows the pre-assessment data
results. (if applicable)

Subtracting Strategies

26%

Standard Algorithm

42%

Subtracting in parts
Other

32%

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.
We will focus on the parts of the strategy that is still confusing students.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment
you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

Problems solved using the Standard Algorithm strategy.
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which
provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY

Describe the instructional and/or assistive technology that you plan to

incorporate into the lesson to enhance instruction and student learning.
We will use the SMART board to show examples of the strategy focused on.
The students will come up to the board and work through the problem(s).

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).
For the students who have a greater understanding of the strategy, they
will be given problems that cause them to think further on how the
strategy works. For the students still struggling, they will be given more
simple problems to work through with me in a small group.
I will pull aside students who are struggling and go through the strategy in
more detail while the other students work on their own or with their elbow
buddy.

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 walk around the classroom and be available to the students for
questions

LESSON IMPLEMENTATION

I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
I will make sure that they have solved the first problems on the board when
they get into the room.
I will then have them pull out their workbook and tear out the pages 34-42.
Describe how you will communicate (to students) how the objective is
relevant to their lives.
I will have the page(s) up on the SMART board to go over what they will be
working on.
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
There will be examples on the board that I will show them how to work
through.
The students will use the Standard Algorithm strategy to solve the
problems.
Describe how you will check for students understanding before moving on
to guided practice.
The students will tell me how to work through the strategy to solve the
problem.
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).

The students will come up to the board and explain the strategy to solve
the problem.
Describe how you will check for students understanding before moving on to independent
practice.

We will then write down the steps for the strategy.

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? (this is the post-assessment)

The students will work on their worksheets with their elbow buddy/partner.
They will be able to review the problems we did on the board as a

reference to the ones they are working on.

The students who are struggling still will be able to work with me in a small
group for deeper, further explanation until they feel comfortable to go work
on their own.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
We, as a class, will discuss the strategy they have learned about for solving
problems.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

Having the students work together through the problems with their elbow
buddy and other classmates helped them understand the process to work
through the problems. Having the students walk each other and explain
the problems to each other also helped them understand better.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

Having been taught math differently when I was in grade school made it
difficult to understand how they were being taught and what they were
learning. Not completely understanding the process myself made it difficult
to approach the process and teach it to the students.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.

I would spend more time trying to understand what I would be teaching so

I would know how to assist the students with their questions. I would also
go through the workbook pages that they were to work on so they would
understand what is being asked of them a little better as well.