USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math

4th

Group
Size: Small
Group

Name: Cait Snider

Date of Lesson: 09/21/16

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,

MAFS.4.OA.2.4- Investigate factors and multiples.

a. Find all factor pairs for a whole number in the range 1-100.
b. Recognize that a whole number is a multiple of each of its
factors. Determine whether a given whole number in the
range 1-100 is a multiple of a given one-digit number.
c. Determine whether a given whole number in the range 1-100
is prime or composite.

Students will understand how to effectively make arrays to help them find factors of a
given number.

By the end of this lesson students will create arrays and find multiple fractions within a
given number.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Group
Size: Small
Group

Name: Cait Snider

Date of Lesson: 09/21/16

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?
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?

The reason I am teaching this lesson is because it is in the curriculum this week for the
students to learn in math. It is important for students to learn factors because it will help
their memory with multiplication and we are building upon factors next week when the
students learn about prime and composite numbers.

Formative: I will walk around while the students are making their arrays and catch
misconceptions that they write in their math notebook.
Summative: The summative assessment will be the end of unit test on factors, prime,
and composite numbers.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Group
Size: Small
Group

Name: Cait Snider

Date of Lesson: 09/21/16

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?
The content knowledge that is necessary for a teacher is that they know their multiples
of a rang of number and how to break these multiples down. It is also important for the
teacher to understand how to make arrays and to show the students how making arrays
will help them with this lesson.

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

The background knowledge necessary for students is that they know their times tables
and how to use arrays. They are going to use these arrays to find factors of a given
number.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Group
Size: Small
Group

Name: Cait Snider

Date of Lesson: 09/21/16

might students have about

this content?
The students might have the misconception of:
*How to build arrays.
*That there is only one way to get to a factor

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
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

In this lesson I will be using scaffolding. The students will start by building arrays as a
whole group. Then they will break off into partners and make their arrays to find their
factors with their partners. Afterwards they will break off on their own to complete the
math workbook page independently.

Time

Who is
responsibl
e (Teacher
or
Students)?

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;
Evaluation).

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th
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

Group
Size: Small
Group

Name: Cait Snider

Date of Lesson: 09/21/16

Student Materials:
*Cubes
*Pencils
*Math Notebook
*Go Math Textbook
Step-By-Step:
1) Students move to the carpet with their math notebooks and a
pencil.
2) We will start by making arrays for the number 12 as a whole
class.
3) Ask the student how they made different arrays and draw
their examples on the board.
4) Count the students off and give them partners.
5) Have them grab two handfuls of blocks
6) Ask the student how to make an array of 18.
7) Have students show the different ways to make an array of
18.
8) Ask them what numbers do they see.
9) Draw their examples on the board.
10)
Have the students make different arrays of 5.
11)
Ask the students why there is only one way to make an
array of 5.
12)
Draw their example on the board.
13)
Have the students go to page 196 in their GO Math
books and let them go to the appropriate table based off their
needs.
14)
The students can choose to work by themselves on this
page or with a partner.

a student struggles with the content?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Group
Size: Small
Group

Name: Cait Snider

Date of Lesson: 09/21/16

Have these students work at the red table for small group intervention. I will
reteach the subject area and work with the students as a group.
What will you do if

a student masters the content quickly?

There is a problem solving sheet that has been preparid as the math bowel
tryout questions If students finish their work early I will have them do this
worksheet (they do not have to turn it in if they do not want to try out, but
they can attempt the problems).

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?
n/a
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)?
For students who need an additional challenge I will give them the math bowel
sheet to complete. If they finish that early as well I will have them get a head
start on doing their math homework for tonight.
How will you differentiate instruction for students who need additional
language support?
I will take these students into my small group to break down factors even

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Group
Size: Small
Group

Name: Cait Snider

Date of Lesson: 09/21/16

further with them. This will not only provided them with extra time, but also
allow them to better understand the lesson.
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.)

In this class T has an IEP for extra time. I will pull him aside with my small group to
further work with him and break down the lesson further.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Teacher Materials:
*White Board
*Square Cubes
*Dry Erase Markers