Math Lesson-Preparation Tool

Name: Grade Level/School/Mentor:

Kelsey Gile 4th Grade/ Brookwood/ Mrs.
Rotermund
Unit: Line Date: March 8, Lesson Title: Critique Reasoning
Plots 2018
Utah Elementary Math Learning Standard [State the strand/standard for the
unit addressed by this lesson.]
Standard 4.MD.4
Make a line plot to display a data set of measurements in
fractions of a unit (halves, quarters, and eighths). Solve
problems involving addition and subtraction with like
denominators of fractions by using information presented
in line plots.
Standard 4.MD.4
Make a line plot to display a data set of measurements in
fractions of a unit (halves, quarters, and eighths). Solve
problems involving addition and subtraction with like
denominators of fractions by using information presented
in line plots.
Learning Objective Specific to This Lesson: As a result of today’s lesson,
students will be able to . . .
I can critique the reasoning of others using and understanding of plot lines.
Overarching Essential Question(s) Specific to Lesson
Can you use good math thinking to math skills to explain why you may be
right?
Can you talk about math with others to agree and disagree in work?
Targeted Mathematical Practices: As a 1-Make sense of problems and
result of today’s lesson, students will persevere
have opportunities to. . . 2-Reason abstractly and quantitatively
[Highlight the practice standard(s) to 3-Construct viable arguments and
focus on in this lesson]. critique the reasoning of others
4-Model with mathematics
Preston 17SP Math Methods
 5-Use appropriate tools strategically
6-Attend to precision
7-Look for and make use of structure
8-Look for and express regularity in
repeated reasoning
Prerequisite Knowledge This Lesson Draws Upon:
Reading and interpreting line plots, using that information to solve problems,
and using fractions to represent data from the line plot.
Vocabulary Focus:
Difference
Denominator
Numerator
Total
Materials*/Resources/Technology
Document camera
Pearson Realize Video
Lesson Purpose (Introduce; Build Understanding/Make Connections;
Solidify/Get Precise/Get General; Practice/Reinforce)
Build upon knowledge of line plots and show how to solve different problems
with information gather from the line plots.
Brief Overview of Lesson Anticipated Time Frame
Solve problems involving line plots and fractions 50 minutes
Formative Assessment/Evaluation Strategies: How will students be expected
to demonstrate their understanding of the learning objective? How will you
make student learning visible?
Students will start with a starter that prepares them for the day’s lesson and
allows me to see what areas need to be focused on. They will also participate
and show understanding through class discussions and buddy work. I will
walk through groups as they talk to hear what types of conversations are
happening.
Access for All: (How will you ensure that all students have access to and are
able to engage appropriately in this lesson? Adaptations--for Gifted/Talented,
ELL, and other Special Needs)

SPED: Allow students to do work with a buddy. Split the work into smaller
Preston 17SP Math Methods
 more manageable sections. Give both verbal and written instruction.
ELL: Provide scaffolding for vocabulary. Use pictures to help explain
information.
Gifted: Invite students that finish early to look for another way to solve the
problem. (They also attend Math Olympiads in the afternoon during
workshop)
Probing Questions for Differentiation on Mathematical Tasks
Assessing Questions—to Scaffold Advancing Questions—
[Create questions to scaffold students ELABORATE/EXTEND
who need additional support.] [Create question/tasks to move the
learning forward for students who are
ready to advance beyond the learning
objective.]

INSTRUCTIONAL PROCEDURES
This is the heart of your lesson plan!
Outline the sequence and content of the activities in a step-by-step format. Each
segment should be detailed enough to communicate a strong sense of how you
see the lesson unfolding. Clarify your plans to: spark curiosity; encourage student
reflective thinking; prepare for transitions, scaffold student responsibility; make
thinking visible; use formative assessment.

What will the What will the students do?

Lesson Segments teacher do? [How will students be
[How will the teacher actively engaged in each part
engage students, get of the lesson?]
them ready to
launch, monitor
student participation,
orchestrate
discussion &
reflective thinking?]

Preston 17SP Math Methods

 Spark curiosity . . . Get ready . . . Get set . . . BEFORE
Beginning of Class I will put the Students will correct their
How does the answers for the assignment from the day
warm-up/starter previous day’s before. They will ask
activity connect to homework under the questions or share opinions
students’ prior document camera on differing answers.
knowledge, or and allow student to Students will begin math
how is it based on correct their work time by trying to solve a
analysis of and ask questions on problem that focuses on the
homework? varying answers. I lesson for today. They will
will give the students first try it by themselves and
Approximately 10 the time to work see what they know and
minutes. through the starter understand. Then they can
problem and find talk with their elbow buddy
their own solution. to see if together they can
When the time find more clues. When the
comes I will discuss time comes use the
the problem and ask document camera to show
for students to share findings and share the
their findings and pathway to their solution.
different ways they
may have come to
their conclusions.

Preston 17SP Math Methods

 1. ENGAGE: I will present the Students will listen and
How will you Pearson video that interact with the Pearson
engage students introduces the day’s video. Students will engage
and spark their topic. I will ask in class discussions by raising
curiosity toward questions and allow hand to share information,
the learning students to work as well as sharing their
objective? individually and with thoughts and ideas with a
a buddy to solve the buddy.
Approximately 12 big idea for the day. I
minutes. will pause often to
ask questions and
build understanding.

Preston 17SP Math Methods

 2. LAUNCH: I will work through Students will build class
How will you the practice discussions by participation
introduce students problems using the and feedback. They will
to the task so that white board to allow express understanding or
they are invited to students to see my confusion on problems or
work like a work and add input concepts. Students will work
mathematician? to build the with buddies to sort through
How will you discussion and data and solve problems,
check that understanding. I will while giving peer ideas and
students are ready provide time for direction.
to work on the them to work with
task individually or buddies to find
in small groups? understanding and
How will you hear peer’s ideas.
distribute
materials,
transition into
individual or small-
group work, keep
students engaged
in the lesson . . .
signal students
back to whole
group?

Approximately 20
minutes.

Preston 17SP Math Methods

 student do!Let go & letDURING
3. EXPLORE/Do: You can buddy check Students will work on the
How will the task your answers to see assigned workbook page.
develop student if you agree and/or They will work individually
sense making and disagree on the same and check with a buddy
reasoning? How problems. If you and when needed. If they still are
will the task your buddy don’t confused or there is need for
require student agree think of how clarification they will ask
communication you can critique their Miss Gile to help or clarify
and development answer using math the questions.They will ask
of practice skills and evidence They will have some time
standards? to show your work. I during math and additional
will walk through the time during math workshop.
Approximately 7 room to give
minutes. students support
when needed. If I
find many students
struggling with the
same problem or
concept I will bring
the class back
together and reteach
or clarify what the
question is asking.

Preston 17SP Math Methods

 AFTER
EXPLAIN/Share,
Debrief:
How will student
Orchestrate sharing & highlight take-away.

thinking be elicited
and brought into
the open? What
questions and
math talk
strategies will
support
communication,
reflective thinking,
and reinforce
learning
objectives?

Approximately
____ minutes.

Preston 17SP Math Methods

 5. Recap and If I want to find the Students will engage and pay
Close: difference between attention during final
How will you close my least and instruction time. They will
the lesson so that greatest numbers ask necessary questions to
students are clear what do, I do? If I help understand the math
the “take away” want a total, ask concept or assignment they
from the lesson? yourself does that may not understand.
Leave Residue! mean number of
occurrences or my
Approximately 1 numbers added all
minutes. together? How could
I figure out which
one it is? How can
we use fractions to
represent
information from our
line plot? Before we
start working in the
homework for today
does anybody have
any questions?

Preston 17SP Math Methods