UH COE Lesson Plan Template (Direct Instruction)
Name of Teacher Candidate  Nikki Goad
Lesson Overview
Grade Level
Estimated Time Needed
Lesson Description
Content Area Standards
Technology Standards
Objectives
Resources/Materials/Tools 
Terms/Vocabulary
Technology Resources
Other Resources
Lesson Procedures 
This template is built on the
traditional “Madeline
Hunter” lesson structure.
5th grade math
45 minutes
Students will be able to solve mathematical problems to find the missing
measurement. In this lesson, students will be able to use pictures and
algebraic formulas to solve the problem. They will use their prior knowledge
about the attributes of squares and rectangles to solve for perimeter and
area.
5.(4) Algebraic reasoning. The student applies mathematical
process standards to develop concepts of expressions and equations.
The student is expected to:
(H) represent and solve problems related to perimeter and/or area
and related to volume.
N/A
TSWBAT solve mathematical problems to find the missing measurement
using pictures.
Area- the surface inside of a shape
Perimiter- the length around a shape
Length- how long an object is
Width- how wide an object is
Formula- expression used to solve a problem
Congruent- equal
Attribute- characteristic or feature
Hover Cam- display examples as I’m working with the students
Promethean Board- project Hover Cam
-Missing Measurement Practice- Students will complete this as their
independent practice
-Find the Missing Side- Students will complete this with me as the guided
practice
A step-by-step description of the
scope and sequence of lesson
Describe how each stage of Cite specifically what
activities, with estimated time on task
the lesson will be managed, resources for this activity
noted in parentheses for each step.
including role of teacher and will be used, and describe
In other words, completely describe
learners (who is doing what in detail how they will be
the flow of the lesson-the content to
be presented, and the strategies to
at each point), location (e.g., used.
classroom, computer lab, Note who will be using the
be used. Include actual words you
outside), and any special tool and in what ways. Note
will use and questions you will ask
considerations, such as for any safety considerations
students. Consider items such as:
differentiated instruction. needed.
parts of the lesson that might be
difficult, and how you will know
UH COE Lesson Plan Template (Direct Instruction)
whether you can go on; how to
ensure that students completely
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
To begin my lesson, I will
display the Classflow card on
the board. I will ask the
students, “What do you see in
this picture? What do you
notice?” I will expect answers
such as, “it’s a picture of a The teacher will be at
dog, snake, and fish. I see the Promethean Board,
three rectangles. I see one writing the student
square.” I will then review the responses as they say
attributes of those shapes. them. The teacher will
Rectangles have opposite also be circulating
sides congruent. Squares through the front of the
have all sides congruent. I will classroom to keep
-Classflow Card:
then ask the students which students engaged and
Focus/Anticipatory Set provided by the
sides are the length and width keep proximity.
(motivational hook) district to elicit
for each of the rectangles in
student thinking
the picture. After we have Students will be in their
established the terminology, I seats, focused on the
will ask what they notice about Promethean Board.
the lengths of the pictures. I Students will be
will encourage them to identify answering questions
that the length of the dog and either voluntarily out
fish pictures together is the loud or by having their
same as the length of the name called.
snake picture. I will then
encourage them to think of a
formula that could represent
this picture (Length of dog +
length of fish = length of
snake)
Students will have Cuisenaire
The teacher will be -Cuisenaire rods:
Rods at their tables. I will ask
Content-input  modeling how to allow students to
them to use the Cuisenaire
(Could include content properly use the build and break
Rods to represent the lengths
outline, presentation, Cuisenaire Rods. The models to represent
of the dog, fish, and snake
questioning, modeling, teacher will also be pictures
picture. They will pick three
examples) monitoring the -Find the Missing
colors, and build the model to
Modeling: Should include classroom to make Side: provided by the
represent the picture by
both Tier 1 (examples) and sure students are not district to assist in
putting two colors together to
Tier 2 (think aloud) playing with the rods. student
represent the dog and the fish
understanding
and having one color
UH COE Lesson Plan Template (Direct Instruction)
underneath to represent the Students are using the
length of the snake. My colors rods to build their
will be orange for the snake, model of the picture at
purple for the dog, and green their seats. They are
for the fish. I will ask, “What do also answering
you see? What do you questions regarding the
notice?” We will discuss that picture and how they
the length of the dog and fish can be put together
pictures can be parts to make and taken apart to find
up the total length of the snake measurements.
picture. This resembles the
Part-Part-Whole model. I will
then ask, “If each color
represents a value, how could
you solve for the orange?” I
will expect students to tell me
to add the values of the purple
and the green. Next I will ask,
“How can I solve for the
purple?” I will expect students
to tell me to subtract the value
of the green from the value of
the orange.
I will pass out a worksheet
called “Find the Missing Side”.
I will ask students to put the
Cuisenaire Rods that they
were using onto Figure A. This The teacher will be
picture represents the modeling how to use
Classflow card. I will ask the the Cuisenaire Rods to
students, “What is the length represent the picture.
of the snake picture? The dog The teacher will also be -Missing
picture?” They will tell me the asking questions about Measurement
measurements on the page. I the figure to gain Practice: Used as
Guided Practice 
will then say, “What do you insight on student guided practice and
Include Check for
know about the length of the understanding and independent practice
Understanding Questions
fish picture?” I will expect them guide students. to enhance
to tell me it’s the same as the understanding and
length of the fish plus the dog. Students will be practice
I wil then say, “How could you building the models
use what you know to find the and answering
length of the fish picture? questions at their
Explain your thinking.” I will seats.
expect students to tell me that
since the opposite sides of a
rectangle are congruent, then
the length of the snake picture
UH COE Lesson Plan Template (Direct Instruction)
is the same as the length of
the dog picture combined with
the fish picture. I will then ask
students, “What is the length
of the fish picture?” I will
expect them to tell me 6cm,
and ask them to explain their
thinking. After we have
determined the missing length,
I will ask them to find the total
width of the picture as well by
using what we previously
discussed. After that, I will ask
them if we can solve for the
area of the figure. I will look for
two answers of how to solve:
use the length and width of the
total outside of the shape, or
find the area of each shape
and add them together. We
will repeat all of the steps with
Figure B of the same
worksheet. I will ask students
what they notice about the
shape, and if we can break it
up into easier shapes to work
with. Once they break the
shape into two rectangles, I
will ask them, “What do we
know about the properties of a
rectangle?” They will respond
with, “opposite sides are
congruent”. We will work to
solve the missing sides of
Figure B. After we solve the
missing sides, I will ask them,
“Can we find the area of this
figure? How can we do that?”
They will tell me to use the
formula of P= 2Lx2W to solve
the area of each rectangle,
and add them together. After
we have solved Figure B, I will
pass out the Missing
Measurement Practice. If we
have enough time, I will work
problems 3 and 4 with them
UH COE Lesson Plan Template (Direct Instruction)
because they involve
decimals. I would like to
expose them to these kinds of
problems with decimals, but I
do not expect them to be able
to solve that kind of problem
on their own at this point. I
would like to work at least
problem #3 with them.
Students will be asked to
complete problems 1 and 2
The teacher will be
with a partner or table group. I
walking throughout the
will be walking around and
room to visit table
asking students questions
groups and ask
such as, “How did you know to
questions. If needed,
add these two numbers
the teacher will spend
together?” I will also ask, “How
Independent Practice  more time with a small
did you know that this number
Include Check for group of students to
belonged in this blank?”
Understanding Questions ensure understanding.
Students will be given a few
minutes to work on this
Students will be
assignment. I will expect them
working either with
to at least finish the perimeter
partners or table
of the first problem. If they do
groups to solve the two
not finish both problems during
problems.
class, it will be expected to be
done as homework.
UH COE Lesson Plan Template (Direct Instruction)
As students are putting away
their assignments, I will pass
out sticky notes. I will say,
“This week we have been
studying perimeter and area.
Today, we used our
knowledge of those formulas
to find the missing
measurements. If we didn’t
know the attributes of squares
The teacher will be at
and rectangles, how much
the front of the room
harder do you think this
and displaying the exit
activity would have been?” I
ticket on the board. Exit ticket: used to
will expect students to have
evaluate student
questions about the word
Closure  Students are at their understanding about
“attributes”. I will explain that
seats and answering the attributes of a
an attribute is a feature or a
the exit ticket on a shape
characteristic of something. I
sticky note. They will
will then ask them, “How does
put the sticky note on
knowing the attributes of a
the exit ticket cabinets.
shape help you find a missing
measurement?” They will write
their answer on the sticky note
as an exit ticket. As they pack
up, I will explain that we have
been working with two
dimensional objects up until
this point. Tomorrow, we will
start three dimensional
objects.
Plans for Leading a Discussion Following Guided Practice and Independent Practice 
Launch Frame
We have been learning how to find the missing measurement in this activity.
What was a key factor in being able to solve the problem?
Eliciting, Orienting Questions to ask During the Discussion
Plan for Leading a 5-10 
-What do you notice about the shape of the object?
minute Discussion 
-How can we use the attributes of the shape to find the missing measurement?
Following Guided Practice 
-How did you know to put that measurement in that spot?
Conclusion Frame
We have been learning how to solve for the missing measurement. We will
continue to do this in the next activity.
Launch Frame
Plan for Leading a 5-10  We have been learning how to solve for the missing measurement. How can we
minute Discussion  use the attributes of the shape to fill in the missing measurement? 
Following Independent  Eliciting Orienting Questions to ask During the Discussion
Practice  -How did you know to multiply these numbers?
-What formula did you use to find your answer?
UH COE Lesson Plan Template (Direct Instruction)
-How can you solve this question another way?
Conclusion Frame
We have been finding the missing measurement of two dimensional objects.
Tomorrow, we are going to be starting to work with three dimensional objects.
Plans for Differentiated Instruction/Accomodations 
We have one Special Education student in this class period. This students has a
para-professional that works with him throughout the class period and reminds
him to stay on task. If the para-professional is not able to attend our class, I will
Special Education 
give him a list of activities that he needs to complete in order to earn his stickers
Students 
for that day. Stickers are his reward system for staying on task and completing
work. I will give him frequent reminders to stay on task and give him stickers as
his work is completed.
The group that I have chosen to be observed is my ELL class. This group of
students learn well using pictures. I have included pictures and colors in all of my
English Language 
examples so they can easily use them as a reference point for examples. I have
Learners 
also included vocabulary that might need to be explained, such as “attributes”. I
will also be prepared to answer any vocabulary questions if needed.
Gifted and Talented  N/A
Other:  
Assessment 
I will collect the Missing Measurement Practice as a post-assessment. Students are expected to complete
the first two problems and turn it in after independent practice, or the next day if they did not get a chance
to finish. In this activity, students will be finding the missing measurement and then finding the perimeter
and area of the figure.
Classroom Management Plan for the Lesson 
We use popsicle sticks to call on names if students do not want to answer questions. If students are being
too loud, we say “clap once if you can hear me”, “clap twice if you can hear me” and students will clap and
stop talking. Since students have to stay in their seats due to COVID, we do not have many issues with
students wandering around the room or being very off task. Our biggest concern is for off-task
conversations, but this lesson will be very quick paced and will not allow for much time for conversation.
Lesson Resources 
T​here are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are free to use
whatever information you find to inspire your lesson planning, provided:
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning you will need to add additional information to
complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any lesson as is
– even those found in your teacher’s guides. You will always know best what the individual learners in your
classroom will respond to.