Professional Documents
Culture Documents
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
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.
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.
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.
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
Direct instruction
Time
Who is
responsibl
e (Teacher
or
Students)?
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
ELMO projector
Computer
My cell phone
The app Plicker
White boards
Markers
Plicker answer cards