Fall 2014

ED 322 Lesson Plan Format

Field Study Teacher: Kari Clemons School: Park Elementary School
th
Grade Level: 4 Grade Number of Students in Class: 25
Unit: Place value Lesson Duration: 55 minutes
Day, Date, and Time of Lesson: Tuesday October 28,2014; 8:00am

1. Objective(s): Students will be able to explain a number in one place

represented is ten times greater than the digit represented to the right.

2. Colorado Academic Standards: Standard 1.1ai

Explain that in a multi-digit whole number a digit in one place represents ten times
what it represents to its right.

3. Learning Target(s): I will be able to describe how a number is ten times larger
than the number that is given to me. I will be able to make an organized list to help
me understand which number is ten times larger.

4. Assessment: . Students will be asked to Take a stand where one student would
answer the question and if they agree they would have to stand up.
Students will be checked for understanding at the end of the lesson using an exit
ticket. At the end a more Formative test will be issued.

5. Materials: A place value chart would be needed.

Value blocks
A short video will be showed to help teach the lesson.
https://learnzillion.com/lessons/516-understand-relationships-between-digits-and-
their-place-value

6. Introduction/Anticipatory Set: The value blocks would help me begin

introducing the topic and begin the lesson. A Pretest could be done at the time to
see what the students know what they know currently. The pretest would also help
me see where the students are and what I need to cover for the students to know
before I begin the lesson.

7. Essential Questions or Big Picture Statement: Why isnt there a oneths

place value in the decimal fractions.

8. ****Step-by-Step Lesson Process:****

Apretestwouldbegivenatthebeginningofclassandlessontomeasurewherethestudentsare
andwhattheyknowalready.(5Minutes)

1
 Fall 2014
Objectivebreakdown,willhelptointroducethelesson(5minutes)
Show short video about place value (5 minutes) Modeling
Beginteachingthelessonaboutplacevalueandwhichis10timeslargerthantheprevious
number.Aplacevaluechartwillhelpmedeliverthislesson.Writingontheboardandeventhe
smartboardwouldhelp.Referringbacktothevideowillalsohelp.
Practice problems will be given to have students do with a partner. To turn and talk to a
partner about how to solve the equation.
At the end of the lesson a quick Check for Understanding would happened where the students would
give me thumbs sideways/up/down to show where they stand after the lesson being taught. (20 minutes)
Direct Instruction of the Content
Oncelessonistaught,Studentswillreturntotheirdesksandbegandoingindependentpractice
(15minutes)
Doingworksheetindependentlywillhelpmebetterviewtheunderstandingofeachstudent.On
theotherhand,studentswithdisabilitieswillgetmorecloseattentionduringthispartofclass.
ExitticketwillbegiventostudentsattheendoftheclassperiodtohelpmeseeifIneedtoreteach
thelessonorifIcangoon(5minutes)summativeassessmentandclosure

8. Holistic Alignment Yes the standards, learning objectives and targets all line
up together and expect the students to understand one main measurable concept.
The lesson is manageable and able to be taught in the duration of one 55 minute
class period. This is appropriate and be useful for students in the 4 th grade.

9. Reflection on Lesson to complete after you have taught:

1. The students were able to understand why they needed to learn it and were
able to apply it in real life scenarios.
2. Students understood the lesson they just had a hard time applying it in their
independent practice.
3. Differently I would have to make the lesson more interesting and have
students pay more attention by being stricter and less lenient. I would have
to re-create the whole lesson.