Teacher Education Lesson Plan Template

Teacher: Kirstie Robison Date: 9/28/17

Title of Lesson: Equality Cooperating Teacher: Mrs. Jamie Smith

Core Components
Subject, Content Area, or Topic
Math
Student Population
17 and 20 students

Learning Objectives
I can recognize and write equivalent equations.

Virginia Essential Knowledge and Skills (SOL)

Math 4.16 The student will a) recognize and demonstrate the meaning of equality in an
equation; and b) investigate and describe the associative property for addition and multiplication.

Materials/Resources
Chromebooks
Manipulatives
Slates and dry erase markers
Paper and Pencils
Dice

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
5 *Anticipatory Set
The Pan Balance
The teacher will ask the students what equals 15.
They will give possible answers to see if it is equal.
2 *State the Objectives (grade-level terms)
I can recognize and write equivalent equations.

10 *Instructional Input or Procedure

The teacher will have the students talk to their shoulder partner about what the
word equivalent means.
If the students are struggling to figure it out, ask what word does it look like.
They should come up with equivalent means equal to.
The students will be working in stations today.
They will be told that stations will only be one day today, so they will not have as
much time at their stations.
The stations will be explained
o Teachers Choice
The students will be with me
Those that need help will be working with manipulatives
The teacher will give them problems and show the carrot method
to prove whether or not they are equivalent.
o Hands-On
The Dice Game
The students will work with a partner
One student will roll the dice for instance a 6 and a 2.
The student can either add, multiply, subtract, or divide the
numbers. For instance, the child says 6X2=12.
The other student will have to come up with an equation that
equals 12. For instance, 4+8=12.
The students will record on their paper and turn it in for the
teacher to check their understanding.
o Math facts
The students will continue to work on Fastmath.
o At Your Seat
The students will practice the Pan Balance activity on Google
Classroom.
3 *Modeling
The teacher will model the Pan Balance activity.
The teacher will model the dice game.
The teacher will have a student participate to help solve the problem.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 10 *Check for Understanding
Hands-On
o The Dice Game
o The students will work with a partner
o One student will roll the dice for instance a 6 and a 2.
o The student can either add, multiply, subtract, or divide the numbers. For
instance, the child says 6X2=12.
o The other student will have to come up with an equation that equals 12.
For instance, 4+8=12.
o The students will record on their paper and turn it in for the teacher to
check their understanding.

10 *Guided Practice
The students will have been previously guided through how to complete a Pan
Balance Activity when completed as the hook.

10 *Independent Practice
Math Facts
o The students will be working on their fluency by using FastMath
o The teacher will use the data from the website to help gauge where the
students are with math facts.

10 Assessment
Teachers Choice
o The students will be with me
o Those that need help will be working with manipulatives
o The teacher will give them problems and show the carrot method to
prove whether or not they are equivalent.
The teacher will be making mental notes on how much the students understand
equality

2 *Closure
The teacher will go over the objectives. I can recognize and write equivalent equations.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

I will differentiate by the group I am working with. The lower groups will have numbers that are easier to add or
subtract. The pan balance aids those that need the visual of equality. The dice game helps those that need to work
with their hands. The practice at the back table helps those that need to work through it step-by-step.
Classroom Management Issues (optional)
The teacher will monitor to make sure that the students are on task and working on their
stations.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015