ESU Elementary Education Annotated Lesson Plan Format 12-12

Note: Not all lesson plans will include all the components listed below and the components will not always
be in the order shown. If a component is not included, a brief explanation should be inserted at the
appropriate point in the plan where that component would normally fit.
1. Context and Learning Environment for this Lesson:
Interns name Megan Plumlee School Elementary

Mentor teacher Subject mathematics

Grade level (s) 4th Tentative date to be taught October 15
th
Time 1:40-2:40

The setting: write a brief description of the group/class for whom this lesson is planned (number of
children, gender, children with special needs, ability levels, any special conditions that might influence how
the lesson is taught, etc.) Also briefly describe the classroom physical setting (room arrangement),
resources, technology, and other room elements that influence how lesson is taught)

Class Description:
- 23 students in the 4th grade classroom.
-
11 boys and 12 girls

-
6 are Hispanic, 1 African American, and 16 are Caucasian

-
5 students are English Language Learners

-
1 student has an IEP and another is under evaluations for an IEP, 2 students have ADHD.

-
Based on last year testing: 7 students below grade level, 12 on grade level, 4 above grade level in
math

-
The school as a whole has 46% of the students on free or reduced lunch


Classroom Physical Setting:
The desks are set into groups of 4
A board is in the front and back of the room
2 smaller tables are in the back of the room


A large classroom library in on the side of the room
A sink and countertop with the turn in basket are on the opposite side to the library


Materials needed for the lesson: (include quantities, descriptions, page numbers, etc.)
For the teacher:
SmartBoard
Instant activity typed and ready to project
Place value chips
All math books ( teacher's guide and student book)

For the student(s):
Pencils
Student work book
Place value chips, cards, and chart

2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to do, to achieve,
including:
2.1 Instructional Objectives: -
The students will be able to complete multi digit multiplication when presented in various ways. Cognitive,
analysis, CC 4.NBT.B.5
2.2 Relevant local district/state/common core standard(s) - (ksde.org):
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two digit
numbers, using strategies based on place value and properties of operations. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models. (CC 4.NBT.B.5)
3. Assessment: How and when will you determine the extent to which students have achieved the
lesson objectives?
I know the students have mastered the objectives when they can complete 6 out of 8 of the odd numbered,
multi-digit multiplication problems. The assessment will be give after guided practice and independent
practice.



4. Adaptations:
4.1 Gearing down (provide more or differentiated support) to meet the needs of struggling students
with the lesson might include:
To meet the needs of students struggling with this topic, the teacher will provide the students with a small
multiplication table on their desk. The students will also be given place value chart or manipulatives if they
are struggling with the place value concept.
1.2. Gearing up (provide more extension) to meet the needs of higher achieving students who may
need challenges might include:
To meet the needs of students achieving higher in this area, the students will be given an alternative
word problem that involves multiple steps and gives additional information to challenge the students.
The students may also be challenged to transfer their knowledge and see if they can apply what they
know to more digit multiplication beyond what has been covered.

5. Integration:
Across: (subject) in integrated with (subject) when they _______.
Social Studies will be integrated mathematics when the students use their classroom to practice their
multiplication skills. The students may find the area of the room, how many people there would be if all the
girls were multiplied by 20. The students will also be asked in what real world situations they could use
their new skill.
Within: (topic) is integrated with (lesson topic) when they ______.
Multiplication will be integrated real world usages of mathematical practices when the students use
multiplication to determine the amount of space in the room.
6. References/Resources Used: List in standard bibliographical style (author, date, title, publisher); provide
website in URL format.
Fuson, K., & Leedy, L. (2011). Math expressions (2011 ed.). Orlando, FL: Houghton Mifflin Harcourt.
7. Instructional Design Teaching Plan
7.1 Introduction
a. Anticipatory Set
The teacher will present the students with a challenge from a news article or other source.
The teacher will ask the students how they could use mathematics to solve this problem.
The teacher will allow for think time and group discussions before asking for two examples.
The teacher will then start the lesson over multiplication.
b. Communication of Objectives:


Today will learn how to solve problems in our classroom or the world using multiplication!
*7.2. Input
The teacher will use the Smartboard, examples on the overhead, and orally communicate
information. The worksheet will be scanned so it can be used on the board.
The teacher will review vocabulary: product, and factors.
The teacher will also give students the place value blocks, place value flip charts and multiplication
charts that they can use during the lesson if they decide they need it.
The teacher will also write 2 multiplication problems on the board with each part labeled in the
format that they were previously taught (2 by1 digit multiplications). The problems used will be:
98 x 3= 294 and 54 x 7= 978
The factors being the 98, 3 and 54, 7 and the 294 and 978 being labelled products
The teacher will walk thought briefly how these problems were solved and write this on the board
while thinking aloud.
*7.3 Modeling
Demonstrate thinking aloud to solve the first problem of the in-class activity scanned into the
computer and displayed on the Smartboard.
The teacher will have 2 multiplication problems on the board:
One to solve before class begins and have already on the board: 254 x 56 =
One to be solved in front of the class: 455 x 78 =
The teacher will think aloud for how to solve both of these problems
The teacher will verbally say the statement: If I have a lot of friends and they each give me
something and I need to find out quick how many things I have. How could I do this? I could take my
number of friends and multiply it by the number of things they give me. This will be faster than
adding all of the parts together.
*7.4 Guided Practice How are the students (with teacher guidance) practicing what you just modeled?
Include specific examples and explanations that you will use as students practice the lesson objective. Add
additional examples of teacher input and modeling if they are considered essential for the lesson to
progress.
The teacher will ask the students to write the problem 560 x 21 on their white boards and one
student will write it one the SMARTboard.
The teacher will then have the students solve the problem on their white boards.
They will then talk to their table groups about their problem and compare answers.


The teacher will then solve the problem on the board using the students suggestions and solutions.
The teacher will be thinking out loud the whole time she is doing this.
The teacher will also encourage the students to discover at least one other way they could solve the
problem.
*7.5 Checks for Understanding
The teacher will have the students play showdown using their whiteboards to solve the problem:
800 x 43.
The teacher will also ask the students to give hands pointing up or pointing down if they agree or
disagree with what another student is saying or what the teacher is saying.
7.6 Independent Practice/Assignment
The students will complete the odd numbered questions in the student handbook page 2-18. The students
will complete this independently and then turn it in to the teacher.
7.7. Closure, wrap-up How will all students review, reflect and summarize what they have learned?
The teacher will play a video summarizing the steps to solving multiple digit multiplication. The teacher will
then verbally review the students and instruct the students what they will be transitioning to next.


Note: Edit your plan for correct spelling and grammar. Your plan must be clear, concise, complete and
logically sequenced.
You need to be able to quickly glance at your plan while teaching (use brief bullet points and white space).
Continue editing until all details are included and you are confident your instructor, a classmate or
substitute teacher could teach your lesson based on your written plan.

*Lesson components with an asterisk (*) may be repeatedly done as needed.