Lesson Plan Template

(Stages adapted from the UBD model by McTighe and Wiggins)

Teacher: Hofecker

Date(s): 01/19/16-01/22/16

Grade Level or Course: 4th

Content or Unit: Mathematics

STAGE 1: Desired Results ~ What will students be learning?

SOL/Learning Objective

Specify the behaviors,

conditions, and criteria. Indicate
the verbs used in the
Curriculum Framework.
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember

Essential Questions &

Understandings/Big Ideas
Look for Essential Questions
that are overarching or topical
and help guide the unit plan.
These questions promote
conceptual thinking and add
coherence to a series of lessons.
An idea is big if it helps make
sense of seemingly isolated facts.

New Skills Tuesday-Friday:

4.5 The student will
c) add and subtract with decimals; and
d) solve single-step and multistep practical problems involving addition and
subtraction with fractions and with decimals.
Remedial Skills:
4.3 The student will
a) read, write, represent, and identify decimals expressed through
thousandths;
b) round decimals to the nearest whole number, tenth, and hundredth;
c) compare and order decimals; and
d) given a model, write the decimal and fraction equivalents.
Add and subtract with decimals through thousandths,
using concrete materials, pictorial representations,
and paper and pencil.
Solve single-step and multistep problems that involve
adding and subtracting with fractions and decimals
through thousandths.

I can add and subtract decimals in an independent setting with 80%

accuracy.

Learning Targets

Key Vocabulary
Look for in the Curriculum
Framework and other adopted
resources.

Decimal, Decimal Point, Tenths, Hundredths, Thousandths, Add,

Subtract.

STAGE 2: Assessment Evidence ~ What is evidence of mastery?

Richmond Public Schools 2014-15

Small group version

Lesson Plan Template

(Stages adapted from the UBD model by McTighe and Wiggins)

Assessment Part 1
Start with the end in mind!
Consider here a sample question
or performance task students
will need to do as evidence of
mastery of this objective.

Possible misconceptions
or learning gaps
Complete the above task yourself;
think about what might be
hardest for students to grasp?

Students will take a test on adding and subtracting fractions. They will
also take a benchmark test that will cover all SOLs from the 2nd nine
weeks.

Students may not line place values up to subtract or add decimals and
they could subtract or add the wrong place values.

STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Snapshot / Warm-up
Activate prior knowledge and get
students thinking about &
motivated for todays lesson.

Students will answer the daily math problem from envision math.

Students are grouped into Tiers. Tier 1: Students who easily master skills
and do not need remedial support daily or weekly. Tier 2: Student who
require remedial support 1-2 times a week and need extra time
Instructional Grouping
mastering content (bubble students). Tier 3: Students who need remedial
support daily and extra time mastering content (intensive students)
Teaching and Learning Activities ~ Small Group Emphasis
Whole Group Classroom Instruction:
Tuesday: Stations
Wednesday: Stations
Thursday: Stations
Friday: Students will play four corners. I will put a problem on the board and the students will
work out the problem at their seats and once they have the answer they will go stand in the corner
that corresponds with their answer. If it is right they stay in the game if it is not they are out but
are still required to solve the problems in order to get back in.

Richmond Public Schools 2014-15

Small group version

Lesson Plan Template

(Stages adapted from the UBD model by McTighe and Wiggins)

Teaching Stations
Needs-based small group instruction

Tuesday: Students will work with the classroom teacher and will be introduced to adding and
subtracting decimals. Students will take notes in their math notebooks on tips and strategies for this
content. They will then work with the teacher on practice problems. (Continued this will take 3 days to
work through)
Students will work with the title one math teacher, Mrs. Haliburton, on remedial skills.
Wednesday: Students will work with the classroom teacher and will be introduced to adding and
subtracting decimals. Students will take notes in their math notebooks on tips and strategies for this
content. They will then work with the teacher on practice problems. (Continued this will take 3 days to
work through)
Students will work with the title one math teacher, Mrs. Haliburton, on remedial skills.
Thursday: Students will work with the classroom teacher and will be introduced to adding and
subtracting decimals. Students will take notes in their math notebooks on tips and strategies for this
content. They will then work with the teacher on practice problems. (Continued this will take 3 days to
work through)
Students will work with the title one math teacher, Mrs. Haliburton, on remedial skills.
Friday: Whole group.
Work Stations
Workstations where students will: Practice new skills, apply strategies to new materials, and review previously taught skills
Differentiate activities based on students needs!

Tuesday: Students will work on remedial SOLs from this nine weeks on Compass Learning and the
students will work on the learning paths set specifically for them.
Wednesday: Students will work on remedial SOLs from this nine weeks on Compass Learning and the
students will work on the learning paths set specifically for them.
Thursday: Students will work on remedial SOLs from this nine weeks on Compass Learning and the
students will work on the learning paths set specifically for them.
Friday: Whole group
CONSIDERATIONS AS YOU PLAN WHOLE AND SMALL GROUP INSTRUCTION:

Richmond Public Schools 2014-15

Small group version

Lesson Plan Template

Instructional Strategies

Think in term of high yield

strategies, such as:
Whole group
Small group
Direct instruction
Independent practice

Higher Level Thinking

Students will be required to add
and subtract decimals and apply
their previous knowledge about
decimals to determine place
value and math vocabulary to
correctly complete computation.

(Stages adapted from the UBD model by McTighe and Wiggins)

Differentiation

Flexible grouping
Tiered instruction
Interest-based activities
Varied products
Task cards
Personal agendas
Graphic Organizers

Connections to other subject

areas and/or authentic
applications
Students will complete real world math
word problems relating to money.

Checking for Understanding

Check throughout the lesson using:
Question and Answer
Class discussions
Group Response
Demonstrations
Practice sheets
Quick Quizzes

Technology Use
How will you be incorporating
technology?
Compass Learning: Students will
complete

STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure & Student
Summarizing of their
Learning

Review what students learned or

should have learned. Recognize
gaps and allow them to help you
plan for the next lesson(s).

Tuesday: Students will complete an exit ticket by correctly lining up

decimal place values to compute later.
Wednesday: Students will answer questions in a partner share from
lesson closure dice.
Thursday: Exit ticket on adding and subtracting decimals.

Assessment Part 2
Revisit Assessment Part 1. Plan
a formative assessment which
shows concretely what students
mastered today. This might be:
Exit card
Short Quiz
Seatwork/Practice Sheet
collected
Written response to a prompt
Oral responses/participation

Students will complete the following to determine understanding of

material:
Students will have lesson closure dice questions
Exit tickets
Quiz
Independent Practice
Compass learning; learning paths

Teacher Reflection / Effectiveness of Learning

I will use information from independent practice and benchmark results to see the effectiveness of my
teaching.

Richmond Public Schools 2014-15

Small group version