USF Elementary Education Lesson Plan Template (rev.
F18)
Grade Level Being Taught: 5th
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: Kiersten Hoehn
Subject/Content: Group Size: Date of Lesson: 9/26/18
Mathematics/Multiplication with 20
area models
Part 1: Lesson Content
MAFS.5.NBT.2.5-Fluently multiply multi-digit whole numbers using the standard algorithm.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between
potential and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action-
how) a reasonable (measure- how well) prediction (also part of the action) for how the main character
will respond to a challenge in the second half (content- what).
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Students will be able to connect area models and the distributive property to partial products of the
standard algorithm with renaming.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? This would be skill/concept in the Webb’s Depth of Knowledge.
Which level(s) of thinking is/are called for in your objective? In my objective, it calls for the Strategic
Thinking level on Webb’s Depth of Knowledge.
Why did you choose this level(s) of thinking? I chose the skills and concepts for the standard because
the standard does not ask kids to do much. I did the strategic thinking for the objective because it asks
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student learning/student
work? If you’re using a rubric,
include your rubric here.
Understanding the standards
over time
What misconceptions might
Name: Kiersten Hoehn
Subject/Content: Group Size: Date of Lesson: 9/26/18
Mathematics/Multiplication with 20
area models
for students to apply what they are learning.
Describe your assessment plan: I plan on using a formative assessment with the problem set. I also
plan on looking at their homework to see if they understand the difference between the
Is your assessment formative or summative? Why did you make that assessment decision? This is a
formative assessment because they are just learning about this topic and I want to see if they can do
the area model and also the standard algorithm.
How does it align with your objective? This connects because they are doing both the area model and
the standard algorithm in their assessment. This will help students see the connections between the
area model and the standard model.
I will assess them on their outcome and if they show their work. I will also see if they are doing the
problem both ways. They will get half a point on each problem if they get the answer right, and half a
point on each problem if they show both ways.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
MAFS. 4.NBT.2.5- 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 the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area
models.
Trace the standard to the next grade level. What will students learn next related to this standard?
MAFS.6.NS.2.2- Fluently divide multi-digit numbers using the standard algorithm.
One misconception that students may have is that they do not need to know how to do the standard
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kiersten Hoehn

Grade Level Being Taught: 5th Subject/Content: Group Size: Date of Lesson: 9/26/18
Mathematics/Multiplication with 20
area models

students have about this algorithm since they know how to do the area model. Another misconception they may have is not
content? connecting the area model and standard algorithm together.
Part 2: Lesson Implementation
Management & Environment -I will arrange myself at the front of the classroom during the lesson, but walking around while they
(integrated throughout your are doing their work. Students will be at their desks with their shoulder partners and in their rows so
step-by-step plan): that they can work together on problems.
 How will you arrange -One process I will use is having students write on their white boards to do problems. I will tell
yourself and the students students that they need to have their white boards and markers out. They are not allowed to write
(location in the classroom, because they use the markers and get distracted why I am teaching. This is also an expectation I will
seating)? have for them.
 What processes & -If students do not meet expectations and follow procedures then they will get their white board taken
procedures will you use? away until they need it. They will then get it given back and will get it taken away as soon as they are
How and when will you done with the problem.
communicate those to -If students complete the task quickly, I will ask them to work with their partner or find another way
students? to do the problem. I will also have them do another problem that may be a little bit more challenging
 What expectations will you and will ask them to do it the way they normally don’t do it.
have for the students? How
and when will you
communicate those to
students?
 What strategies will you
use if students do not meet
your expectations? Are
there specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kiersten Hoehn

Grade Level Being Taught: 5th Subject/Content: Group Size: Date of Lesson: 9/26/18
Mathematics/Multiplication with 20
area models

Materials I will use the mimeo, their Eureka book, white board, marker, and eraser. I chose these so that
(What materials will you use? students can easily write the problem and also see the problems being done on the board. The mimeo
Why did you choose these also saves the work so that the teacher can go back if a student needs extra help.
materials? Include any resources
you used. This can also include
people!)
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate: I will differentiate for students who need extra by having
them connect the area model and the standard algorithm. They will write a short sentence or draw how
these two methods connect to each other. I will also have them work with their partner to explain it.

Which specific students will benefit, and why?

One student that will benefit is C.S. because he is gifted and understands content quickly. D.H. will
also benefit because he explains things very well, so this will just ground him on how to explain it to
other people.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer
(What students need specific to your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: Students will point to which box the answer needs to go in and will
students (initials), and then explain point to which numbers are being multiplied.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th
the accommodation(s) you will
implement for these unique
learners.)
Meeting your students’ needs as
people and as learners
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
Name: Kiersten Hoehn
Subject/Content: Group Size: Date of Lesson: 9/26/18
Mathematics/Multiplication with 20
area models
 Early Production Level: Students will answer if the multiplication problem is set up right and
if the answer is correct.
 Speech Emergence Level: Students will explain how they got their answer in the area model
and in the standard algorithm.
 Intermediate Fluency Level: Students will be able to explain how the area model and standard
algorithm connect. They will also be able to explain how they got their answer in both of these
models.
What accommodations will you make for students who have an IEP or 504 plan? For students
that have an IEP or 504, they will get extra time to complete problems and will also get the problems
explained to them. They will also get pulled for small group if they need extra help.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students? This does not reflect to the cultural backgrounds of the students.
If applicable, how does this lesson connect to/reflect the local community? This can reflect the
local community by giving students real-life multiplication problems.
1. What is the content area for this lesson? The content area is mathematics.
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) This will be guided and gradual release.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 5th
 What Higher Order Thinking
(H.O.T.) questions will you
ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: Kiersten Hoehn
Subject/Content: Group Size: Date of Lesson: 9/26/18
Mathematics/Multiplication with 20
area models
3. Step-by-step plan:
Time: Action Steps:
15 minutes Students will work with a 2 digit by 2 digit multiplication problem using the
area model and then using the standard algorithm.
10 minutes Students will then get a 3 digit by 2 digit multiplication problem. I will work
through this with them and will have them follow along on their white board.
10 minutes Students will then get another 3 digit by 2 digit problem and will do this on
their whiteboards. They will do this using the area model.
5 minutes Students will then work with their partner to do a 2 digit by 2 digit problem
the area model way and the standard algorithm way.
10 minutes Students will work on their own to do a 3 digit by 2 digit problem the
standard algorithm way and the area model way.
5 minutes Students will work their shoulder partner to solve a 3 digit by 2 digit problem
using the standard algorithm and the area model.
10 minutes Students will do problems 1 and 2 in the problem set on their own. They can
use whichever way they prefer
5 minutes We will go over the answers to the problem set together and answer any
questions students may have.