USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 5th
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
22
Part 1: Lesson Content
Add fractions to make like units numerically.
How does this lesson connect to the interests and cultural backgrounds of your students?
-This lesson does not necessarily connect to the interests or cultural backgrounds of the students. I will
try and include real-life examples that the students can relate to in my explanations of the content.
How does this lesson connect to/reflect the local community?
-This lesson will connect to the local community, because students will be able to add fractions that will
be useful and relevant in their daily lives. The application problems will also connect/reflect the interest
of students because it talks about running and we have a lot of students who enjoy running and playing
sports.
The focus standards for this lesson include the following:
5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing
given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of
fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d
= (ad + bc)/bd.)
5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole,
including cases of unlike denominators, e.g., by using visual fraction models or equations to represent
the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that
3/7 < 1/2.
Trace the standard to the previous grade level. What have students already learned or been
exposed to related to this standard?
Trace the standard to the next grade level. What will students learn next related to this standard?
The standards that are tied to the pervious grade level (4th grade) include the following:
4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two fractions
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
22
themselves are the same size. Use this principle to recognize and generate equivalent fractions.
4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating
common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize
that comparisons are valid only when the two fractions refer to the same whole. Record the results of
comparisons with symbols >, =, or <, and justify the conclusions.
In fourth grade the students should have learned about the basis of equivalent fractions and they should
be able to compare them using the symbols <, >, and =.
Trace the standard to the next grade level. What will students learn next related to this standard?
The standard that are connected to this for the next grade level (6th grade) are the following:
6.NS.1: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient;
use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4
of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people
share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is
a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Students should be able to fluently add, subtract, multiply, and divide fractions with different
denominators.
One major misconception that students might have when adding fractions would be that they can just
add across. Many times students will forget that they need to have the same denominators in order to
add or subtract fractions. I want to remind students of this before we begin to help eliminate that
misconception. Another misconception that students might have would be to divide the fraction and then
add. For example if the problem was ½ + 1/3 students might divide each fraction and get 2 + 5 and add
those together to get an answer of 7. I will make sure to remind the students that when we are working
with fractions we add or subtract across to help eliminate some of those errors.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
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
Assessment Plan- How will you
know students have mastered
your objectives?
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
22
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 accurately add fractions making like units numerically.
Students I CAN Statement: I CAN add fractions making like units numerically.
*During this lesson I will also be making explicit connections to exponents and using prior knowledge
that the students have in order to help make connections and fill in gaps with this lesson.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard?
--The Webb’s Depth of Knowledge Level that is called for in this standard is Level 2: Basic Application of
Skills and Concepts.
Which level(s) of thinking is/are called for in your objective?
- The level of knowledge that is called for in my objective is also Level 2: Basic Application of Skills and
Concepts.
Why did you choose this level(s) of thinking?
- I chose this level of thinking for this lesson/standard, because the students are working with fractions
that they have been exposed to before. There is not much extended of complex thinking that the students
will have to complete during this lesson, this lesson is setting up foundational skills for lessons that have
higher levels of knowledge.
Describe your assessment plan:
-The assessment plan for this lesson will be to create a Plicker exit ticket that the students will have to
solve. The students will be required to show their work in their math notebooks.
Is your assessment formative or summative? Why did you make that assessment decision?
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
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.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
22
-This will be a formative assessment. I have made this decision, because the student’s will have just had a
mid-module assessment and the students do not need another major assessment at this time.
How does it align with your objective?
-This aligns with my objective because I am evaluating if the students can accurately add fractions
making like units numerically.
The exit ticket Plicker activity will be scored out of two. The exit ticket will consist of two separate
questions. The students will be made aware that I will be scoring their exit ticket in two parts. The two
Plicker questions will be worth 50% and I will be doing a notebook check to check their calculations that
will be another 50% of their score. I believe that it is very important to give the students, as many
opportunities as possible for them to earn points, because we want to try and build up their math-
esteem, not break it down.
Part 2: Lesson Implementation
 During this lesson I will be moving around. At the start of the lesson I will be up at the front of the
room working through the application problem, and first couple of concept development
problems (problem set questions) with the students. After we have gone over the concept
development/problem set questions I will have students work with their table partners to
complete the remaining problem set questions that I would like them to complete. During this
time I will be walking around the room and assisting students if they are struggling and need
help. Students will be able to work around the room if they want, but will be asked to return to
their seats if they are not meeting expectations.
 The processes and procedures that we will be using for this lesson will be what the students use
for all content area lessons. The students by this point are well aware of the classroom norms
and know that we should be following our norms. The norms have procedures for tasks such as
transitions like “transitions should be swift and quiet.” The students should do this automatically,
but if I notice that they are not abiding by the norms, I will pause and have the students read over
the specific norm that is not being accomplished. I will make sure that at the start of the lesson I
tell the students that we need to make sure we are aware and following our classroom norms in
order to have a successful lesson.
 The expectations that the students will have for this lesson will be to follow all classroom norms
(which are posted on a wall in the classroom so that all students can read/see them), the
students will be reminded of “SLANT” (sit up, lean forward, ask & answer questions, nod, and
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
22
track the speaker), I will communicate these expectations to the students at the beginning of the
lesson to make sure they start off with them in mind. If I see that the students are not meeting the
expectations I will remind them throughout the lesson to look at the norms and SLANT.
 If students are not meeting my expectations there are a few strategies that I will use to hopefully
get the students on track. If I see students who are not actively engaged I will use proximity to
help get the students on track. I will simply go over and stand near the student’s desk and that
should help them refocus. I will also be actively calling on students to make sure that everyone is
ready to answer during the lesson. For the students who need a more extensive management
plan, I will use the specific strategies that work for the student and actively monitor their
behavior and progress. My CT and I have also started to implement a new behavior tracking
strategy. We have a number clicker counter for both classes and any time a student shouts out,
has side conversations, or is off task we make one click. We have a chart on the board where we
will chart the amount of clicks at the end of the day. The students are competing against each
class to see which group can get fewer clicks at the end of the week. If the students finish the
task/classwork early they will be directed to first check over their work to make sure that it is
correct and once the students have checked in with me or Mrs. Biggs, they will be directed to go
to the back table and work on their enrichment project. These students will most likely be the
students who are identified as gifted in the class.
The following materials will be needed for the lesson:
 Student LEARN Eureka book
 Student FLUENCY Eureka book
 Math notebooks
 Plicker cards
 Pencils
 Eraser
 Computer
 Projector
 IPhone for recording the lesson
 Enrichment project
All of these materials will be needed in order to have a successful and engaging lesson. The students will
be using their Eureka FLUENCY books to complete the sprint at the beginning of the lesson for their
fluency practice. Next, the student’s will be using their LEARN books to complete the application
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
22
problem and problem set. The student’s will need to use their math notebooks to show their work for the
Plicker exit ticket activity. They will also need to use their Plicker cards for the exit ticket at the end of
the lesson. The computer and projector will be used to display the Google slide show to the students.
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 be differentiating the readiness of my students by allowing students who are completed with the
problem set and have grasped the material to go to the back table in the room and work on their math
enrichment group project. In these groups the students will not be receiving more work, but they will
instead be engaging in deeper work and thinking.
Which specific students will benefit, and why?
-This will specifically benefit the students who demonstrate a need for enrichment in the class. My class
currently has four identified gifted students and two students who we are in the progress of trying to
bring up. This will provide the students with deeper thinking questions that will engage the students,
with challenging work.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: Students who are in the pre-production level will be allowed to use a
classroom iPad to help with translation if needed. They will also be encouraged to use
manipulatives to help them work through the problems and to have a visual representation to
help them along the way. These students will also be pulled for small groups with the school’s
ESOL specialist to help give more detailed instruction.
 Early Production Level: Students who are currently at the early production level will also be
allowed to use manipulatives to help them receive a visual representation. The students will also
be working with a student who is bilingual and can help them with translation. These students in
addition to the pre-production level students will be pulled for small groups with the school’s
ESOL specialist to help give more detailed instruction.
 Speech Emergence Level: Students who are currently at the speech emergence level will be
focusing on collaborative work. This will allow students more independence, but also offers them
support from their tablemates.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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.)
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
22
 Intermediate Fluency Level: Students who are at the intermediate fluency level will be working
alongside the other students in the class. The students will receive some additional support from
the ESOL staff and will be pulled every once in a while to make sure they are still on target and
their needs are continuing to be met.
What accommodations will you make for students who have an IEP or 504 plan?
- Currently we have two students who have 504s. One student is diagnosed with ODD, depression, and
anxiety. On her 504 she is supposed to receive any updates on if the schedule is changing beforehand,
receiving options to do something (not do this now), and have a “cool down” space if she is getting
overwhelmed that she can go to for 5 minutes and calm down. The other students who has an 504
requires specific verbal directions and she receives 25% extra time to finish any form a assessments.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
- The accommodation that will be made for students who identify as gifted will be that they are directed
to work through the concept development problems with the class, work on the last two problems in the
problem set classwork (as those are the harder problems), and if they have gotten them correct and I see
that they are understanding the content, they will go to the back table to work on their enrichment
project. These students will be working on “The Bowling Alley Project.”
One reference that I am using for this lesson is the Eureka Learn book and Embarconline.com. This is
where the problems for the content development come from. This is the guiding structure for the lesson.
The turn and talk strategy has many benefits for students like sharing out their thinking which might
help another student with understanding the content. This is a website where I received some
information about the benefits of using turn and talks with my students:
https://old.newteachercenter.org/sites/default/files/global/documents/participation_structures/turn_talk_overview.pdf
1. What is the content area for this lesson? The content area for this lesson is mathematics,
specifically focusing on adding fractions by making like units numerically.
1. 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;
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
Where applicable, be sure to
address the following:
 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: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
22
guided/gradual release/etc.) - The expected structure that this lesson will follow is a guided
release. The lesson will begin as a whole group and we will go over the first few content
development (problem set) problems as a whole. The students will then be asked to work with
their table/shoulder partner on their remaining problem set questions. Students will then be
brought back together to complete their exit tickets and transition to IRLA.
2. Step-by-step plan:
Time: 60 minutes for the whole lesson.
Action Steps:
(About 2 minutes to get started)
11:20-11:22
1. The attention grabber “Ooh watch me, watch me” and student’s response of “Ooh watch you,
watch you” will be used to get the students attention after science instruction is over. The
student’s will then be asked to make the swift and quiet transition to math.
2. I will make sure that the students are quiet and ready for expectations. Once I see that the
students have put away their science material and are ready to engage in math I will go over the
expectations for today’s lesson. I will remind the students that they are working to try and earn
dojo points, they are to follow the classroom norms (like they do in every lesson), and make sure
they SLANT. I will make sure that I go over the acronym with the students to ensure that they all
remember and can then participate.
(About 6-8 minutes for fluency practice)
11:22-11:28
3. The students will now be asked to get their Eureka FLUENCY books out and open to the module 3
lesson 9 sprint. I will have the students write their name on both sprints and tear out the two
sprints and place them down on their desks. The students will be asked to put their fluency books
away after they rip out the pages.
4. We will quickly go over the expectations for when we are doing sprints. The students will begin
when the teacher starts a timer for one minute. The students will complete as many problems as
they can during the one-minute. When the timer goes off, students will be expected to put their
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz

Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
22

pencils down. The goal is for the students to complete at least 10 numbers on the sprint
assignment.
5. After they have put their pencils down and have looked up, I will ask the students to get out a
grading pen and mark their answers as correct or not as I am reading out the answers.
6. After the students have completed Sprint A, they will turn the page and will repeat the same
process for Sprint B. The goal of Sprint B is to have the students hopefully complete at least one
more question than they did on Sprint A.
7. The same process will be repeated for when we are checking the answers for Sprint B.
8. I will be sure to give students specific praise. The students do not need to stand up and be
recognized, but I will tell them that if they got at least one more right on Sprint B to give
themselves a pat on the back, because that is the goal of our sprints.
9. Once the students have completed the sprints and we have checked them the students will place
the sprints in the right hand corner of their desks to be collected for a CFA after the lesson.
(About 5 minutes for application problem)
11:28-11:33
10. Next I will change the slide on the board and show the students their applications problem.
11. The students will have about 3-4 minutes to work on the problem. I will be floating around
during this time to help answer/assist any students who might be struggling.
12. After the time is up, I will begin to go over the application problem with the students. It is
important that I show the students multiple ways to solve the problem. I will be solving the
problem one the board with help from students. The students will be asked that if they did not
get it correct they should be copying the problem down in their book.
(About 1-2 minutes for I CAN statement)
11:33-11:34
13. Once we have gone over the problem I will have the students read their I CAN statement for the
day. Their statement is “I can add fraction making like units numerically.”
14. It is important to make connections between what they learned in fourth grade and how that has
built a strong foundation for them and how they will need the information we are learning now
to be successful in sixth grade. Fractions are going to be a big part of middle school math,
therefore I want the student’s to know that they need to pay close attention and really learn our

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz

Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
22

strategies for fractions in fifth grade.

(Concept Development 25 minutes)
11:34-11:59
15. Next, we will move on to the first concept development problem. I will be using problems that
come from the problem set. These are a bit more difficult, but the student’s seem to respond
better to this style of teaching when compared to using the actual concept development
problems.
16. The first question will be ¾ + 1/7
17. Students will now Turn and Talk with their shoulder partner about ways they could start
solving this problem.
18. I will then ask for a few students to share his/her thoughts and what their shoulder partner
groups discussed.
19. After the students share I will be begin to go over the problem with the students.
20. The students will be asked to open their LEARN (module 3 lesson 9 problem set) books and copy
down everything that I am doing on the board in their books.
21. I will go through three or four more problems with the students as a whole group (1/4 + 9/8, 3/8
+ 3/7, ¾ + 1 and 1/10, and number three of the word problem section)
(Problem Set about 10 minutes)
11:59-12:09
22. Once we have gone over the problems as a class, I will have the students get out their Eureka
LEARN books and open to the module 3 lesson 9 problem set. The students will be directed to
complete numbers 1D, 1E, 1F, 2, and 4. The students will be given about 15 minutes to work
through the problems with their shoulder partner. The students will be allowed to move around
the room. However, if the students are not focusing on math and are playing with the flexible
seating the students will be directed to go back to their seats.
23. It is important to remind them that they are working to earn dojo points.
(5 minutes to go over answers/solutions)
12:09-12:14
24. After the students have completed the problem set, they will return to their seats to go over the
problems.

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz

Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 11/18/2019
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25. The students should have their correcting pen in hand and should be correcting (NOT
CHANGING) their answers as we are going over the problem set.
(Debrief about 1-3 minute)
12:14-12:15
26. After completing the problem set and going over the answers I will have the students either give
me a thumbs up if they understand the material or a thumb in the middle if they are still
struggling. This will be when the students can ask any questions that they might have and we will
debrief over the material.
*What did we learn today and how can we use this in our lives?
*Can someone give me a brief summary of the processes that we used today?
*What are some important ideas we learned today?
*What are some new goals we can focus on moving forward?
(Exit ticket about 5 minutes)
12:15-12:20
27. After we have gone over the problems and we have had a class debrief discussion, I will have the
students get out their math notebooks and their clipboards that have the Plicker cards attached
to the back.
28. The students will have to answer and work out two problems in their notebooks and answer
using the Plicker card.
29. The students will answer the two following questions: 1/6 + ¾ and 1 and ½ + 2/5).
30. The students will then be asked to put all of their math materials away and prepare to transition.
(Transition time about 30 seconds)-built into schedule
31. The students will then be reminded that they need to make a “swift and quiet” transition from
math to IRLA and be ready to being IRLA with their books.

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