Teacher Education Lesson Plan Template
Teacher: Elisabeth Moore
Date: 9/30/2016
Title of Lesson: Review of ex. notation,
place value, and rounding
Cooperating Teacher: Mrs. Drumm
Core Components
Subject, Content Area, or Topic
Math- Expanded Notation, Rounding, and Place Value
Student Population
17-Inclusion
Learning Objectives
TSW recall how to round numbers, state place value, and write a number in expanded notation.
VBOs
MA.3.1.1 The student will read and write six-digit numerals and identify the place value and value
of each digit.
MA.3.1.2 The student will round whole numbers, 9,999 or less, to the nearest ten, hundred, and
thousand.
Materials/Resources
QR code (1 copy for each student)- Document attached
Scratch paper for each student
Pencil for each student
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy
Identifying Similarities & Differences
Summarizing & Note Taking
Reinforcing Efforts & Providing Recognition
Homework & Practice
Nonlinguistic Representations
Cooperative Learning
Setting Goals & Providing Feedback
Generating & Testing Hypothesis
Questions, Cues, & Advanced Organizers
Return
45%
34%
29%
28%
27%
23%
23%
23%
22%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
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%
Lecture
05%
Safety (if applicable)
Time
(min.)
2 min
0.50min
15
min
Process Components
*Anticipatory Set
TTW write out several different forms of numbers and have the students identify the
forms. TTW let the students know that they will be taking an assessment at the end of
the lesson and stress the importance of listening and remembering the information.
*State the Objectives (grade-level terms)
TTW tell the students that they are going to review everything that they have learned
about numbers so far.
*Instructional Input or Procedure
TTW review how to round numbers, write them in expanded notation, standard and
written notation, place value, etc. by writing numbers on the promethean board and
giving the students instructions (i.e. write this number in expanded notation). TSW use
their desks as white boards and follow instructions.
*Modeling
This stage is not needed in this particular lesson. The goal of the lesson is to see how
much the students know.
1 min
*Check for Understanding
TTW ask the students, What are you going to do? Why is reviewing important?
part of
instruct
-ion
*Guided Practice
TTW walk the students through how to solve one problem for each topic (i.e. one
rounding, one expanded notation, etc.). TSW copy down the first review problem for
every subject as the teacher writes it on the board.
part of
instruct
-ion
*Independent Practice
TTW give the students problems set up the same way as the assessment. TSW
complete the problems as instructed.
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
15
min
1 min
Assessment
TSW take assessment on iPads using the QR code printed below.
*Closure
TTW tell the students that they did a good job and that they will be moving on to different
math concept soon.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
TTW make accommodations for testing based on IEPs or student behavior. Students may need to be seated in
different locations around the room or students may need to be placed at a different desk than normal.
Classroom Management Issues (optional)
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
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Date
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
