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National University College *

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650A

Subject

Mathematics

Date

Feb 20, 2024

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docx

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9

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Course A Lesson Plan Template and Rubric (15 pts.) Use with ITL550A Observation 1-2 and ITL650A Observation 1-2-3 *Please do not submit this lesson template as part of your official CalTPA Assessment to the CTC. This lesson plan was designed to provide a lesson plan for your clinical practice course work and practice for your CalTPA submission. Directions: Use knowledge about your students to establish content-specific learning goal(s) and ELD goal(s) for English learner(s) to develop your lesson plan. Your lesson plan must be grounded in a UDL approach. Be sure to include supports and adaptations throughout your lesson plan for your focus students. Lesson Overview Title of lesson [ 5-1: Use Patterns and Mental Math to Divide] Subject [ Mathematics] Grade level [ 5 ] Time frame [ 40 minutes] California Content Standard(s) and/or Curriculum Frameworks* [ CA CCSSM 5.NBT.B.6 Perform operations with multi-digit whole numbers and with decimals to hundredths. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.] *Content Standards and Curriculum Frameworks You must use current California Content Standards and/or Curriculum Frameworks and current California English Language Development (ELD) Standards. Math CA Standards: https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf o Example Math citation: CA CCSSM Grade.Domain.Standard.Number.Write out the standard o Ex. CA CCSSM 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters Literacy CA Standards: https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf o Example Literacy citation: CA CCSSELA Strand.Grade.Number.Letter.Write out the standard
o Ex. CA CCSSELA RF.5.d.Decode words with common prefixes and suffixes Single Subject CA Standards: https://www.cde.ca.gov/be/st/ss Be sure to write out the content and ELD standards and not refer to only the content or ELD standard number. Content-specific learning goal(s) [ Students will be able to identify place-value patterns.] [ Students will be able to identify patterns to find quotients.] [ Students will be able to analyze dividends and divisors that are multiples of ten.] *Content Learning Goal Supports content standard, promotes higher-order thinking, is grade-level appropriate, and is measurable. Students will be able to identify and analyze at least 3 character strengths. California ELD Standard(s)** [ Part 1: Interacting in Meaningful Ways, (A) Collaborative, (1) Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics] **Citing ELD Standards English Language Development Standards should be cited from Chapter 3 of the current California English Language Development Standards publication. You are not required to include students’ developmental level in your citations. The citation should include the following information: The part number (I, II, or III), the letter and name of the heading, and the standard number. The standard can be copied and pasted into your submission directly. Example citation from third-grade ELD Standards: “Part I: Interacting in Meaningful Ways, © Productive, (11) Supporting own opinions and evaluating others’ opinions in speaking and writing.” Example learning goal based on third-grade ELD Standard: “Students will be able to support at least one of their own opinions and evaluate a friend’s opinion as they discuss ‘The Three Little Pigs’ in small groups. “Students will write about at least one of their own opinions of one character from the story in a short paragraph.” ELD learning goal(s) to support English learners, including reclassified English learners, in the lesson (ELD learning goals must also be included in bilingual classroom settings)
[ Students will be able orally discuss, explain and identify the patterns of the quotients with their peers in the group.] *ELD Goal Supports the ELD standard and the Content Learning Goal. Content of Lesson Based on student assets, what do you expect students to deeply understand about the lesson? What do you expect students to retain after the lesson and use in future learning? [ Students have been taught how to multiply with base ten numbers. They can share their knowledge by wiring their brain to understand the patterns division has in their models. I expect students will deeply understand the concept of base ten multiplication in order to connect that answer with division problems that are multiples of ten. Due to students being deep into this topic, students should retain the concept of using multiplication to check their answers.] *Assets Focus on students' strengths, valuing them for what they bring into the classroom, rather than characterized by what they may need to work on or lack. Student assets include diversity in thinking, traits, and intelligences, as well as unique experiences or skills. What misunderstandings or misconceptions do you expect students might have from the lesson? [ Based on my students’ previous actions, I feel some of the students will have difficultly matching place values in the subtraction portion of division models. Some students might rush the process instead of taking the time to align the place values resulting in getting the correct quotients] What knowledge, skills, and abilities (higher-order thinking and academic language development) do you expect students to have after engaging in the lesson? [ Students will be asked to use higher-order thinking by interpreting the patterns in the example equations provided to them. After the lesson, students will be able to verbally describe the step- by-step process of division equations. Teacher will model and encourage academic language in their discussions with their groups.] *Higher-Order Thinking and Academic Language (ALD) Critical thinking beyond knowledge and understanding; analyzing, evaluating, interpreting, synthesizing, transferring. Academic Language (ALD)
Refers to oral, written, auditory, and visual language proficiency. The language used in classroom lessons, books, tests, and assignments that students are expected to learn and use effectively. Assessment/Checking for Understanding What essential questions will you ask to determine if students are not yet meeting, meeting, or exceeding the learning goal(s) of the lesson? [ How are you able to access if quotients are reasonable? Is there a correlation between the division problems of multiples of ten, hundreds and thousands? What is a dividend and what is a divisor? What is the pattern of these problems that you are noticing? Does the quotient fit the number of equal groups for the dividend?] What will students do to demonstrate achievement of content during the lesson? [ Students will demonstrate achievement by doing problems 3-9 successfully on their guided practice worksheet with either mental math or modeling division showing their work. Students will be able to work with a collaborative partner and communicate with academic language on the proper steps to get the quotient. Students will be provided with a scaffold to have verbal discussions. (i.e., “I think we can solve this problem by _____.” “I noticed the answer was ______.” “The pattern in this number is ________.”)] How will you know that content-specific goal(s) are being met? [ I will know the content goal is being met by scanning the room and observing conversations. I will also check the students’ answers from the guided practice and discuss their assets in their process and what they need to focus on more.] How will you know that ELD goal(s) are being met? [ Teacher will be circulating the classroom in order to listen to the discussions being had with their peers in their group. I will give positive reinforcement for those using academic language and will scaffold those who are not.] Structured Student Learning Activities Based on student assets, what activities will the students be involved in during the lesson to support, engage, and challenge their achievement of the content-specific learning goal(s)? [ As a class, students will have a pre-assessment with an example division problem in order for the teacher to evaluate what type of instruction is needed. We will work out the problem together and I will randomize picking students with every step. Students will also be asked at the end of the example to give a thumbs up, down or side on how they feel with that introduction. Students will then watch a video that will give better insight on how what the problems will be like for this specific lesson. Throughout the video, teacher will pause the video
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