Assignment Two Lesson Plan Two

Madelyn Watkins

UED 496

February 22, 2023

Regent University
 Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Madelyn Watkins Grade-Level: 4th Lesson Date: 2/8/23

Title of Lesson: Decimals Review Cooperating Teacher: Lisa Elliott

Core Components
Subject, Content Area, or Topic
Math, Decimals
Student Population
19 students
7 boys
12 girls
2 students with ADHD 504s
Learning Objectives
 Student will be able to read and write decimals expressed through thousandths, using
base-ten manipulatives, drawings, and numerical symbols.

Virginia Standard(s) of Learning (SOL)

4.3 The student will
a) read, write, represent, and identify decimals expressed through
thousandths;

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
Go Math Workbook, Chromebook, Math Fluency Multiplication Review Game, Anchor Chart
Paper, What’s the Number Chart, Numbers for number chart, whiteboards, whiteboard
markers, pencils, and clipboards.
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
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%
X Practice by Doing 75%
Discussion 50%
X Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations
Students will be reminded of all the classroom expectations and the Salem Elementary
School RAMS code. Students can show RAMS code by being respectful, responsible, and
safe.

Time
(min.) Process Components
10 *Anticipatory Set
min. TSW review their homework from last night in the GO Math textbook. Page: TSW
come up and write their answers. Students will have to explain to the class how they
go their answer and students will have to share if they agree or disagree. If students
disagree they will have to prove why they are right.
1 min. *State the Objectives (grade-level terms)
TTW will have students repeat with her the I can statement, read and write decimals
expressed through thousandths, using base-ten manipulatives, drawings, and
numerical symbols.
*Instructional Input, Modeling, or Procedures
No instructional input.

1 min. *Check for Understanding

TTW ask students how they got the decimal and fraction they did.

65 *Guided Practice
min. Students will be broken into groups of four or less. Student groups will be based on
readiness level. We will do math rotations. Students will have about eight minutes at
each station.
Station 1: On canvas Students will be viewing answering slides about decimals.
When students are finished, they will submit their completed slides.
Station 2: Math Multiplication Fluency Game Students will work on multiples of
threes and fours. TTW leave a list of students who are either not proficient in threes
or are not proficient in threes that way students can work on the skills they need.
Station 3: TSW work as a group on a half sheet of Anchor chart paper. Students will
have to look for their groups anchor chart paper because the questions will be
differentiated. The questions will closely resemble questions students will see on
their summative assessment. Lower group students will not require explanations for
answers. Higher groups will have to explain their answers with detail.
Station 4: What’s that number Chart. Students will draw a decimal from the
container. Students will have to write the Standard form which they are given on the
card, expanded form, written form, and then they can choose to write the fraction or
draw the model of the decimal.
Station 5: TTW run station number five. In this station students will be given example
 problems that they will have to solve on their whiteboard. TTW give example
problems that meet students readiness level. This station will be a review and the
teacher will use this time to make sure all students have a deep understanding of
decimals. This will be a time for students to ask questions if they are confused.

TTW meet with the lowest group first and then will meet with the second lowest
group working all the way to the highest group.

*Independent Practice
No independent Practice.

Assessment
TTW be looking over all of the activity’s students turned in. TTW make anecdotal
notes of how the students are doing.
1 min. *Closure
TTW remind students if the I can statement for the day, read and write decimals
expressed through thousandths, using base-ten manipulatives, drawings, and
numerical symbols.
Students will be given a homework page in the Go Math Textbook Volume 2 Page:
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
Math groups will be differentiated.
Students in different group will get differentiated math problems. For enrichment students will
have to come up with their own decimal in standard form and then write it in all of the other
forms on the chart at station four. The half anchor chart will have problems differentiated to
readiness level. TTW work to meet all different types of learning styles by providing students
with different activities.
Classroom Management Strategies (To ensure a positive learning environment).
 Teacher will use “ready to rock, ready to roll” to get students attention.
 Teacher will praise students who are staying on task and following directions the first
time, as well as those she sees working hard.
 Teacher will use what she introduced on 1/24 the positive behavior incentive for
students. Students will be working towards earning the letters that spell RESPECT.
TTW be looking for the class as a whole to be staying on task and being respectful to
be able to give them a letter towards the word RESPECT.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)?
What parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in
written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature
Signatures indicate the candidate presented the lesson for cooperating teacher review and
input.
Assignment Two Lesson Plan Two
 The SOL objectives were for students to be able to read and write decimals expressed

through the thousandths. The four days before this lesson I taught whole group instruction.

Students had many opportunities to work collaboratively and independently. I began this unit by

having students make a place value chart. I constantly repeated decimals place values for

students and stressed the -ths ending for the values. Many students will just want to say tens

instead of tenths. Students completed several exit tickets and formative assessments to help give

me data and the ability to record anecdotal notes. I used the data from the formatives and my

anecdotal notes to place students in differentiated groups. The groups were differentiated by

readiness level.

For differentiation, students worked in groups to complete several different small groups.

The small groups are to help students review for their upcoming summative that was given the

following day after this lesson. When students came to the teacher's table the questions were

different for each group based on their skill level. Higher students were challenged to come up

with their decimals and write the expanded form and standard form of that decimal. Lower-level

students were given a simplified number by the teacher to solve for expanded form and standard

form. Students' anchor chart paper required higher-level students to explain their answers in

depth. Lower-level students did not need to explain why they got an answer. The Math fluency

game is something the school requires students to do each week to help with multiplication

fluency. The teacher left a list of students and which multiplication facts they needed to work on.

Based on the number they needed to work on students could pick a game from the basket to pick

a game that worked on their skill.

 At this age developmentally students should be able to begin thinking about abstract

ideas. For many students, I required them to think abstractly when they had to explain their

answers. When giving students word problems that include decimals the teacher made sure to

include culturally responsive questions. It is so crucial that all students feel that have a safe place

in the classroom to be themselves.

Students used technology at station one. Station one was slides for students on their

Chromebook. These slides included several technology-enhanced questions that are very similar

to what students may see on their SOL. Students seem to enjoy getting to work on their

Chromebook. Although when leading small groups, it is very difficult to monitor what students

are doing on their Chromebook.

The first week of classroom management in this class was not going well. I knew

something had to change but I was not sure what changes to make. I prayed and asked the Lord

to give me the wisdom to be able to better handle this classroom. Students love to be praised and

recognized for a job well done. I try to positively highlight students who are working really hard

at the stations.

I found when I prayed students honestly seemed to work harder all day. I truly feel like

the Lord has placed me here for a specific reason and even though I may not see it now, I know I

will one day. I find myself asking the Lord to give me patience and to give my students more

grace. I do feel like through classroom management the Lord is testing how I am dealing with

bettering my patience and grace towards students. I keep praying that the Lord would continue to

teach me things each day and be the light for my students each day. I have found that having this

positive outlook has started to shift how my overall day goes. I want to continue to grow each

day to be a better person and teacher for my students.