Shu Lesson Plan 2

SETON HILL UNIVERSITY
Lesson Plan Template Abridged

(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
DETAILS
Justin Crotti
Math
4th Grade
2/11/15
65 Minutes
CC.2.2.4.A.1: Represent and solve problems involving
the four operations.
2.1.4.F: Understand the concepts of addition and
subtraction and their inverse relationships; understand
the concepts of multiplication and division; use the four
basic operations to solve problems, including word
problems and equations.
Formal Evaluation
Summative: In a few days the students will take a
paper and pencil test to assess their mastery of two
step problems.
Informal Evaluation
After numerous problems I will ask the students to give
me a thumbs up/down concerning whether they got the
problems correct.
Individually, the students will be able to correctly use

addition, subtraction, multiplication, and division to
correctly solve one and two step equations with 100%
accuracy.
Blooms- Since the lesson is calling for the students to

solve problems using newly learned skills, the lesson
falls into the applying domain.
Webb- The students will remain engaged in this lesson

because the information is new to them. Additionally,
the material will be covered at a quick pace
(comprehension permitting).
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
CK
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
The students will do a think-pair-share and discuss what
they remember from their experience with one step
problems.
Hook/Lead-In/Anticipatory Set
I will say: In the past we went over what to do with
CK
problems that only had one step. Today we are going to

learn what to do when the one step will not answer the
question. You have to take an additional step. We call
these problems two-step equations.
Explicit
Instructions
Big Ideas
Essential
Questions
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications
Big Idea Statements

Develop the concept of division of long numbers with
and without a remainder.
Students learn to use algebraic notation.
Essential Questions
How to solve both one-step and two-step equations.
Key Vocabulary
Inverse and commutative property of mathematics
Procedure:
1. Go over the assigned pages in the PSSA packet.
Teacher will talk them out with the class. (page 61
attached)
2. Ask the students to write the following objective on
their sheet: I am able to use multiplication, division,
addition, and subtraction in the correct order to solve 1
and 2 step equations.
3. Ask the students to write the learning targets on their
sheets.
4. As students are writing, teacher will walk around and
check homework for completeness.
5. Go over yesterdays homework (page 207 and 208
attached). This is done quickly. Teacher calls out the
answers and the students indicate if they have a
question.
6. Pull an index card to determine what student will
perform the daily routine.
7. Supervise and make sure that any inaccuracies are
corrected.
8. Display 4n=32 and 32=4n. Ask if the equations are the
same.
9. Do 1 step equations with the class p 315 (p 766 in
teachers addition) Remind students of the problems
they did in 2nd grade with the boxes. (IE. []-1=9; what
goes in the box):
1. What minus 1 equals 9? Model
10.
Ask students to complete the rest of the problems
at their seats, and some at the board. If an answer
needs explained see below.
2. What plus 4 equals 13?
3. What do we have to divide by 5 to get 10?
4. What times 3 equal 18?
5. 17 plus what equals 22?
6. What times 6 equals 48? Ask for a thumbs
up/down.
7. 15 minus what equals 4?
8. 36 divided by 4 equals?
9. What plus 13 is 26?
11.
TW: Begin with problem 13 on page 316 (768 in
teachers manual).
13. Use the [] method above. What plus 1 = 9?
Model.
14.-21. Students do at their seats and come to the
board.
22. Total of $29. $4 allowance (only one). Earns
$5/hour babysitting. How many hours did she babysit? Model
Know total= 29
Know that she only gets one allowance of $4
Know that the rest must come from babysitting. She
gets $5/hour babysitting.
23.-24. Read the problem, and give the students 2
minutes to solve it. Pull a name and ask the student the
answer and to explain. After each, ask for thumbs
up/down.
12.
Tell the kids that for homework they are to
complete pages 209 and 210. They should start their
homework now and leave their face chart out so that the
teacher can view their understanding.
Adaptations/Accommodations for Students with Special Needs
Special Needs- While this is a higher level class, if
needed, I would give the student a graphic organizer
showing the order of operation, and a sample of both
one and two step equations with each step shown in
detail.
Gifted and Talented- I would ask the gifted students to
come up with a story problem that is three steps. I
would ask that they present it to the class tomorrow.
Materials
(reading,
1. Mimio Projector
2. Dry Erase Board and markers
technology,
equipment,
supplies, etc.)
Closure
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?
3. Index cards with student names

4. Mimios (Made by a different teacher)
Summary & Review of the Learning
Ask the students to circle the appropriate face that
indicates their understanding of the information.
Homework/Assignments
Pages 209 and 210 odds.

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SETON HILL UNIVERSITY

Lesson Plan Template Abridged

Individually, the students will be able to correctly use

Blooms- Since the lesson is calling for the students to

Webb- The students will remain engaged in this lesson

problems that only had one step. Today we are going to

Big Idea Statements

3. Index cards with student names

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