ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Ms. Priscilla Fuentes Date: April 12, 2018

Grade Level: 4th Subject/ Topic: Adding and Subtracting Decimals
Approx. time spent planning this lesson:
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Students will learn how apply the skills they learned to real life situations.
Brief Context: Students finished their chapter on decimals. The chapter looked at how to convert fractions into
decimals and the place values of decimals.
Prerequisite Knowledge/Skills: Students will have to remember the importance of lining up place values.

Objectives: [Indicate connections to applicable Assessment: [Formative and Summative]

national or state standards.]

Students will be able to apply their knowledge in Project worksheet [Formative]

adding and subtracting decimals to real world
situations.

CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
Mathematically proficient students can apply the mathematics they
know to solve problems arising in everyday life, society, and the
workplace.

Students will be able to calculate how much money Project worksheet [Formative]
they spent in a hypothetical situation by adding and
subtracting decimals.

CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
Mathematically proficient students can apply the mathematics they
know to solve problems arising in everyday life, society, and the
workplace.

Worldview Integration: I believe that adding and subtracting decimals are useful skills for the future.
Therefore, I will allow the students to practice these skills in a hypothetical scenario.
Instructional Resources: TeachersPayTeachers

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC
Multiple Means of Multiple Means of Expression
Representation
Options for Perception Options for action/interaction
4.2 Students will use various
website to figure out the price of
the things they want to buy.
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
7.1 Students will be able to choose
which project they want to work
on. They will also be able to
choose the objects, books or meals
they want to “purchase”.
Options for Language/Symbol
2.1 I will explain each project to
the students. I will also show them
how to navigate the websites they
will use.
Options for Comprehension
Options for Expression
Options for Executive Function
6.2 Students will be given
guidelines and a worksheet to help
them figure out how much money
they spent and if their budget is
enough.
6.4 Every few minutes, I will
remind the students that they must
be recording the prices and how
much time there is left.
Options for Sustaining Effort &
Persistence
8.3 Students are allowed to
comment on the items they are
buying with their classmates.
Options for Self-Regulation
9.3 Students will be given a
budget as well as a minimum
amount they must spend. They
must keep this in mind as they buy
the items.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you
plan to build or strengthen relationships and community – student-student & teacher - student.]
I will be intentional about walking around while the students are doing their work and compliment them on their
keep, keep them on task, or answer any questions. I will also reinforce the idea that mistakes allow us to learn
and that asking questions is important. I will ask the students about the items they bought and how much money
they spent.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
Strategies you intend to use to redirect individual students:
For calling students attention, I will use the school’s signals of “give me five”, “time out”, “If you can hear my
voice, clap once, twice.” and the clap pattern that the students will need to repeat.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
The students will have new seatings, but they will still be in groups of 5 and one group of 4 at their desks.
Students will line up to head to the computer lab were they can sit wherever they want.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON

Time Teacher

Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
Explain the projects
● Have the students sit at their desks and use the overhead projector to show them the
worksheets for the projects.
● Bedroom Remodeling
○ Students will pretend that they will remodel their bedroom. They can first draw a
small model of how their new room will look like.
○ Then, they will go to target.com and search for the furniture, toys, and other items
they will “buy” for their new room.
 ○ They must record the name of the item they are buying as well as the price on the
table found on the worksheet.
○ Once they are done, they will need to add all the prices and see if they have enough
budget, 1,800 dollars, to remodel their room. They must spend at least 1,000 dollars
○ Walk through the worksheet and show them where they record the items and where
they calculate their budget.
● Book Order
○ The students will create a book list composed of books they want to buy.
○ Then, they will go to barnesandnobles.com to the kids section of the website and
look up the price of the book they want.
○ They need to buy at least 7 books and spend at least 195 dollars and they have a
budget of 200 dollars.
○ Then, the students must calculate the total price of the books.
○ Then, they must see if they spend enough money or if they have enough money.
○ Walk through the worksheet and show them where they record the items and where
they calculate their budget.
● Restaurant with a Friend
○ Students will look up the menu of their favorite restaurant with a partner.
○ Then, the students and their partner will order an appetizer, a drink, and a main dish.
○ Then, they must calculate how much money they spent in total. They must also
calculate the tax and tip the waiter.
○ They have a budget of 100 dollars and must spend at least 90 dollars.
○ Walk through the worksheet and show them where they record the items and where
they calculate their budget.
Show the websites
● Use the projector to show the students how to navigate the websites.
● Target
○ show the students where to type the item and how to look up the price of the item
they want
● Barnes and Nobles
○ show the students where the Kids section of Barnes and Nobles is as well as how to
find the item
● Restaurant
○ show the students that they can use google to type the name of their restaurant plus
the word menu pdf (Example: Panera Bread menu pdf)
○ This will show them the actual menu with the prices because sometimes the website
only shows you the prices if you place an order.
○ Tell the students that if they have trouble that you will be there to help them.
Internet Responsibility
● Remind the students that they have to be responsible and respectful when they are in the
internet.
● They are only allowed to go on the websites you showed them and if they do not then they
will return to the classroom and work on their workbook.

Development: [It may help to number your steps with corresponding times.]
● Go around and ask the student which project they want to work on
● Have the students bring a pencil and line up to go to the computer lab
● Once in the computer lab, the students will log on to their accounts and work on their
worksheets
● Walk around the room to make sure students are on task and do not need help.
● After 10 minutes, tell the students that they must start to record items.
 ● After 20 minutes, tell the students they only have 5 minutes left and that they must finish
recording their items because today is the only day they will go to the computer lab.
● After 25 minutes, have the students record their last item and log off.
● Have the students line up and head back to the classroom.
● Allow the students to start calculating their budget.

Closure:
● Collect the students worksheets and tell them that tomorrow you will allow them to finish
their worksheet

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your
efforts as a professional.