Rider Student Teaching Lesson Plan Format

Student Teacher: Angela Walter

Subject(s): Math
Unit: 5 Lessons 4
Lesson Title: Comparison Problems
Grade: 3rd
1. Standards:
CCSS.Math.Content.3.NBT.A.1-Use place value understanding to round whole numbers
to the nearest 10 or 100.
CCSS.Math.Content.3.NBT.A.2-Fluently add and subtract within 1000 using strategies
and algorithms based on place value, properties of operations, and/or the relationship
between addition and subtraction.
2. Objectives:
Students will be able to compare and order whole numbers.
Students will be able to solve comparative problems with unknown amounts.
Students will be able to use comparison bars to represent unknown amounts.
3. Materials:

Game Boards
Dice

Pencils
Math Notebooks
Hard Cover Textbooks
4. Procedures:
o Introduction:
The teacher will briefly review greater than less than.
The students will be asked to explain the symbols they use and
how they determine which one is greater than.
The students will be asked to compare four digit numbers and
explain why a number is the largest.
Students will be asked to arrange three numbers from least to greatest.
The numbers will be four digit numbers
o Body:
o Students will play the Greater than/ less than dice game.
The students will roll the dice four times and write the amount they rolled.
The number must be a four digit number.
The numbers must be written in the order that they are rolled.
Their partner will then do the same.
The students will then write greater than or less than.
o Once the partners are done writing their numbers, the teacher will spin the wheel.

Rider Student Teaching Lesson Plan Format

If it land on the greater than symbol, the student with the greater number
will get a point.
o Closing:
The students will then be shown comparison bars.
The comparison bars will represent missing addends or missing
totals.
Students will complete the word problems on pages 273 and 274.
The students will be told to draw the comparison bars.
The students will complete pages 219 and 220 in their Homework and
Remembering book.
5. Assessment:
o The students will be assessed by their ability to complete the pages in the text
book.
o If a majority of the students struggle with those concepts, we will work on
more examples together before playing the game.
6. Accommodations, Differentiation, Management Issues, and Transitions:
Accommodations:
Students who struggle to complete work in a timely manner will be given fewer
word problems to work on.
Differentiation:
Students who struggle with four digit numbers will work together and use
three digit numbers.
Students will be grouped homogeneously so that they can help their peers
when needed.
Management Issues:
Students who are talking during the lesson will not be allowed to
participate in the game.
Students who are calling out fooling around with the dice will work on
text book problems in the side table during the game.
Transitions:
The lesson will not begin until every student has their notebook out and text book
open to the correct page.
Before we start the game, the students must clear their desk and sit quietly,
waiting for directions.
At the end of the game, the students will be given to the count of ten to return
their dice, return to their seats and wait for directions.
Lesson Plan Chart:
PROCEDURE

TEACHER DOES

STUDENT DOES

EST.

Rider Student Teaching Lesson Plan Format

S
INTRO

BODY

CLOSING

Greet students as they enter

Assist students with Do Now
Explain Directions

Enter quietly and work on do now

Open math notebook and hardcover
book
Sit in seat quietly
Review Compare and contrast
Explain the symbols used for
Review the symbols used
compare and contrast
Ask questions to guide the students Writing the four digit numbers on
thinking
the board in their notebooks while
Explain comparison bars
comparing and contrasting
Assign text book pages
Answer related questions
Help students with book work
Listen as the teacher explains
comparison bars
Work on word problems in text
books while using a comparison bar
Explain the rules for the game
Listening to directions
Hand out game boards and dice
Following directions
Telling the students to roll the dice
Rolling the dice and writing the four
Spinning the spinner
digit number
Telling the students what the spinner Writing greater than or less than
landed on
Waiting for the spinner to spin
Recording what the spinner lands on
Tallying points
Directing the students to return to Returning to their seats
their seats
Handing in materials
Call students to the board
Write the two numbers on the board
Assigning homework
Explain how they figured out what
number is greater
Or
Listening as their classmate
compares numbers
Recording homework

TIME
10
Minutes

20
Minutes

2 Minutes
20
Minutes

2 Minutes
6 Minutes

Directions for chart:

For the lesson that I will observed, please fill out this chart. For all other lessons, you may use the part
before this chart, or continue to use this chart.
In the column The teacher is: you will write what you are doing and a teacher minute by
minute, for example: reading short story. Taking attendance, conferring, etc.
In the column, Students are , you will write what the students are doing minute by minute,
for example: listening to read aloud, reflecting upon writing, clapping out the syllables, etc.
Write an estimation of the time that you believe it will take to accomplish each of the tasks.
(This is very difficult to do when you are just starting out)

Rider Student Teaching Lesson Plan Format

The concept here is that beginning teachers tend to plan for what they will do to present the
lesson to the students. They generally do not consider what the students are doing minute by
minute, in response to what they do. Likewise, beginning teachers need to plan for what they
will do when the students are engaged in learning. Teaching is a contact sport, everyone in the
room is engaged throughout the lesson.