USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math

4th

Group
Size:
Whole
Group

Name: Caitlin Snider

Date of Lesson:
09/28/2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written

MAFS.4.OA.2.4 Investigate factors and multiples.

a. Find all factor pairs for a whole number in the range of 1-100.
b. Recognize that a whole number is a multiple of each of its factors .
Determine whether a given whole number in the range is 1-100 is a
multiple of a given one-digit number.
c. Determine whether a given whole number in the range 1-100 is prime or a
composite.

Students will be able to effectively determine if a number is a prime or composite. They

will also be able to determine if a number is divisible by more than one number.

Students will be able to justify whether a number is a prime or composite.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Group
Size:
Whole
Group

Name: Caitlin Snider

Date of Lesson:
09/28/2016

in the past or present tense,

A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence

I am teaching this lesson, because it is what is in the curriculum for this week. This lesson
fits into the larger plan of using multiplication and division to find fractions. The students
are also about to use factors to find multiples when finding equivalent fractions.

Formative: The formative assessment would be going around to the students when they
are doing their individual work and checking for misconceptions of prime and composite
numbers. This way I can catch them and correct them as they move on in their
worksheet.
Summative: The summative assessment would be the end of unit assessment on prime
and composite numbers.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Group
Size:
Whole
Group

Name: Caitlin Snider

Date of Lesson:
09/28/2016

will you collect, either

during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions

The content knowledge that a teacher needs to know prior to teaching this lesson is the
understanding of what a prime number is and what a composite number is. Also how
prime and composite numbers differ.

The background knowledge students need to know in order to understand this lesson is
factors. The students have been working on factors and how to break them apart. Using
their skills to factor numbers will help them determine if a number is prime or composite.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Group
Size:
Whole
Group

Name: Caitlin Snider

Date of Lesson:
09/28/2016

might students have about

this content?
Some misconceptions students might have are
They see that a number can multiply into itself by one and if it has one way then it
must be a composite.
They dont understand how 1 or two is a prime number.
The bigger numbers might make them think that a number is composite because
they are larger when the numbers are actually prime.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

For this lesson I am going to be using scaffolding since this is the beginning of the unit.
The students will first what a video that breaks down what a prime and composite
number is. Then we will work on some example problems together as a class. From there
students will break off to work on their worksheets by themselves.

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

What will you do if

Group
Size:
Whole
Group

Name: Caitlin Snider

Date of Lesson:
09/28/2016

Student Materials Needed:

*Pencils
*Go Math Book
Step-By-Step:
1. Have students move to the rug.
2. Turn on the video about prime and composite numbers (see
attached power point).
3. Ask the students if they have any questions from the video.
4. Write an example number on the board.
5. Ask a student to say if that number is prime or composite.
6. Ask the class why the think that number is prime or
composite.
7. Do two more examples on the board with the students.
8. Tell the students that they are going to go and get their Go
Math textbook and turn to page pg 199.
9. Tell the students that they can go to the islands or green
desks if they understand what they are doing.
10.Tell the students they can go to the yellow table if they think
they understand but need more help.
11.Tell the students to go to the red table if they do not
understand.
12.Dismiss the students from the carpet to go get their Go Math
textbook out.
13.Pull aside small group and work on the problems together.
14.Walk around to check on other students progress.
15.Congratulate the students on a great lesson.

a student struggles with the content?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Group
Size:
Whole
Group

Name: Caitlin Snider

Date of Lesson:
09/28/2016

Have these students move to the red table for small group instruction. This
way the materials can be retaught using manipulatives and broken down
further.
What will you do if

a student masters the content quickly?

Have a set of larger numbers for the students to try to find out if the number is
prime or composite.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
n/a
If applicable, how does this lesson connect to/reflect the local community?
n/a
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For this lesson I would have students who need more of a challenge a
worksheet with larger numbers that they would have to figure out if they were
prime or composite. This will challenge them to use their multiplication and
division skills to determine how to break down the larger number.

How will you differentiate instruction for students who need additional
language support?
For students who need additional language support I would replay the video
for them sense the video uses numbers and breaks it into groups. It also puts

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
4th

Group
Size:
Whole
Group

Name: Caitlin Snider

Date of Lesson:
09/28/2016

an X on which numbers arent composite. I would also pull these students

aside for small group with the students who do not understand the content.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

There is a small group of students who are required to have extra time to complete
assignments. These students will be working with the ESE teacher during this time or
with my CT.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

*Computer
*Markers
*Whiteboard
*CT