USF Elementary Education Lesson Plan Template (rev.
F18)
Grade Level Being Taught: 4th
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: Justin Foltz
Subject/Content: Math Group Size: Date of Lesson: 11-7-18
Full
Part 1: Lesson Content
MAFS.4.NBT.2.4 – Fluently add and subtract multi-digit whole numbers using the standard algorithm
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to fluently subtract multi-digit numbers with regrouping all zeroes.
Learning Target: I will subtract multi-digit numbers with regrouping all zeroes by working with a peer
after class instruction.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? ____Level 2 – Working with Skills & Concepts_______
Which level(s) of thinking is/are called for in your objective? _Level 1 – Recall & Reproduction_____
Why did you choose this level(s) of thinking? I choose this level of thinking because the students are
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 4th
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Understanding the standards
over time
Name: Justin Foltz
Subject/Content: Math Group Size: Date of Lesson: 11-7-18
Full
familiar with subtracting using regrouping of multiple zeroes, they are just extending their knowledge to
the larger multi-digit numbers that is being used for this lesson.
Describe your assessment plan:
I am starting off the lesson with a pre-test designed to test my student’s misconceptions so that I can
specifically address my student’s misconceptions, or lack of misconceptions, specifically during class
time. As they complete their pre-test the students will be grouped into several groups based on the
symbol I assigned them, the symbol representing their performance/misconceptions on the pre-test.
Is your assessment formative or summative? Why did you make that assessment decision?
My assessment is formative. The students are nowhere near proficient enough in the standard to have a
summative assessment, so I decided a pre-test to determine their formative knowledge of the standard
would be appropriate.
How does it align with your objective?
The assessment is determining the students proficiency in subtracting with regrouping multiple zeroes.
In terms of assessment criteria, I am determining two things: are the students answering the questions
correctly, and are they fluently regrouping. I am using these criteria as it will lead me to know where my
students are at in understanding my standard and would allow me to address their specific
misconceptions with this standard.
Trace the standard to the previous grade level. What have students already learned or been
exposed to related to this standard?
The standard relates to subtraction with regrouping, a concept that they have been working on for
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 4th
What misconceptions might
students have about this
content?
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
Name: Justin Foltz
Subject/Content: Math Group Size: Date of Lesson: 11-7-18
Full
several years, this is just the largest multi-digit numbers that they have used with this concept so far.
Trace the standard to the next grade level. What will students learn next related to this standard?
The standard is tested further and further, however the students will begin to use significantly larger
numbers in 5th grade. In 4th grade, the students are only expected to know from 1 to 999,999, the
students will eventually be expected to fluently subtract, with regrouping, numbers into million, ten
millions, and eventually hundred millions.
There are a multitude of misconceptions around the concept of subtraction with regrouping of multiple
zeroes. The first of which is with the language the students are using with regrouping. The students
should use place-value language, so instead of saying cross out the 0, they would say regroup ten tens as
it demonstrates place value understanding.
Part 2: Lesson Implementation
The students are arranged into groups of 4 or 5 desks around the classroom. Each student is able to see
the board easily.
Throughout the lesson I used several procedures to manage the students. I commonly used “turn and
talk” where the students turn to their table manners and talk about a higher order thinking question that
I just posed to the class. I also circulate the room to ensure that everyone is focused on me, rather than
being distracted by something in their desk or daydreaming at the board. Also, at the end of the lesson, I
am allowing the students to work with their peers in completing the post-lesson activity. The students
will appropriately manage their behavior during this period and if they do not, I will step in and remind
the students of appropriate behavior when they are working with peers.
The students have had expectations clearly laid out for them since the beginning of the year. The
students will be attentive to the person talking, be that a teacher or peer, and be respectful. If a student
disagrees with a peer, they will disagree respectfully and refrain from turning their disagreement into a
personal argument.
If my students do not meet my expectations I will work with them in a small instructional group setting
during the peer activity. I will be able to run through several subtraction with regrouping all zeroes
problems with the student(s), and be able to test their knowledge by asking them to solve several
problems. I do not believe there are any students that require an extensive management plan, however I
do expect to run a small instructional group with a couple of my students, some of my learners just need
extra time and instruction to master the standard.
My peer activity is designed so that they cannot complete the task quickly. The peer activity will
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 4th
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Differentiating Instruction
Accommodations (If needed)
(What students need specific
Name: Justin Foltz
Subject/Content: Math Group Size: Date of Lesson: 11-7-18
Full
continue and keep providing my students with challenging practice, with their peers making the
questions at an appropriate rigor for each other.
Pre-test worksheet – Formative assessment at the beginning of the lesson
Whiteboards + EXPO maker – To use for the activity at the end of the lesson
ELMO projector – Used periodically throughout the lesson to show my work to the students
Student peers – So the students are able to use the activity
Number cards – So the students can conduct the peer activity
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I am differentiating for process by delivering the pre-test and assigning the students into different
groups based on their performance on the pre-test. The various groups in the class will receive a
different amount of support from me, the instructor, and some will work on the activity more
independently than others. I am differentiating product by allow the students to alter the end of the
lesson activity based upon their personal learning style along with the learning style of their peers.
Which specific students will benefit, and why?
In truth, all of my students will benefit from these forms of differentiation. I have a student specifically in
mind named Y that will benefit. He often faces significantly greater difficulties than his peers on math
concepts due to several factors, so ensuring that he is working with me a great amount of time to
understand the concept would be incredibly helpful and lead to greater student learning.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught: 4th
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Meeting your students’ needs as
people and as learners
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.)
Name: Justin Foltz
Subject/Content: Math Group Size: Date of Lesson: 11-7-18
Full
 Pre-Production Level:
 Early Production Level:
 Speech Emergence Level:
 Intermediate Fluency Level:
There is one person in my class who is designated as an ELL student in the intermediate fluency stage.
Said student is very proficient in oral language, and this lesson relies entirely on oral language when it
comes to English. Everything else is either in numbers, such as 20,000-5,423, or is in language that we
have been covering for several weeks, such as place value terms.
What accommodations will you make for students who have an IEP or 504 plan?
The students in my class who have an IEP/504, they have for ADHD. I will ensure that I am continuously
grabbing their attention by keeping them involved in the lesson and continuously reminding them to
stay on task their verbal and non-verbal methods, such as a quick tap on the shoulder. Otherwise, my
students do not have any plans that designate they have difficulties in learning the math content.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
I always try to use very student-centered activities/lessons in the classroom as I feel that my students
are the most engaged and learn the most in that type of learning environment. Therefore, I am meeting
my students interests of working with peers and learning off of their own work and the work of their
peers, versus learning from the instructor lecturing for the entire Math period.
If applicable, how does this lesson connect to/reflect the local community?
While I cannot see it clearly connects/reflects to the local community, this lesson does allow for peer
activity and peer growth, creating a closer community for the classroom and the students.
1. What is the content area for this lesson? _______Math___________________
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) _____Gradual Release______________
USF Elementary Education Lesson Plan Template (rev. F18) Name: Justin Foltz

Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 11-7-18
Full

Where applicable, be sure to

address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be
11:00 The teacher will explain and administer the pre-test. The pre-test is expected to
distributed?
take approximately 7 minutes, with 3 minutes being used to explain the pre-test itself. This is to ensure
 Who will work together in
that all of my students understand the process so they will not answer any test questions incorrectly
groups and how will you
because they do no understand the question, ensuring that I receive the most accurate diagnostic results
determine the grouping?
possible.
 How will students transition
11:03-11:10 As the test is ending, the teacher will walk around the classroom and quickly
between activities?
grade the question to see if they put any work on the problem and if they got the question correctly. The
 What will you as the teacher
educator will mark the test with one of three random symbols, with each symbol corresponding to their
do?
performance on the pre-test and the student they will be working with for the peer activity.
 What will you as the teacher
11:10 At this point in the lesson is where I begin to instruct the class. This component
say?
will last 20-25 minutes but it will not be only direct instruction. As I have said earlier, this is designed to
 What will the students do?
address misconceptions in the students, therefore I will use turn and talks and teacher demonstration
 What student data will be
commonly. An example of the higher order thinking that I will be using is demonstrating an incorrect
collected during each phase?
example of me attempting to solve a problem and asking the students if I am correct, and why or why
 What are other adults in the
not. This is where I write out my math incorrectly through a common misconception, where I then ask
room doing? How are they
the students to turn and talk about if I’m right or wrong, and why?
supporting students’ learning?
11:40 This is where the teacher will demonstrate how to conduct the peer activity.
The students will use a whiteboard and number cards. The students will draw a number card and get a
number from 1-9, this will determine the number of digits in the students number, for example if a
student pulls a 4 they would create a number in the thousands. This first number must have only one
digit greater than 0 in the highest place value and the rest of the place values have a value of 0, for
example 4000. The second number is any number that they can think of that is a lower value than the
first number, as the second number is being subtracted from the first number.
11:45 This is where the students will conduct the peer activity. The students will
match up with a partner that has the same symbol on the assessment and procced to create problems
with each other on the whiteboard following the rules listed above. During this time I will be moving
throughout the class, working with all of the students at least once as I ensure that they are mastering
this component of the standard, subtraction with regrouping all zeroes. At this point I will apply more
HOT questions, depending on the students. Some students will need HOT questions like “What happens if
you forget to regrouping all of your zeroes?” and other will need questions like “What are some
USF Elementary Education Lesson Plan Template (rev. F18) Name: Justin Foltz

Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 11-7-18
Full

strategies you like to use when regrouping all zeroes?”. These questions all depend on the student of
course.