Teacher Education Lesson Plan Template

Teacher: Jennifer Sevinsky

Date: 3/3/16

Title of Lesson: Centers

Cooperating Teacher: Kristine Durbin

Core Components
Subject, Content Area, or Topic
MA 5.18 create a problem situation based on a given open sentence, using a single variable.
Student Population

25
Learning Objectives
The student will review and check their understanding of the SOL objectives this week.
Virginia Essential Knowledge and Skills (SOL)
MA 5.18 The student will
d) create a problem situation based on a given open sentence, using a single variable.

VDOE Technology Standards or English Language Proficiency Standards (ELPS):

Materials/Resources
VDOE Resources Used (page number):
Va Curriculum Framework p.3
VB Resources Used (page number):
p.28 MA.5.10.3 The student will model one-step linear equations in one variable, using

addition and subtraction. (SOL 5.18c; Patterns, Functions, and Algebra)

Other:

High Yield Instructional Strategies Used

(Marzano, 2001)

Check if

Strategy
Identifying Similarities & Differences
Summarizing & Note Taking
Reinforcing Efforts & Providing
Recognition
Homework & Practice
Nonlinguistic Representations
Cooperative Learning
Setting Goals & Providing Feedback
Generating & Testing Hypothesis
Questions, Cues, & Advanced
Organizers

Does your instructional input/modeling

yield the positive returns you want for your
students?

Strategy
Return
Teach Others/Immediate Use of Learning
Practice by Doing
Discussion
45%
Demonstration
34%
Technology/Audiovisual
29%
Reading
Lecture
28%
27%
23%
23%
23%
22%

Safety (if applicable)

Time
(min.)
45

Process Components
*Anticipatory Set
Students will work in centers broken up in 15 minute increments to be exposed to a vast
array of review materials.
*State the Objectives (grade-level terms)
The student will
d) create a problem situation based on a given open sentence, using a single variable.
*Instructional Input or Procedure
Break the students into groups of two (they worked with their shoulder partners)
Hand out the bags of activities to each group.
Centers include (Some have multiple bags):
-Elapsed Time Match
-Polygon Characteristics Match
-Angles Characteristics Match
-Number line match
-Using protractors
-Number Lines
-Ms. Sevinsky
Allow students to work with partners in their centers for 10 minutes each.

(I will let them know when it is time to switch)

*Modeling
Lower level group will work with me in order to catch up with the rest of the class. We will
work with the white boards in order to practice solving equations.
I will model one problem for them:
X+10=15

*Check for Understanding

The students will answer these questions on their own.
b-6=12
(x*5)/2=6

15

*Guided Practice
Go through the problems with the small group. Have students complete practice problems as
written with the instructor, go through, step by step:
X+6=17
b-12=8
(x+2)/7=14
(x/2)-5=5

15

*Independent Practice

Continue working on practice problems with my lower group in order to give them extra
practice to strengthen their math skills.
Have the students come up with their own problems in order for their partners to solve.
5

Assessment
At the end of our center the students will answer one final problem to check for
understanding.

*Closure
The instructor will check each answer to ensure correction and understanding.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Working with lower level learners in order to get more direct instruction on the material they are struggling with.
Students have to opportunity to work with each other using hands-on activities.

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part of the
lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.