Teacher Candidate:
Day(s)/Date(s):
Cooperating Teacher Name:
Grade Level:
Subject Area(s):
Approx. Time for Lesson(s):
Co-op Approval (Initials):
Math - Lesson Plan Title_______________________
Type of Lesson: (Indicate all that apply)
Individual
Small Group
Large Group/Whole Class
Materials & Resources:
Where did you get your lesson ideas? Provide APA citations
What handouts and notes do you need to teach the lesson? (Attach copies at end of lesson)
What technology for learning are you using?
Lesson Summary:
What is the big idea and/or essential understanding that students are working toward in this
lesson?
Connections:
NCTM Content Standard:
NCTM Process Standard:
CCSS (Domain, Cluster, and Standard Statement):
CCSS (Mathematics Practice Standard):
Results from prior assessment
Lesson Objective(s)
Lesson Readiness
What will students be able to do or
know at the end of the lesson?
How do I figure out what they
remember from prior lesson?
How do I activate prior
knowledge?
Post-Assessment & Scoring
Guidelines
How does your assessment
measure the objective(s)?
How did you document student
performance?
The Math Lesson Plan Format document can be downloaded from the Wittenberg website at the following address:
http://www5.wittenberg.edu/academics/education/resources.html
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Teacher Candidate:
Day(s)/Date(s):
Instructional Procedures:
Differentiated Instruction
& Support(s):
Anticipate where differentiation is
needed and identify how you will do
it for the appropriate number
procedure:
TASK:
A. Engage (Pre-assess/activate prior knowledge and pose/launch the problem/task – whole group)
1.
2.
3.
B. Explore (Student exploration of mathematical ideas – small group/partner work)
1.
2.
3.
C. Explain (Students explain their thinking- teacher makes connections, shares essential information, etc.)
1.
2.
3.
D. Extend (as appropriate)
Key Vocabulary: (Words and student-friendly definitions)
Interdisciplinary Connections: (as appropriate)
Homework Options & Home Connections:
Lesson Reflection: (Reflections must include supporting evidence)
1. Reflect on specifics in your instructional procedures.
2. Reflect on your data from your end-of-lesson assessment.
3. Based on #1 and #2, what will you do for the next lesson?
The Math Lesson Plan Format document can be downloaded from the Wittenberg website at the following address:
http://www5.wittenberg.edu/academics/education/resources.html
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Teacher Candidate:
Day(s)/Date(s):
Orchestrating Productive Mathematical Discourse
Tool for Monitoring, Selecting, and Sequencing Student Thinking
Strategy
Who and What
Order
The Math Lesson Plan Format document can be downloaded from the Wittenberg website at the following address:
http://www5.wittenberg.edu/academics/education/resources.html
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Teacher Candidate:
Day(s)/Date(s):
Lesson Plan Rubric
Lesson
Component
(Outcomes)
Knowledge of
content
(1)
Organization
of content
(2)
Student
learning
(3, 4)
Integrates
curriculum to
enrich
learning (5)
Meets Minimum
Expectations
(2 pts)
Exceeds
Expectation
(3 pts)
Does Not Meet Minimum
Expectations
(0 – 1 pt))
 Lesson goals are clear, coherent and
relate meaningful mathematics
 Enduring understanding, essential
questions, and learning goal for
lesson are aligned but not well
articulated
 Task relates to lesson goals
 Lessons are accurate in content and
incorporate current research and
knowledge
 Lesson includes specific
instructional techniques and
materials for teaching mathematics
that are appropriate to student
experiences and lesson goals
 Lesson provides for multiple ways to
understand and develop
mathematical ideas
 Knows useful and understandable
ways to organize topics and
represent subject matter content
 Lessons show evidence of
differentiating instruction
 Knows strategies for accommodating
the needs of all students including
students with exceptionalities and
students from diverse backgrounds
 Plans demonstrate how individual
topics relate to larger problems,
questions, and themes
 Lessons demonstrate connections to
interdisciplinary learning
 Lesson goals are clear, coherent and
relate meaningful mathematics
 CCSS learning goals are well aligned,
articulated, and appropriate for topic
and grade
 Task is worthwhile and gets to the core
of the mathematics under study
 Lessons show an accurate, extended,
thorough and broad understanding of
current research and knowledge
 Lesson demonstrates a rich
understanding of mathematics’
instructional strategies and materials
that will build on students’ experiences
and advance learning goals.
 Lesson provides creative and multiple
perspectives for enhancing student
experiences and mathematical
understandings
 Knows multiple ways to organize and
represent content
 Lessons show consistent and varied use
of differentiated instruction
 Demonstrates an advanced, adept, and
sophisticated knowledge of strategies
for accommodating and responding to
the factors that affect learning
 Lessons emphasize how individual
lessons and subject matter topics help
student acquire knowledge of larger
problems, questions, & themes
 Lessons demonstrate clear connections
to interdisciplinary learning
 Clear and well articulated explanation
of method and strategies for assessing
and documenting student learning
throughout the lesson
 Well articulated connections between
the learning activities, goals, and
assessment
 Uses a variety of appropriate
assessment methods
 Lesson goals are not clear and do
not relate meaningful
mathematics
 Enduring understanding, essential
questions, and learning goal for
lesson are not aligned or well
articulated
 Task does not relate to lesson
goals
Assessment
(11)
 Explanation of method and strategies
for assessing and documenting
student learning throughout the
lesson
 Assessment is appropriately aligned
with learning goals
 connections between learning
activities, goals, and assessment are
underdeveloped
Resources,
media, and
technology
(14)
 Lessons demonstrate some
knowledge of appropriate use of
resources, media, and/or technology
that would enhance student learning
experiences
 Lessons demonstrates clear and
thorough knowledge of appropriate use
of resources, media, and/or technology
that enhances student learning
 Limited inclusion of instructional
strategies and materials that are
appropriate for mathematics or
student experience
 Limited perspectives or ways for
students to develop mathematical
ideas and understandings.
 Does not demonstrate how to
organize topics and represent
content in ways that help students
learn
 Plans reveal little evidence of
differentiated instruction.
 Does not know strategies for
accommodating the needs of all
students
 Lessons do not show the ability to
connection topics to larger
problems, questions, and themes
 Lessons do not demonstrate
connections to interdisciplinary
learning
 Assessment only occurs at the
end of the lesson
 Limited in kinds of assessments
used to monitor student
performance
 Assessment is not appropriate for
lesson goals or activities
 Connections between lesson
activities and assessment are not
clear or not present
 Lesson does not provide evidence
of knowledge or use of resources,
media, or technology being used
to enhance student learning
The Math Lesson Plan Format document can be downloaded from the Wittenberg website at the following address:
http://www5.wittenberg.edu/academics/education/resources.html
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Teacher Candidate:
Day(s)/Date(s):
Lesson Reflection Rubric
Reflection
Components
(Outcome 15)
Focus
Depth
Connection to
Literature
Meets Minimum
Expectations
(3-4 pt)
Exceeds
Expectation
(5 pt)
Does Not Meet
Minimum
Expectations
(0-2 pt)
 Ability to reflect on the designated
lesson component was adequately
demonstrated
 Reflection was clearly articulated,
very insightful, and well focused
 Ability to reflect on the
designated lesson
component has not been
demonstrated
 Some insightful incidents or ideas
were articulated, but not all were
well substantiated
 Ideas were substantiated with specific
examples from lesson or artifacts
 Reflection presented ideas for lesson
revision
 Reflection demonstrates an excellent
understanding of current literature in
mathematics education through
consistent and appropriate use
 Insights about what was
learned from the lesson
were not addressed or
well informed
 Reflection lacks the use of
current literature to
support ideas related to
student thinking,
pedagogy, and/or
assessment
 Reflection utilizes current literature
to some degree.
 Demonstrates some understanding of
current and effective pedagogical
practices in mathematics education
The Math Lesson Plan Format document can be downloaded from the Wittenberg website at the following address:
http://www5.wittenberg.edu/academics/education/resources.html
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