Name: Click here to enter text.

Date of the lesson: Click here to enter a date.

Grade level(s) of students: Click here to enter text.

Title of course to be taught: Click here to enter text.

Length of time allotted for the lesson: Click here to enter text.

NCTM resource used: Provide the full citation for a resource that helped you construct the lesson.

Primary objectives: Describe the mathematical content and processes students should learn as a result of the lesson. Consider the Common Core State Standards Content Standards and Standards for Mathematical Practice in specifying objectives. Materials needed: List all of the materials (e.g., technology, manipulatives, worksheets, scoring rubrics, and problem sets) that are needed to carry out the lesson. Attach all text materials (e.g., worksheets, problem sets, and scoring rubrics) to the lesson plan.
Steps of the lesson	Expected student responses	Teacher’s responses to students	Assessment strategies and goals
List the sequence of events to occur during the lesson. This is mainly a step-by-step list of anticipated actions to be taken by the teacher. As you write it, imagine that you are outlining steps in a lesson for a colleague who will be substitute teaching for your class.	As you discuss potential student difficulties for each step in the sequence of events, be as specific about the nature and origin of the difficulties as possible. For example, avoid making a simple statement such as, "Students will have trouble reading boxplots." A more desirable statement would be, "Students may have trouble reading boxplots because they summarize data sets without showing individual values. Up to this point, students have only worked with displays that show individual values, such as dot plots. They may not realize that box plots show aggregated data.”	This column should reflect responsiveness to the specific student difficulties you identified. For example, "To help students understand the nature of box plots, I will have them superimpose a dot plot for a data set on a box plot for the same set of data. I will then ask them to compare and contrast the two data representations verbally and in writing.”	Include specific questions you will ask students as they are working in class to see if they understand the concepts and procedures you would like them to learn. Explain how students' responses to the questions may influence the direction you go with the lesson. Consider using open-ended tasks to assess students’ conceptual understanding. Also consider the level of cognitive demand the tasks reflect. For summative assessments, it may be appropriate to provide a scoring rubric you could use to assess students’ responses.

Lesson quality control criteria addressed:

Addressing students’ preconceptions: Explain how and why the lesson will connect to students' experiential (outside-of-school) knowledge and school-based knowledge.

Conceptual and procedural knowledge development: Explain how and why your lesson is likely to build students' conceptual and procedural knowledge of the mathematics being studied. What steps have you taken to ensure there is a balance between concept and skill development?

Metacognition: Metacognition can be conceived of as "thinking about one's own thinking." It is important in mathematics because it can lead students to identify errors they have made and/or devise more efficient strategies for solving problems. Explain how and why the lesson is likely to help students engage in metacognitive activity.