USF Elementary Education Lesson Plan Template (F 2016)

NAME: Abby Davis

DATE: March 1st, 2017
GRADE: 1st
CONTENT AREA: Math/Comparing the value of numbers

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.)
MAFS.1.NBT.2.3 Compare two two-digit numbers based on meanings of the tens and
ones digits, recording the results of comparisons with the symbols >, =, and <.
MAFS.1.OA.4.7 Understand the meaning of the equal sign, and determine if
equations involving addition and subtraction are true or false. For example, which
of the following equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 =
2 + 5, 4 + 1 = 5 + 2.

MAFS.1.NBT.2.2 Understand that the two digits of a two-digit number represent

amounts of tens and ones.

Essential Understanding State Essential Understanding:

(What is the big idea or
essential question that you State as a question students can answer:
want students to come away
with? In other words, what, How can compare numbers?
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.,
Given _________________, the students will be able to ________________with ______________.
Given two numbers of equal or different values, students will be able to
independently find which side of the equation the greater value is on and select
the correct symbol (<,=,>) to place in the equation.
Given a set of base ten block pictures, students will be able to independently
USF Elementary Education Lesson Plan Template (F 2016)
"C: Given a sentence written
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
will you collect, either
during this lesson or in
upcoming lessons?
identify the value of those blocks.
Given a balance and incomplete number sentences, as a group, students will be
able to find the missing number in the sentence by balancing the equation.
I am teaching this objective in order for students to gain foundational number
sense.
This is a review of Chunk C skills before the students taken the quarterly test next
week.
I am using centers for students to independently and in teams practice the skills
they have been taught the last four weeks in order to become more fluent in using
the skill.
This standard is important for students to learn in order to gain foundational
number sense. If students know how to compare numbers, they will be set up for
high order math that is to come in the following grades.
Pre-Assessment:
Tuesday, the class started the centers. The teacher informally observed them and
notice which students excelled, which made minor errors, which made multiple mistakes,
and which took the opportunity to practice and made bad choices by not completing the
centers task.
Formatives:
Completion of work
Participating in group activities
Summative:
Quarter 3 Check
USF Elementary Education Lesson Plan Template (F 2016)
What Content Knowledge
is necessary for a teacher
to teach this material?
What do you need to know in
order to teach this concept?
What vocabulary/terms are
necessary?
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
might students have about
this content?
Greater than
Less than
Equal to
Compare
Symbols (<,=,>)
Base tens and ones
T chart
Place value
Tens and ones place
T chart
Balanced equations
Greater than symbol
Less then symbol
Which way the symbol faces (the larger number)
How to determine which number is greater
How to determine which side of the equation the greater number is on (left or
right)
How to split a number using the T chart
How to balance an equation
How to determine the value of two digit numbers
I have taught these lessons in the past and know which student understand the content
and which need more intervention. I have many in the class who will use this as a review,
and five or six who need this time for me to reteach them these concepts.
Students may not know which way each symbols goes.
Students may look at the wrong column of their T chart, comparing the ones when
they should start by comparing the tens column.
Students may not know which side is left and which is right.
Students may confuse the tens place and the ones place.
Students may misunderstand or misread the addition and subtraction symbols.
USF Elementary Education Lesson Plan Template (F 2016)

Students may think that two numbers with the same numbers in them (i.e. 34 and
43) are the same number.

Lesson Implementation
Teaching Methods
(What teaching method(s) will Centers
you use during this lesson? Technology game
Examples include guided Collaborative practice
release, 5 Es, direct Intervention
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to o Give instructions for each center

address the following: o Group students and let them know what they need for
What Higher Order their center.
Thinking (H.O.T.) questions o Ensure all students are settled and working, then
will you ask? transition to working with intervention group.
How will materials be o Students at the intervention table with work with
distributed? balancing equations.
Who will work together in Instruct students to balance an equation by
groups and how will you creating two numbers with pop cubes and
determine the grouping? adding and subtracting to solve on their place
How will students mat.
transition between Build up difficulty as students show fluency in
activities? the simpler problems.
What will you as the o After you have practice balancing equations with the
teacher do? intervention group for 30 minutes, allow these students
What will the students do? to disperse into groups and work independently from
What student data will be the teacher.
USF Elementary Education Lesson Plan Template (F 2016)

collected during each o From this point, manage the class, focusing attention
phase? on those students who came from the intervention
What are other adults in group.
the room doing? How are o End at 11:55 and have students pack up the centers
they supporting students and get ready for specials.
learning?
What model of co-teaching
are you using?
What will you do if a student struggles with the content?

I have previously identified the students who are struggling to master these standards.
Those students will receive thirty minutes of intervention with me before dispersing into
heterogeneously grouped student teams.

What will you do if a student masters the content quickly?

If students understand and master the standard, they will be challenged to complete the
challenge sheet for the team center at the balance. These students will also be
challenged to compare three digit numbers during the technology game.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
In all of economics and many other aspects of life, number/objects/people/etc. are
compared. This lesson provides the foundational skills for students to learn how to
compare two different numbers.

If applicable, how does this lesson connect to/reflect the local community?

In all of economics and many other aspects of life, number/objects/people/etc. are

compared. This lesson provides the foundational skills for students to learn how to
compare two different numbers.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
X Process
Product
USF Elementary Education Lesson Plan Template (F 2016)

Content
Learning Styles
Readiness
Interest

Explain-
These students will be challenged to complete the challenge sheet for the team center at
the balance. These students will be challenged to compare three digit numbers during
the technology game.

How will you differentiate instruction for students who need additional
language support?
X Process
Product
Content
Learning Styles
Readiness
Interest

Explain-
These students will be paired together to work with their team. Many of the activities
within these centers do not require reading, but they do have directions. I will explain the
directions very explicitly and ask the students who need additional language support to
repeat the directions.
Accommodations (If
needed) o Andrew
(What students need specific This learner needs help staying focused and will need additional teacher
accommodation? List support.
individual students (initials), o Tony
and then explain the This learner will require prompting to continue working at a certain pace. He
accommodation(s) you will may work at a slower pace, but should understand the concept enough to work
implement for these unique independently.
learners.) o Dylan/Navaelah
These learners may need help reading the instructions and should receive
repetition of directions.
o Gabby
USF Elementary Education Lesson Plan Template (F 2016)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Should be working independently, but does not show grasp of the concept in
independent work.
o All of the students above will be working with me in an intervention group for the first 30
minutes of centers and will be dispersed into centers for the last 30 minutes of centers.
4 computers for the math game
Pencils, glue, scissors, STEM notebook and entry
Balance, pop cubes, pencil, and practice sheet
Clipboards, task cards, pencils and answer sheet
Balanced equation mats, pop cubes, white board