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Grade Level Being Taught

:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)

19 students

Date of Lesson:
February 9th, 2016

Name: Erin Doherty
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
they’d never get through them
all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Math
Standard:
MAFS.1.OA.4.8
Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.
For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5
= [] – 3, 6 + 6 = [].
Big idea:
When the students are working on math problems on their own, they will be able to solve problems with
unknowns.

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)

19 students

Date of Lesson:
February 9th, 2016

Name: Erin Doherty
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCD’s of objectives:
action, behavior, condition,
and degree of mastery, i.e., "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?

Learning Goal: I can solve problems with unknowns.
Students will be able to solve problems with unknowns.
A: The students
B: will be able to solve problems
C: given unknown values
D: with no errors

-I am teaching this objective because this learning goal is important when students are learning that equations
should be balanced and equal on both sides to show they are true.
-This lesson fits within a larger plan by adding to the students’ overall math skills.
-I am teaching it this way because my CT has modeled lessons like this in this way. I like the way this lesson is
organized each day. We start off by going over the learning goal and then I proceed to explaining the lesson.
Next, I put up warm-up problems that usually review what we learned the previous day. I give the students about
five minutes to jot down answers and then I go over each problem with them as a whole class. Showing video
clips also reinforces what they are learning.
-It is important for students to learn this concept because they will need to know how to solve for unknown
numbers.

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)

19 students

Date of Lesson:
February 9th, 2016

Name: Erin Doherty
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?

I will know students have mastered my objectives through their verbal responses to my questions and what they
write in their math journals.
Formative evidence: Number Talk & Math Talk
Summative evidence: A worksheet p. 202 from their math pages.
I will also have students explain to me how they used a part-part-whole model of a math mountain to solve one
of their problems.

What Content Knowledge is
necessary for a teacher to
Teachers must know math concepts such as:
teach this material?
-part-part-whole
-math mountains
-fact families
-how to solve for unknowns
-how to make a ten
-how to tell if an equation is true or false
-what it means for equations to be balanced

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)

19 students

Date of Lesson:
February 9th, 2016

Name: Erin Doherty
What background
knowledge is necessary for
a student to successfully
meet these objectives?

Background knowledge:
Past learning goals for math that we have been learning all year.

◻ How will you ensure

-My learners are my first grade students.

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?

-I will ensure students have this previous knowledge by reviewing the math concepts that relate to this lesson.

-I know that they are always so excited to learn new things. They are inquisitive and quick to answer questions.
Our learning goal for math all this week is the same, so this should be repetitive.
-I know that they are capable of learning and retaining this new content.

What misconceptions might
students have about this
Misconceptions:
content?
-The students might classify equations as true when they are false and vice versa.
-They might not be able to fill in the unknown.
-They might get confused on part-part-whole or math mountains.

Lesson Implementation

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)

19 students

Date of Lesson:
February 9th, 2016

Name: Erin Doherty
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

-Reviewing content
-Demonstration with a video (connection to part-part-whole)
-Guided release: Number Talk & Math Talk
-Lecture about the learning goal
-Modeling: (Show the students how to do the top of p. 202)
-Independent work: (Have students complete the bottom of p. 202)
-Have students explain one of their problems

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)

19 students

Date of Lesson:
February 9th, 2016

Name: Erin Doherty
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.)
Where applicable, be sure to
address the following:
◻ What Higher Order
Thinking (H.O.T.) questions
will you ask?
◻ How will materials be
distributed?
◻ Who will work together in
groups and how will you
determine the grouping?
◻ How will students transition
between activities?
◻ What will you as the
teacher do?
◻ What will the students do?
◻ What student data will be
collected during each
phase?
◻ What are other adults in
the room doing? How are
they supporting students’
learning?
◻ What model of co-teaching
are you using?

Time
3:00p
m

Who is
responsible
(Teacher or
Students)?
Both

Each content area may require a different step-by-step format. Use
whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
-First, I will read the “I can…”
LG: I can solve problems with unknowns.
-Review content
Number Talk: Making Tens- Routine like last week.
3+7
9+3+1
9+5+1
Math Talk: What would make this problem true?
15-____=9
-Remind students that part-part-whole models or math mountains
can help us solve for unknowns.
-Watch the video (has a good connection to part-part-whole)

https://www.youtube.com/watch?v=Mvm0y1Qr_JQ
-Model top of p. 202.
-Make a connection to yesterday’s lesson on fact families.
-Show how the first problem can be solved using a math mountain or
part-part-whole.
-Have students complete the bottom of p. 202

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)

19 students

Date of Lesson:
February 9th, 2016

Name: Erin Doherty
-Have students explain how they used a part-part-whole model or a
math mountain to solve one of their problems.

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)

19 students

Date of Lesson:
February 9th, 2016

Name: Erin Doherty
What will you do if…

…a student struggles with the content?
I will work one-on-one with this particular student after concluding the wholegroup lesson.
During the lesson, I will pair the student up with someone who always seems to
understand the content.

What will you do if…

…a student masters the content quickly?
Have this particular student peer tutor a struggling student.
Have this student summarize in their own words the purpose of this lesson for
the rest of the class to hear.

Meeting your students’
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students are interested in learning new math.
If applicable, how does this lesson connect to/reflect the local community?
Connerton students should be learning this content.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I can have these students complete p. 203 & 204.

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)

19 students

Date of Lesson:
February 9th, 2016

Name: Erin Doherty
How will you differentiate instruction for students who need additional
language support?
-I will contact a language facilitator to come work with this student.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Remediation: Have students complete only part of p. 203.

-Individual math journals
-Whiteboard with the “I CAN…” written.
-Computer to watch the video
-overhead projector
-workbook pages
-my smiling students :)
-my CT as a needed resource

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

19 students

Date of Lesson:
February 9th, 2016

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

19 students

Date of Lesson:
February 9th, 2016

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

19 students

Date of Lesson:
February 9th, 2016

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

19 students

Date of Lesson:
February 9th, 2016

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

19 students

Date of Lesson:
February 9th, 2016

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

19 students

Date of Lesson:
February 9th, 2016

Grade Level Being Taught:

Subject/Content:

Group Size:

1st
Math/Unknowns
USF Elementary Education Lesson Plan Template (S 2016)
Name: Erin Doherty

19 students

Date of Lesson:
February 9th, 2016