USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:

1st
Mathematics with
Technology

Group
Size:
whole
class

Name: Janelle Urra

Date of Lesson: 03/10/16

Lesson Content
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.)

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?)

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.,

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 <.

How can students use their understanding on comparing numbers to explain their
understanding?

Students will be able to show their understanding on comparing two

two-digits by using their math skills to test how numbers relate to
each other.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
1st
Mathematics with
Technology

Group
Size:
whole
class

Name: Janelle Urra

Date of Lesson: 03/10/16

"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?

This objective will help me see where students are with comparing
two two-digit numbers. I will be able to recognize my students new
learned math terms and how they interpret comparing numbers.

Formative:
Frequent check-in questions (make notes on classroom list)
Check ins Thumbs up/down
Summative:
Worksheet students fill out, choosing 4 problems to solve and
write down

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
1st
Mathematics with
Technology

Group
Size:
whole
class

Name: Janelle Urra

Date of Lesson: 03/10/16

What summative evidence

will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

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?

Being able to compare two two-digit numbers and knowing place

value o tens and ones.

Place value is necessary for students to compare the numbers.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
1st
Mathematics with
Technology
What misconceptions
might students have about
this content?

Group
Size:
whole
class

Name: Janelle Urra

Date of Lesson: 03/10/16

Misconceptions on place value of the numbers and being able to read

the phrases greater than and less than

Lesson Implementation
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.)

Free-training-tutorial.com

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.)

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-bystep 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

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
1st
Mathematics with
Technology

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?
What will you do if

Group
Size:
whole
class

Name: Janelle Urra

Date of Lesson: 03/10/16

Teacher

the Idea; Extend/Applying the Idea; Evaluation).

Student

1. Explain to students that they will be using the

website provided on their screens to show their
understanding on comparing numbers. Let them
know that I will be asking them to explain their
answers based on place value of tens and ones.
2. Short review on comparing numbers
3. Go over how the website works shortly
4. Allow students to play the gumball comparing
numbers game
5. Walk around and ask students questions on the
problem they are solving on comparing numbers
6. Check in with students with thumbs up/down
7. If time permits allow students to play another
comparing numbers game

Teacher
23
Teacher/st
udents

a student struggles with the content?

Bring a white board and go place value with comparing numbers

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
1st
Mathematics with
Technology
What will you do if

Group
Size:
whole
class

Name: Janelle Urra

Date of Lesson: 03/10/16

a student masters the content quickly?

Pick another comparing games where students can select a higher

level.
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 main game the students will focus

on

is penny prizes comparing numbers game many students are

interested in gumballs, which the game illustrates.
If applicable, how does this lesson connect to/reflect the local community?

This lesson will connect to the local community by allowing students

to understand comparing numbers so that when they are about in the
community they will understand prices of items that are bigger, less
than or equal to each other.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)? Pick another comparing games

where students can select a higher level.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
1st
Mathematics with
Technology

Group
Size:
whole
class

Name: Janelle Urra

Date of Lesson: 03/10/16

How will you differentiate instruction for students who need additional
language support?

I can write the words bigger, less than and equal to on the board with
the symbols for further instruction as an example for students to view
while playing the game.
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!)

-Mini white board with markers and erasers

-Computer lab