USF Elementary Education Lesson Plan Template (S 2014) Name: Ellyn Foster

Grade Level Being Subject/Content: Group Date of Lesson: 1/9/2017

Taught: Mathematics Size:
2nd Grade Whole
Group
Small
Group
(3)

Lesson Content
What Standards (national
MAFS.2.NBT.2.5: Fluently add and subtract within 100 using strategies based on place
or state) relate to this
value, properties of operations, and/or the relationship between addition and subtraction.
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding I can subtract multiples of 100 and some tens within 1000.
(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 When students are introduced to a math equation they will be able to subtract to the
students know and be able to nearest tens or hundreds within 1,000. (I.e.- 130-20=110 can be broken into (100+30)-
do after this lesson? Include 20=110)
the ABCDs 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
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Subject/Content:
Taught: Mathematics
2nd Grade
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
Name: Ellyn Foster
Group Date of Lesson: 1/9/2017
Size:
Whole
Group
Small
Group
(3)
Why are you teaching this objective?
I am teaching this objective so students bring large numbers (such as 137) to the
nearest ten (130 140) with the purpose of improving mental math.
Where does this lesson fit within a larger plan?
This lesson fits in with the larger plan by building onto previous curriculum. (i.e.: Lesson
3 focused on adding multiples of 100 and some tens within 1000.)
Why are you teaching it this way?
I am teaching this lesson in groups with the intention of providing the most opportunities
possible for math discussion.
Why is it important for students to learn this concept?
This concept is important for students because it provides students strategies to simplify
mental math.
Formative evidence: The first formative evidence that I will collect before the
assignment will be a The second form of formative evidence will be the collected problem
set from the day before. The last formative assessment collected will be through their
reflective learning target sheets.
Summative evidence: The summative evidence this lesson will be a quiz which will be
USF Elementary Education Lesson Plan Template (S 2014) Name: Ellyn Foster
Grade Level Being Subject/Content: Group Date of Lesson: 1/9/2017
Taught: Mathematics Size:
2nd Grade Whole
Group
Small
Group
(3)

this lesson? given at the end of lesson 5.

What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher Students must have a strong understanding of place value.
to teach this material? Students must know the arrow way to solve a math equation using subtraction.
Students must understand how to identify the addended unknown in an
application word problem.

What background
knowledge is necessary for How will you ensure students have this previous knowledge?
a student to successfully I will ensure students previous knowledge by having them complete morning work
meet these objectives? completed in the morning. This exit ticket will act as a review from the previous days
lesson.
How will you ensure
students have this Who are your learners?
previous knowledge? My learners are a second grade and diverse classroom. There are a total of 18 students.
Who are your learners?
What do you know about What do you know about them?
them? I know that these students enjoy conversation and need a great amount of redirecting
What do you know about and engaging tasks.
their readiness for this
content? What do you know about their readiness for this content?
Using the problem set of the previous lesson 5 out of a total of 18 students received
support from a teacher in small group while 13 of the students completed the work
individually.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Subject/Content:
Taught: Mathematics
2nd Grade
What misconceptions
might students have about
this content?
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.)
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
Name: Ellyn Foster
Group Date of Lesson: 1/9/2017
Size:
Whole
Group
Small
Group
(3)
My students have been having trouble with the neatness of their work. In their HTO
drawings, the students often receive the wrong answers because they miscount
their place value markers.
Lesson Implementation
1. One Teach, one Drift.
2. Modeling.
3. One Teach, one observe.
Time Who is Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or (Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. Review the procedure for the day.
2. Hand the Zearn.org booklets to students. Explain that this
booklet accompanies the modules on Zearn.
3. Introduce the standard.
4. Refer to the reflection sheet .
5. Begin with application problem
USF Elementary Education Lesson Plan Template (S 2014) Name: Ellyn Foster
Grade Level Being Subject/Content: Group Date of Lesson: 1/9/2017
Taught: Mathematics Size:
2nd Grade Whole
Group
Small
Group
(3)

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 Application Problem
collected during each Diane needs 650 craft sticks to make a gift box. She only has 48. How many
phase? more craft sticks does she need?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Sprint Warm up
6. What is 2 tens less than 130?
7. Give a subtraction sentence.
8. 130 20=110
9. What is 2 hundreds less than 350?
10.350-200=______
11.6 tens less than 150
12.150-60=____
13.3 hundreds less than 550
USF Elementary Education Lesson Plan Template (S 2014) Name: Ellyn Foster
Grade Level Being Subject/Content: Group Date of Lesson: 1/9/2017
Taught: Mathematics Size:
2nd Grade Whole
Group
Small
Group
(3)

14.550-300=__________
15.7 tens less than 250 =___________

SPRINT

16.Complete sprints A and B with students.

17.Check sprints with students.

Concept Development
18.I DO Solve using arrow way. 570-110=
19.Select a student teacher. WE DO. Solve using arrow way.
450-260=
20.YOU AND A PARTNER DO. Solve using arrow way 780-390=
21.YOU DO. Solve using arrow way 440-260=

Independent Work

22.Have students work individually on the problem set.

23.Struggling students will be invited to the back table with Ms.
Foster (Intern) while the Collaborating Teacher
observes/assists struggling students outside of the group.

What will you do if a student struggles with the content?

Struggling students will work with the teacher in a small group during the problem set.

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

Students will extend their learning by working on Zearn.org.

USF Elementary Education Lesson Plan Template (S 2014) Name: Ellyn Foster
Grade Level Being Subject/Content: Group Date of Lesson: 1/9/2017
Taught: Mathematics Size:
2nd Grade Whole
Group
Small
Group
(3)

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
The application problem will feature a scenario which students can apply to their own
lives. Students find apply finding the sum of two different items.

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

N/A

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

My enrichment students will receive practice using a mathematics program on Zearn.org

to provide material at their pace and level of achievement.

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

Intermediate fluency: I will include the HTO picture model in my work to represent the
numbers to give more language support.

Accommodations (If AM:

needed) (S.L.D.) B.K.: Questions will be read to him if needed. This student will receive help from
USF Elementary Education Lesson Plan Template (S 2014) Name: Ellyn Foster
Grade Level Being Subject/Content: Group Date of Lesson: 1/9/2017
Taught: Mathematics Size:
2nd Grade Whole
Group
Small
Group
(3)

(What students need specific the ESE support teacher.

accommodation? List
individual students (initials), (ESOL) M.A., C.A. and, A.N.: I will include TPR (total physical response) actions while
and then explain the explaining the application problem of the day.
accommodation(s) you will
implement for these unique PM:
learners.) (A.D.H.D.) J.U.: J.U. will receive extra redirection.
Materials
(What materials will you use? Math Journal
Why did you choose these Pencil
materials? Include any Paper
resources you used. This can
Sprint Worksheet
also include people!)
Independent Worksheet