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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 MAFS.1.NBT.2.3 Compare two two-digit numbers based on meanings of the tens and
lesson? ones digits, recording the results of comparisons with the symbols >, =, and <.
(You should include ALL
applicable standards. Rarely MAFS.1.OA.4.7 Understand the meaning of the equal sign, and determine if
do teachers use just one: equations involving addition and subtraction are true or false. For example, which
theyd never get through
of the following equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 =
them all.)
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? Given _________________, the students will be able to ________________with ______________.
(Student-centered: What will
students know and be able to Given two numbers of equal or different values, students will be able to
do after this lesson? Include independently find which side of the equation the greater value is on and select
the ABCDs of objectives: the correct symbol (<,=,>) to place in the equation.
action, behavior, condition, Given a set of base ten block pictures, students will be able to independently
and degree of mastery, i.e.,
USF Elementary Education Lesson Plan Template (F 2016)

"C: Given a sentence written identify the value of those blocks.


in the past or present tense, Given a balance and incomplete number sentences, as a group, students will be
A: the student B: will be able able to find the missing number in the sentence by balancing the equation.
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 I am teaching this objective in order for students to gain foundational number
questions: sense.
Why are you teaching this This is a review of Chunk C skills before the students taken the quarterly test next
objective? week.
Where does this lesson fit I am using centers for students to independently and in teams practice the skills
within a larger plan? they have been taught the last four weeks in order to become more fluent in using
Why are you teaching it the skill.
this way? This standard is important for students to learn in order to gain foundational
Why is it important for number sense. If students know how to compare numbers, they will be set up for
students to learn this high order math that is to come in the following grades.
concept?

Evaluation Plan- How will Pre-Assessment:


you know students have Tuesday, the class started the centers. The teacher informally observed them and
mastered your objectives? 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
Address the following: centers task.
What formative evidence
will you use to document Formatives:
student learning during Completion of work
this lesson? Participating in group activities
What summative evidence
will you collect, either Summative:
during this lesson or in Quarter 3 Check
upcoming lessons?
USF Elementary Education Lesson Plan Template (F 2016)

What Content Knowledge


is necessary for a teacher Greater than
to teach this material? Less than
What do you need to know in Equal to
order to teach this concept?
Compare
What vocabulary/terms are
Symbols (<,=,>)
necessary?
Base tens and ones
T chart
Place value
Tens and ones place
T chart
Balanced equations

What background Greater than symbol


knowledge is necessary for Less then symbol
a student to successfully Which way the symbol faces (the larger number)
meet these objectives? How to determine which number is greater
How to determine which side of the equation the greater number is on (left or
How will you ensure
right)
students have this
previous knowledge? How to split a number using the T chart
Who are your learners? How to balance an equation
What do you know about How to determine the value of two digit numbers
them?
What do you know about I have taught these lessons in the past and know which student understand the content
their readiness for this and which need more intervention. I have many in the class who will use this as a review,
content? and five or six who need this time for me to reteach them these concepts.

What misconceptions Students may not know which way each symbols goes.
might students have about Students may look at the wrong column of their T chart, comparing the ones when
this content? 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)

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.

Materials
(What materials will you use? 4 computers for the math game
Why did you choose these Pencils, glue, scissors, STEM notebook and entry
materials? Include any Balance, pop cubes, pencil, and practice sheet
resources you used. This can
Clipboards, task cards, pencils and answer sheet
also include people!)
Balanced equation mats, pop cubes, white board