USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 3rd
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.)
Understanding the standards
over time
1
Name: _Sydney Dowling_
Subject/Content: Math- Estimation Group Size: Date of Lesson: 11/20/20
26/ 17
Part 1: Lesson Content
Estimate and Round Using an Open Number Line
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests and cultural backgrounds of the students in the class in the fact
that they will use this information across all backgrounds and cultures.
How does this lesson connect to/reflect the local community?
This lesson is reflective of the local community, seeing as the students can begin to notice how they
can use this information in real world settings.
MAFS.3.NBT.1.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
MAFS.3.OA.4.8: Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers
using mental computation and estimation strategies including rounding.
MAFS.3.OA.3.7: Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or
properties of operations. By the end of Grade 3, know from memory all products of two one-digit
numbers.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
MAFS.2.NBT.1.1: Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones e.g., 706 equals 7 hundred, 0 tens, and 6 ones. Understand the following as
special cases:
a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five,
six, seven, eight, or nine hundred (and 0 tens and 0 ones).
Trace the standard to the next grade level. What will students learn next related to this standard?
MAFS.4.NBT.1.1: Recognize that in a multi-digit whole number, a digit in one place represents ten
times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by
applying concepts of place value and division.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
2
Name: _Sydney Dowling_
Subject/Content: Math- Estimation Group Size: Date of Lesson: 11/20/20
26/ 17
Students may have misconceptions about the size of numbers.
Students may have a misconception about what it means to estimate or round.
Students may have a misconception about place value.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between
potential and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action-
how) a reasonable (measure- how well) prediction (also part of the action) for how the main character
will respond to a challenge in the second half (content- what).
- Students will be able to determine numbers’ place value within ones, tens, and hundreds, and
utilize this skill when rounding whole numbers to the nearest ten or hundred.
- Using their knowledge of number lines, students will be able to accurately represent the
endpoint, midpoint, and given number on a number line, based on a two-step word problem.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? _Level 2- Basic Application of Skills and Concepts_
Which level(s) of thinking is/are called for in your objective? _ Level 2- Basic Application of Skills
and Concepts_
Why did you choose this level(s) of thinking?
I chose this level of thinking because students will be applying their knowledge of place value,
estimation, and rounding as they complete the in-class lesson as well as their exit ticket after the
lesson.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student learning/student understanding of the contents from the lesson before moving on to their classwork for the day.
work? If you’re using a rubric,
include your rubric here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
3
Name: _Sydney Dowling_
Subject/Content: Math- Estimation Group Size: Date of Lesson: 11/20/20
26/ 17
Describe your assessment plan: For this lesson, students will be assessed throughout on their ability to
mark numbers, midpoints, and endpoints on a number line. But there is a final question which will
serve as a formative assessment for me to determine which students may need support before they
complete their classwork for the day or before moving on to the next lesson.
Is your assessment formative or summative? Why did you make that assessment decision?
This is a formative assessment, which will happen at the end of the lesson, so then I can assess where
students need more support before doing their classwork for the day or before moving on to the next
lesson.
How does it align with your objective?
This aligns with my objective seeing as it allows them an opportunity to showcase their ability to
decipher a two-step word problem, represent a given number, midpoints, and endpoints on a number
line, and round to the nearest 10 or 100.
There is no rubric for this assignment but the criteria the students should meet is participating in the
group lesson, as well as the formative assessment at the end, where students will demonstrate their
Part 2: Lesson Implementation
 We will be meeting over Zoom. Therefore, the students will all be coming on to the Zoom
meeting space, with their cameras on, microphones muted, and ready with materials on hand.
 Since this is a group lesson, I will often use a “me then three” strategy, where should I pose a
question, I will call on three students after to facilitate conversation. Students are used to this
strategy however, I often remind them that I will be calling on three friends with their blue
hands raised if they wish to share, or to answer or ask a question.
 The expectations for our class Zoom sessions are that students will keep their cameras on for
the entirety of the meeting, stay muted until called on, and have materials ready for class.
Students should know these expectations but will be reminded when they will need specific
materials.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you
use if students do not meet
your expectations? Are
there specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)
4
Name: _Sydney Dowling_
Subject/Content: Math- Estimation Group Size: Date of Lesson: 11/20/20
26/ 17
 If students do not keep their cameras on or are calling-out during class, positive reinforcement
will be given to those that ARE following the rules. If the student(s) continue to turn off their
camera or call-out, they will be reminded of the class expectations either over chat or directly.
For some students who require a more extensive management plan, they may have to be muted
by the teacher or be reminded of their own plan or goal for managing their behaviors.
 For the lesson, we will be working at the same pace and students should be following along
and participating throughout. After the lesson, students will complete the exit ticket as well as
their I-Ready lesson for the week. Once, they have completed these items, there are extra
credit options for students to complete if they wish to do so.
For this lesson, I will need the students, my laptop, my slideshow presentation, students’ notebooks,
writing utensils, and my own notebook for anecdotal notes.
I chose these materials for my lesson because I will need to have access to my laptop for Zoom and
the presentation, as well as my students with their notebooks to complete the lesson for the day, and
my own notebook for demonstrations and any quick notes throughout the lesson.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
Differentiating Instruction
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.)
5
Name: _Sydney Dowling_
Subject/Content: Math- Estimation Group Size: Date of Lesson: 11/20/20
26/ 17
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will differentiate the process for students who need more support linguistically or for other reasons.
For example, I will allow students to message in the chat if they are nervous to speak out in class or
speak out loud when students are unable to type or spell. For students who need differentiation in
product, they are welcome to show their work by holding up their work or model for the class to see
rather than sharing out verbally. For students who need more support in general, there is an aide that
comes in and works with these students in a break-out group. Students can also stay after class time to
receive extra support when needed.
Which specific students will benefit, and why?
Process: HW, NC/ PC, TS
Product: SP/ LG
Readiness: HR, BJ/ MC
What accommodations will you make for students who are English Language Learners? (Refer
to your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level:
 Early Production Level: HR- Works with an aide, but also can be given extra time for sharing
her work. Providing written as well as directions that are read, can be helpful for promoting
understanding.
 Speech Emergence Level:
 Intermediate Fluency Level: NC- Modifications of communication (can speak instead of type).
What accommodations will you make for students who have an IEP or 504 plans?
N/A- An aide works with these students.
What accommodations will you make for students identified as gifted and have an EP
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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 you as the teacher
say?
6
Name: _Sydney Dowling_
Subject/Content: Math- Estimation Group Size: Date of Lesson: 11/20/20
26/ 17
(education plan)?
N/A- all gifted students are in a different class at this time.
“The more estimation strategies students experience, the better they can make a decision as to which
one best suits the situation at hand. In contrast, if you just tell students to use a given strategy (e.g.,
round each number to tone significant digit and multiply), they won’t develop the skills to
purposefully pick different strategies for different situations” (Van de Walle, Karp, & Bay-Williams,
2019, p.292).
1. What is the content area for this lesson? _Math- Estimation/ Rounding_
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) _Gradual Release_
3. Step-by-step plan:
Model some misconceptions to prevent them- example of what not to do!
- Give an example of a number line where the number is in the wrong place or in general
challenging misconceptions- after warm-up?
Time: Action Steps:
30 seconds- Teacher Talk: “Hey everyone! So, we are going to get started with our math lesson for
today, so go ahead and grab your math notebooks and hold them up to let me know you are ready to
go!”
8 mins- To start the class, I am going to begin with an open number line activity. I am going to prepare a slide
with students’ names and a number assigned to each. When I show the slide, I will say, “make sure to write
these numbers down on your paper so you don’t forget it when I move to the next slide”. On the next slide there
will be an open number line, where I will call on three students at a time to fill in their number based on where
they think it should go on the number line using the annotate feature on Zoom. After all the numbers have been
marked on the number line, I will call on students to discuss why they put their numbers where they did (I will
plan to call on students who have numbers at both ends of the spectrum as well as in the middle). Here, it will
be helpful to introduce the word “estimate”- such as, students estimated where their number would go on an
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
 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?
7
Name: _Sydney Dowling_
Subject/Content: Math- Estimation Group Size: Date of Lesson: 11/20/20
26/ 17
open number line.
2 mins- Model misconceptions here. For this example, I will give an example of a number line where the
number is in the wrong place. Such as, 30 on a number line 1 to 100, then ask students what I may
have done wrong and how I can fix it. This will challenge the misconception of the size of numbers
and their placement on a number line.
5 mins- Provide students with a word problem, “Melanie went to the store, her groceries came to the total of 92
dollars. When paying, she said, “that is about $100”. Do you agree or disagree with Melanie?”. With this word
problem, students can type in the chat whether they agree or disagree with Melanie. Then, I will call on three
students to share their reasoning. With this example, I will highlight the terms “about,” “rounded,” and
“estimated,” saying that “Melanie used estimation to round her total of $92 to $100, because she noticed it was
it was like paying about or almost $100.
2 mins- Students will use the annotate feature on Zoom to mark where 278 would fall within a
number line of 200 to 300. I will call on two students to discuss why they chose to place their number
where they did.
4 mins- Using an open number line that appears like this, _00 < --- > _00, students will annotate where
they think 326 is on that number line. But first, they will be asked “what number is in the hundreds place in
326?” and “what is one more hundred than 300?”. This will aid them in determining how to fill in the blanks in
the number line.
5 mins- Then, students will be asked to find the midpoint in these examples: 1 < --- > 100, 300 < --- >
400, and 500 < --- > 600. Students will annotate (with each student annotating they can write their initials rather
than just a line), then as a class we will discuss, what patterns they notice. Then, I will point out to students that
“if there are 100 units on a number line, halfway is always 5 tens or 50”. I will also point out where the
endpoints are for these number lines, in order to build understanding of both midpoints and endpoints.
3 mins- Then, with the number, 782 students will use this number line: ? < --- > ?, and mark the midpoint and
endpoints, 782, then round to the nearest hundred.
5 mins- Provide this word problem: “Sarah has 177 stickers. Use a number line to mark how many stickers
Sarah has in total, make sure to mark the endpoints and the midpoint as well. Rounding to the nearest hundred,
about how many stickers does Sarah have?”. Then, ask students to model with number line in their notebooks,
then hold them up when they are finished. This will serve as their formative assessment before moving on to
their Canvas work for the day.
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Sydney Dowling_

Grade Level Being Taught: 3rd Subject/Content: Math- Estimation Group Size: Date of Lesson: 11/20/20
26/ 17