Elementary and Early Childhood Education Mathematics Lesson Plan Template

Name: Lauren Dellojoio Date: 9/14/22

Course: ECE 4660 Lesson Plan #: 3
Subject Area(s): Math Workshop (9:35-10:25) Grade Level/Time Frame: 2nd grade/Fall

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience will take
Learners place
(Classroom ● Record X on front wall
Context) ● Desks arranged in groups of three
● Bulletin board with resources at the back of the room
● White board with dry erase markers and Smartboard at the front of the room
● Teacher’s desk at the front of the room.
● Wall at the back of the room is divide into “Reading”, “Writing” and “Math”
with informative posters that are update based on the progression of the class.
● Small group table (Crescent shaped) on the side of the room for small group
time with teacher.
● Two table at the back of the room with four Chrome books each. Table by the
small group table with two desk top computers. Two Chrome books placed at
the extra desk by the door, and by the storage cubbies. 12 total computers.
● Sink with water fountain on side of room.

Learner Description
Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
● Storage with paper, pencils, erasers, and more for student resources
Number of students in class: 19
● Number of males: 8
● Number of females: 11 
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 1 Sees a speech language pathologist 3
504 plans times a week for 30 minutes
Students w/ EIPs 3  Pulled for Shared Reading
English learners 1 Works with ESOL teacher during math
workshop.
Gifted 12 Attends venture classes every Thursday.
Students with gaps in 1 RTI Reading  Double iRead during DI time
academic knowledge
Other learning needs 9 Economically Free or reduced lunch
disadvantaged Lives with grandma who is not their legal
1 In Foster care guardian.
How is the content of your lesson connected to the students’ assets (personal, cultural,
and/or community) within your classroom? Be specific to the content of the lesson and
the assets of your students.
Personal:
Most the students in this classroom have average interests for children. They enjoy
playing outside, animals, reading fantasy or adventure chapter books, and playing games
online. Some of the books they enjoy are Dog Man, Magic Tree House, and Diary of a
Whimpey Kid. Some of the online games they enjoy are Fortnite, Minecraft, Mario
games and Among Us. Many of the student come from homes with divorced, separated,
or single parent household, but some do have two parent households as well. Due to this,
sending home emails of newsletters or important updates on the student to both parents
can ensure they are both receiving this information and feel included in the education of
their child.

Cultural: 
In the classroom, there are 19 total students. 3 are Hispanic, 3 are African American and
1 student is Middle Eastern or West Asian and 12 are white. Students are of either
 Christian or non-religious households. One student is of Islamic faith. The racial makeup
of Dallas is: 47% white, 36% African American, 9.5% Hispanic, 5.6% Mixed, 1.3%
Asian, .17% Native American and .08% Pacific Islander. At Poole Elementary, 52% of
students are from low-income families. Only 3% of students at Poole are English
Language Learners. When it comes to worldviews, most people in Dallas are of a
traditional and politically and socially conservative households.

Community:
This lesson takes place at Poole Elementary in Dallas, Georgia located in the Paulding
County School District. The school is located near a segment of the Silver Comet Trail
and several parks and neighborhoods. The school is 15 minutes from the Hiram shopping
area where most students and their families do their shopping and run errands. Students
mostly spend their own free time playing in their local neighborhoods and with other
children who live there as well. The school is also 6 minutes from historic downtown
Dallas. The area has regular events to celebrate holidays for children to attend. Dallas is
also located 30 miles from Atlanta, where there are several museums and educational
places for students to explore.

Step 2: Identify Georgia Standard (s) of Write out standards that apply to the lesson. Write the number and the statement.
Curricular Excellence, WIDA Standard(s), Remember to include those that apply to every subject area you are integrating in the
Priorities etc. lesson.

MGSE2.NBT.2 Count within 1000; skip-count by 5s, 10s, and

100s.
Prior Academic Knowledge What prior academic knowledge and/or prerequisite skills will this lesson activate?
and Prerequisite Skills What prior academic knowledge and/or prerequisite skills will students need for this
lesson?

This activity will take place on day 8 of this unit. This will allow student to have gotten
plenty of practice on the topic before completing this task. Some of the skills they will
have gained is the ability to skip count by 5, 10 and 100.

Overarching Goal, Big Idea, or What are the important understandings and/or core concepts that you want students
Essential Question(s) to develop?

Students will be able to successfully skip count by 5, 10 and 100 using mental math.

Learning Objective(s) or This (or these) should support the overarching goal, big idea, or essential question(s);
Learning Target(s) should be measurable; should indicate what students will be able to do at the end of
the lesson (These can be written as “I can” statements)
I can skip count by 5, 10, and 100.

Vocabulary: Includes Vocabulary Language Supports

words, phrases and symbols
used within disciplines. Multiple meaning words (if
● Multiple meaning words are applicable): N/A
words and phrases with N/A
subject specific meanings
that differ from meanings
used in everyday life (e.g.,
table, ruler, force)
● General academic
vocabulary used across
disciplines (e.g., compare,
analyze, evaluate)
 ● Subject-specific vocabulary
defined for use in the
discipline (e.g., vowel,
numerator, constitution,
photosynthesis)
Mathematics-specific vocabulary: Counting by a number other than one.
Skip counting Students will be able to review the
definition of this

Language Supports: instructional

supports that help students understand
and successfully use the language
function (e.g., sentence starters,
graphic organizers)
Support English Language Learners My ELL student will work the ESOL teacher in the classroom across the hall
Language-related needs during math instruction time. She works there every day during math
● Describe the specific workshop as there are more ELL students in the class than ours.
instructional support you will
enact for ELLs and other
students with language-
related during your lesson.
Step 3: Design Assessment Plan
Assessment
Framework Georgia Performance Standard(s) Corresponding Format of Assessment(s)
Learning Objective(s)
or Learning Target(s)
MGSE2.NBT.2 Count within I can skip count by 5, Worksheet and Kite hands-on activity
10, and 100.
1000; skip-count by 5s, 10s,
and 100s.
Type of Assessment Format of Supports, Evaluation Criteria
Assessment (e.g., Accommodations, How will you know or
quiz, test, checklist, Modifications measure if the students
KWL chart, (Differentiated have met the learning
performance task) Assessments, Culturally objective(s) or learning
Relevant Assessment) target(s)?
Pre-assessment Past performance in Students will be divided Scores on math tests,
Math NBI and Math into math group performance, overall
Workshop depending on their ability to complete
proficiency in math. They tasks.
will learn a differentiated
math curriculum.
Formative assessment(s) Worksheet and Kite Ability to successfully
hands-on activity ● I will support my complete the first
students who worksheet. Ability to
skip count and write
struggle in math
the numbers in order
by differentiating
on kite bows.
instruction
through taking
the rime to
review skip
counting before
beginning the
activity and using
the document
camera to model.

● I will support my
 students who
excel in math by
differentiating
instruction
through including
an extension
question on the
worksheet and
allowing them to
make their own
choices about
what number
they would like to
focus on.

Pre-Assessment Data Summary

Summarize the results of the pre-assessment data and explain how it will drive your instructional practices. What are
students able to do related to your Standards and objectives?

Step 4: Create Materials Needed Teacher Resources:

Learning  White Board
Activities  Expo Markers
 Doc camera for modeling
 Scissors

Student Resources:
 Worksheet
 Kite and Bows
 String
 Crayons
 Pencil
 Scissors
 Math Resource Bulletin
Technology Connection How will you, the teacher, use technology to drive instruction?
(OPTIONAL but should be included as How will the students use technology to enhance their learning?
often as possible)
Doc camera

Connection to the Arts
(OPTIONAL but should be included as
often as possible)
How would you incorporate creative expression through drama, movement,
visual arts, and/or music into the lesson?
Students will color their own skip counting kite and the bows that will go with
it! They will be able to use creative expression through the kite aspect and be
able to see their math skills spotlighted in a way they rarely see.

Supporting Diverse Learners
How do you plan to differentiate your instruction related to the learning
objective(s), learning target(s) and/or central focus (e.g., content, process,
product; representation, action & expression, engagement). Explain how the
support will assist a specific student and/or group with respect to the specific
learning objective(s) or learning target(s). For example:

● I will support my students who struggle in math by differentiating


Mathematics Education Research or
Theory, and Principles of Child
Development
Higher Order Thinking Questions
(HOTQs)
Instructional Strategies and Learning
instruction through taking the rime to review skip counting before
beginning the activity and using the document camera to model.
● I will support my students who excel in math by differentiating
instruction through including an extension question on the worksheet
and allowing them to make their own choices about what number
they would like to focus on.
My ESOL student joins another class during math instruction as the ESOL
teacher supports them there.
Note: Make sure you address the needs of the learner(s) identified in the
learning description (refer to Step 1).
According to Bandura, learning can be more
efficiently achieved through watching others and
modeling skills or behaviors. For Students are more
likely to comprehend a skill or knowledge when it is
directly involves them. Teachers may achieve this by
solving problems and demonstrating skills with
students following along. Then, students will
independently complete similar or the same task. This
involves a large amount of modeling and then
independent worktime for students to practice their
skills and knowledge. For example, in this lesson the
teacher will demonstrate how to skip count before
expecting students to complete a similar task.
Students will be much more aware of how to
complete a task if they are given explicit instruction
on it.
Create at least 5 higher-order thinking questions (along with anticipated
answers) using Bloom’s Taxonomy (level 3 and above) or Webb’s Depth of
Knowledge (DOK) levels (level 2 and above), then identify what level each
question represents. Embed these questions into your instructional strategies
and learning tasks section below and highlight them in green. Remember
these questions should be included throughout your launch, explore, and
summarize sections
1. I have 10 piles of buttons. Each pile has 5 buttons in it. What is the
easiest way I can find my answer?
2. What strategies are you going to use to quickly find out how many
buttons we have?
3. Can we use the same strategy to answer this problem?
4. Do you agree this is the easiest way to find our answer?
5. Did you get the same answer, and did you find it the same way?
6. There are so many paper clips, what is an easier way for me figure
this out other than drawing 100 paper clips?
(9:35-10:25)
Tasks Launch/Act I
SW sit on the carpet where they can see the white board. TW use the
following HOT questions to direct a skip counting review before moving on to
the main activity.

TW draw 10 piles of 5 buttons in each on the board or use physically props.

TWS, “I have 10 piles of buttons. Each pile has 5 buttons in it. What is the
easiest way I can find my answer? Turn and talk with someone how you
would find the answer.”
Give students a minute to discuss the answer with a peer.
TWS, “What strategies are you going to use to quickly find out how many
buttons we have?”
The goal is to have a student answer they will skip count by 5 to find their
answer of 50 total buttons. If students are giving different answer ask
questions to invoke critical thinking like,
“Do you agree this is the easiest way to find our answer?”
Draw blanks to list the numbers and have students chorally give you the
answers and write.

TWS, “Now I have four big cases of paper clips. Each case has 100 paper clips
in it.”
TW draw four cases and struggle to draw the 100 paper clips in each.
There are so many paper clips, what is an easier way for me figure this out
other than drawing 100 paper clips? Can we use the same strategy to answer
this problem? Take a second to think about what the answer is and how you
got it. Now, turn to a friend and whisper what you think the answer is and
how you got it.” Give students a minute to whisper to each other. “Did you
get the same answer, and did you find it the same way? Does someone want
to share how they got their answer? What was the strategy we used called?”
SWS, “Skipping counting. This time by 100.”
Draw blanks to list the numbers and have students chorally give you the
answers and write.

Explore/Act II 15-20 minutes

Students will need: First worksheet and a pencil.

Give students 5-10 minutes to work independently on the four problems.

When finished, they will raise their hand to be check off before receiving the
next paper. If they get the second paper early, direct them to color the kite
silently until the timer goes off. If a student is struggling, direct them to the
math resources in the room (anchor charts or modeling done in act one) or,
guide them through the problems, or encourage them to use their math kit as
an extra resource.

Students will need: Second worksheet, crayons, and a pencil.

When students are finished with the first sheet, direct their attention back to
you, their instructor at the doc camera.
TWS, “You should have a sheet with a big shape on the paper. What shape is
this called and what object do you think it is?”
SWS, “A diamond and a kite!”.
TWS, “Great! Remember when we made hot air balloons at the beginning of
the year and attached the two balloon and the basket with a string? We are
going to make our own skip counting kite so we can display our knowledge
and skills in a pretty and fun way. I want you to pick either the number 5, 10
or 100 and write it neatly in the circle in the middle of your kite.”
Give students a minute to make their decision and write their number. TW
also write their own number on their kite to model.
 TWS, “I will give you 5 minutes to color your kite. If you have time at the end,
you can go back and finish coloring.”
SW color for 5 minutes.

Students will need: Half sheet with bows, scissors, crayons, and pencil.

Pass out their final paper, the bows. Direct students’ attention back to the
board and model under the doc camera.
TWS, “I am going to write my next 9 numbers on the middle of the bows.
Pretend your bows are the blanks on the problems on your first paper. In fact,
you already did the hard work by doing the worksheet earlier so you can just
copy each number on the bows. Make sure you are paying attention to what
numbers you are writing, and you are double checking your work!”
TW model how they would like the students to write their answers on the
bows.
TWS, “When you are completely done, raise your hand so you can pick out
your kite string color and have your kite put together by Mrs. Murdock or
me.”
Give students 5 minutes to write and color before beginning to tape to allow
students time to write neatly and think about their answers.

Summarize/ Act III

TWS, “You all did a fantastic job today! Your kites look beautiful, and you
were able to show your skip counting skills in a fun and creative way. Now you
fly your kite high and sky and everyone can see what amazing skip counters
you really are!”

Re-teaching, Re-Engagement, Practice Describe at least one new strategy for re-teaching the content and/or skills
presented for students who did not successfully meet the learning
objective(s) or learning target(s) identified in the lesson.

A good way to reteach the overall concept of this lesson would be by doing a
small group using dry erase markers and props to

Extensions Describe at least one new strategy for enriching, challenging, or extending the
content and/or skills for students who successfully met the learning
objective(s) or learning target(s) identified in the lesson.

The third question on the kite worksheet is the main extension of this activity.
In the standard, students only need to know how to skip count by 5, 10 and
100. In this third question, they are asked to skip count by 20. All students are
given the opportunity to solve this extension question. If they get stuck on
this question, they can skip it and move on to the fourth and final question.

References
Original kite activity that inspired me