USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/26
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Pre- Observation Reflection: Designing Lessons to Meet Student Learning Needs

Please answer one questions from at least one bullet in each category (ie: Learning objectives and goals) below for a total of 5 questions.
Use complete sentences and attend to writing mechanics. Include this sheet as the cover page for your formal lesson plan.

Learning Objectives and Goals

● How do you plan to communicate the learning objectives to students? Be specific include teacher talk and exact language you
might use.
I plan to communicate the learning objectives to students at the beginning of class when I am introducing the lesson. At the start of the
lesson I will tell students that we will be discussing place value, which is a newer topic, and talk about how our objective for the day is
understanding place value. The objectives for the day are always listed on the whiteboard, so I am able to refer to the board when
beginning the lesson to inform students of what the goal for the lesson is.

Using Data (choose one)

● What sources of student data did you use to determine student performance levels for these learning objectives? **Be explicit –
what do you know about what your students know about these learning objectives? What did you learn from this data?
When beginning this unit the day before, I determined that students needed more assistance building a foundation of place value.
Students were working as a whole group to figure out the place value of numbers, however, many students struggled with this and
connecting how rods and cubes made up the tens and ones place. From the anecdotal notes I took during this lesson, I was able to see
that students needed more help and what skill they needed help with.
● How did you become familiar with students’ background knowledge, skill levels, experiences, and cultural resources? What did
you learn that you used in this lesson?

Assessment (choose one)

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/26
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● How do you plan to provide ongoing feedback to students?

As I’m teaching, I will be walking around whenever I get the chance in order to give feedback to students. During the worksheet, if I
notice a student has the wrong answer, I can help them to correct their answer. As a whole group, if I notice students are not answering
corretly, I can assist them with figuring out how many rods and cubes they will need. This is essential in providing ongoing feedback to
students so they know what they can do to get the questions right.
● How do you expect to assess students during the lesson? Why?

● How will you asses student learning at the end of the lesson? Why did you choose this format?

● How are the assessments you have chosen aligned with your learning objectives?

Instruction (choose one)

● How will you model or explain clear expectations for student learning? Be specific, include teacher talk and exact language you
might use.
● How will students be grouped for learning? How is the grouping related to social and academic goals?

● How will you know when it is time to move from one activity to the next?
At the start of class, I will know it is time to move on from modeling with rods and cubes when I notice students continuously and
confidently answering the questions I am asking them correctly. During the worksheet, I will know it is time to move on to the next
activity when I notice the majority of the class has completed their worksheet. This will tell me that it is time to move on to the next part
of the lesson since most students will be ready.
● How will you create a true discussion rather than engaging only a limited number of students?

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/26
23

Observation Focus
● Using the actionable feedback from your most recent formal observations, how will you address those goals in this particular
lesson? In addition, which new FEAPs do you intend to demonstrate during this lesson?
One goal from one of my most recent observations was the pacing of my lessons. I will be sure to address that goal in my lesson by
looking at the time frequently to see if I need to speed the lesson up, or slow it down within the 30 minute time frame. With the lesson I
have created, I am able to either add more questions, or do less questions based on how I see fit with pacing. Two new FEAPs that I
intend to demonstrate during this lesson are 3i and 3f.

Part 1: Lesson Content

Title of Lesson
Place Value
Meeting your students’ needs as people and as learners How does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the interests of my students because every
morning during morning meeting we add a cube to count how many
days we’ve been in school. Students are asked how much a cube is
worth, and then how much a rod is worth in order to introduce
students to place value. Since students are being exposed to this every
morning, it makes them interested to learn more about place value.
This lesson also connects to the cultural background of my students by
utilizing real-world examples so that students can connect their
backgrounds and experiences to mathematics.

How does this lesson connect to/reflect the local community?

This lesson connects to/reflects the local community because there
are numbers all throughout the community. Whether it’s a grocery
store, a restaurant, or at home, numbers surround students in their
local community. When viewing these numbers, students can connect
the lesson about place value to determine the place value of each
number they see. By seeing numbers around the local community,
students can connect the lesson to their own community.
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st Subject/Content: Math
What Standards (national or state) relate to this lesson?
(You should include ALL applicable standards.)
Understanding the standards over time
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MA.1.NSO.1.3 - Compose and decompose two-digit numbers in
multiple ways using tens and ones. Demonstrate each composition or
decomposition with objects, drawings and expressions or equations.
MA.1.NSO.1.3 - Read numbers from 0 to 100 written in standard form,
expanded form and word form. Write numbers from 0 to 100 using
standard form and expanded form.
Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard?
MA.K.NSO.2.1 - Recite the number names to 100 by ones and by tens.
Starting at a given number, count forward within 100 and backward
within 20.
MA.K.NSO.2.2 - Represent whole numbers from 10 to 20, using a unit
of ten and a group of ones, with objects, drawings and expressions or
equations.
In Kindergarten, students are being exposed to larger numbers and
how to represent numbers. This is important in first grade because
students need to know how to express numbers in order to determine
place value.
Trace the standard to the next grade level. What will students learn
next related to this standard?
MA.2.NSO.1.1 - Read and write numbers from 0 to 1,000 using
standard form, expanded form and word form.
MA.2.NSO.1.2 - Compose and decompose three-digit numbers in
multiple ways using hundreds, tens, and ones. Demonstrate each
composition or decomposition with objects, drawings and expressions
or equations.
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st Subject/Content: Math
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
Group Size: Date of Lesson: 1/26
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Students go from composing and decomposing two-digit numbers in
first grade to composing and decomposing three-digit numbers. In
addition to that, students in second grade are learning how to write up
to 1,000, while first grade only goes up to 100.
One misconception that students might have about this content is that
the number 1 is the only number which goes in the ones place, and the
number 10 is the only number that goes in the tens place. Due to the
name of the ones and tens place, it might be misleading for students.
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).
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Students will be able to thoroughly determine the place value of two-
digit numbers.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which
level(s) of thinking is/are called for in the standard? Understand
Which level(s) of thinking is/are called for in your objective?
Understand
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/26
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Why did you choose this level(s) of thinking?

Assessment Plan- How will you know students have mastered
your objectives?
I chose this level of thinking because students are just beginning to
understand place value since they do not have much information
about the content. The concept of place value will be described to
students so that they can understand how to start applying place
value.
Describe your assessment plan:
I will assess students through the worksheet that I have them
complete at the end of class to see what they have learned. This
worksheet will have questions about place value which will help me to
determine if students have mastered the objective.

Is your assessment formative or summative? Why did you make that

assessment decision?
My assessment is formative because students have hardly any
knowledge on place value. I made this assessment decision since I
know that students do not have enough knowledge on the content to
have a unit test or high stakes assessment, but rather, I want to see
how they’re progressing with the unit.

How does it align with your objective?

Assessment Scoring/Rubric
What are the criteria for how you will assess student learning/student
work? If you’re using a rubric, include your rubric here.
This assessment aligns with my objective because I will be able to see
how students are beginning to understand place value when looking
at the worksheets they complete.
✔+ = Student was able to successfully complete all questions on the
worksheet about place value.
✔ = Student got a few questions wrong about place value.
✔- = Student got most questions wrong on the worksheet and needs
more assistance with place value.

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/26
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Students are aware of this type of rubric as the checks have been used
before within the classroom. If students do not participate or do not
complete the activity, they will be automatically given a check minus.
This expectation will be explained to students at the start.
Part 2: Lesson Implementation
Management & Environment ● At the start of class, I will arrange myself in the front of the
(integrated throughout your step-by-step plan): classroom by the board so students can see both myself, and
the board. When students are working independently at their
● How will you arrange yourself and the students (location in
desks, I will be walking around the room helping students if
the classroom, seating)? necessary. Finally, at the end of the lesson I will have students
● What processes & procedures will you use? How and when go sit back at the carpet while I sit at the desk to model the
worksheet.
will you communicate those to students?
● One process and procedure that I will utilize is the process of
● What expectations will you have for the students? How and reviewing a worksheet. Whenever students complete
when will you communicate those to students? worksheets, they always go back to the carpet afterwards to
review the worksheet in order to see the correct answers and
● What strategies will you use if students do not meet your how the teacher got that answer. I will communicate this
expectations? Are there specific students who require a more process when students are finishing up with their worksheet
extensive management plan? What will that consist of? so they know to come to the carpet afterwards.
● One expectation I have for the students is that they will be
● What will students do if they complete the task quickly?
quietly listening and paying attention. I will communicate this
to students at the start of the lesson and remind students of
this expectation throughout the lesson. Another expectation
that I have for the students is that they will be working
diligently on their worksheets. I will communicate this to
students when they are on the carpet before I have them get
up to begin working.
● If students do not meet my expectations, I will give them
reminders to focus and work on their math. For students who
require a more extensive management plan, I might pull them
aside to a small group where I can re-teach in a smaller setting
which might be more beneficial for them.
● If students complete the task quickly, I might then challenge
them by having them flip to the back of their worksheet and
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st
Materials
(What materials will you use? Why did you choose these materials?
Include any resources you used. This can also include people!)
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
Subject/Content: Math Group Size: Date of Lesson: 1/26
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writing more numbers for them to figure out place value,
including numbers in the hundreds place. This will allow these
students to begin thinking beyond the tens and ones place, and
will increase the rigor.
● Rods and cubes
● Worksheet
What is informing your need to differentiate (mark those that apply & explain):
Readiness Interest Learner Profile
How will you differentiate instruction in this lesson? (mark those that apply):
Process Product Content
Describe what/how you will differentiate:
I will differentiate due to the readiness of students since this content is new to students, it is beneficial to
ensure that all students are prepared for the lesson and can build a foundation of place value. I will
differentiate processes by utilizing multiple processes for learning. This includes having students count
place value numbers as a whole group, working independently on a worksheet, and then coming back
together to review the worksheet. I will also differentiate product by allowing some students to have
different expectations for their product. For example, ELL students will have a different product with the
worksheet, and gifted or higher level students might have a product that is higher numbers in the tens
place or the hundreds place on the back of their paper.
Which specific students will benefit, and why?
This will benefit students who enjoy model lessons since I will be modeling place value at both the
beginning and end of the lesson. In addition to that, I will model how to do the worksheet which will aid
students who are visual learners.
What accommodations will you make for students who are English Language Learners, using the
WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies)
Entering, Emerging, Developing, Expanding, Bridging
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st
the accommodation(s) you will
implement for these unique
learners.)
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
Subject/Content: Math Group Size: Date of Lesson: 1/26
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● Entering/Emerging: Students will be put into small groups where they will have a worksheet
which is modified in Spanish and will be able to have extra assistance within the small group.
● Developing/Expanding: Students will be paired with a Spanish student to work with during the
worksheet in order to communicate with.
● Bridging: Students will be paired with an English speaking student to work with during the
worksheet.
What accommodations will you make for students who have an IEP or 504 plan?
For students with an IEP or 504 plan, they will be given extra time to complete the worksheet. These
students will also be given extra assistance when I am walking around the classroom. The help that I will
give these students consists of breaking the number down and helping them to count how many rods
make up the tens place, and how many cubes make up the ones place so that they can process the
problem easier.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For students who have been identified as gifted, they can begin doing three-digit numbers or numbers
higher than 30 to give them more of a challenge. I will separately walk around to these students and
write larger numbers on the back of their worksheet for these students to work with.
https://www.cpalms.org/search/Standard
Levett-Jones, T., Lathlean, J., Higgins, I., & McMillan, M. (2009). Staff–student relationships and their
impact on nursing students’ belongingness and learning. Journal of Advanced Nursing, 65(2), 316-
324. https://doi.org/10.1111/j.1365-2648.2008.04865.x
1. What is the content area for this lesson? Math
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;
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz
Grade Level Being Taught: 1st
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?
◻ 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?
Subject/Content: Math Group Size: Date of Lesson: 1/26
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guided/gradual release/etc.) Guided
3. Step-by-step plan:
Time: Action Steps:
9:30 1. I will start the lesson by having students sit on the carpet facing the
whiteboard. I will review the basic concepts of place value which students
learned yesterday. I will go over where the ones place is, where the tens place
is, how much a cube is worth, how much a rod is worth, and how many cubes
make up a rod. This review will allow for students to begin thinking about
place value and will remind them of what we learned the previous day.
2. Next, I will put rods and cubes on the projector, showing students the rod and
the cube and having them explain how much each is worth again. I will
demonstrate how to use the manipulatives with students, and I will begin to
9:40 make numbers out of the rods and cubes with the help of the students. I will
draw a number on a whiteboard, and circle the ones place, asking students
how many cubes we need if there is a number 2 in the ones place. Then I will
circle the tens place and ask students how many rods we need if there is a 1 in
9:45 the tens place. I will repeat this a few times so students understand how to use
the manipulatives.
3. Next, I will put the worksheet that students are about to complete on the
projector and model how to complete the first question. Then, I will have the
9:55 students go back to their desk and begin working on the place value
worksheet. While students are working, I will be walking around the
classroom helping students who need assistance.
4. Finally, I will have students go back to the carpet and I will put the worksheet
back on the projector. I will model how to do the rest of the questions on the
worksheet with the help of students so that the students are able to visually
see how to complete the questions.
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Katie Goetz

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/26
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