USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 1st

Subject/Content: Reading

What Standards (national or

state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Essential Understanding
(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?)

Group Size:710

Name: Risa Aldana_______

Date of Lesson: 12/1

Lesson Content
MACC.1.OA.4.7 Understand the meaning of the equal sign, and determine if the equations involving
addition and subtraction are true or false.

EQ: How can you decide if a number sentence is true or false?

Objectives- What are you

Given an equation involving addition or subtraction, the student will be able to identify the equation as
teaching?
true of false using their knowledge of what the equal sign is.
(Student-centered: What will
students know and be able to do
after this lesson? Include 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 rewrite 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 questions:

On the math pretest a majority of my students did not meet the standard for this particular unit lesson.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 1st
Subject/Content: Reading
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?

Group Size:710

Name: Risa Aldana_______

Date of Lesson: 12/1

Student will build upon their knowledge of numbers and really begin to develop meaning for what the
equal sign represents.

Formative: Students will complete math work in their math notebooks.

Summative: Anecdotal notes will be taken as students work during whole group and independently.

Address the following:

What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?

The teacher should have a basic understanding of what an equal sign means and be able to add and
subtract to determine if what is on the left side of an equal sign is equal to what is on the right side.

What background knowledge is

necessary for a student to
successfully meet these

Students are already able to draw quick pics and solve equations. This will help them during this lesson. I
have 35 students in my class but I am particularly working with a group of students who struggle with the
math task at hand. This group ranges from about 7-10 students who need small group instruction. These

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 1st
Subject/Content: Reading
objectives?

Group Size:710

Name: Risa Aldana_______

Date of Lesson: 12/1

children are all below level in math and struggle focusing during math instruction.

How will you ensure students

have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
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

Students may think that because there are different numbers on either side of the equal sign that the two
sides are not equal to one another. They may not think to subtract or add the side of the equal sign first.
Students may see the equal sign as a request for the answer instead of as a symbol of equality.

Lesson Implementation
I will be teaching explicitly through direct instruction, engaging in guided release as students are given
time to solve problems independently and allowing them to engage in partner work when they share
their responses.

Time

Who is
responsible
(Teacher or
Students)?

10 min

Engage: Students will work with their shoulder buddy for the following activity.
Each student will be asked to grab a group of snap cubes from the bucket of snap
cubes and count the number of cubes they have. The groups will be snapped

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 1st
Subject/Content: Reading
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 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?
What model of co-teaching are
you using?

Group Size:710

Name: Risa Aldana_______

Date of Lesson: 12/1

together by me before hand to ensure some pairs have the same number of cubes
and some pairs have different numbers of cubes. I will tell the students they will
work with their partner to compare the two groups of cubes. I will pose the
question: Are your groups of cubes the same or different? Students will turn
and talk (T/T) with their partner to answer the question. I will walk around the
room during student discussion and find a pair of students who have the same
number of cubes in each group and a pair that have different amounts of cubes. I
will bring each pair up and ask them: How do you know they are the same?/
How do you know they are different? Guide students to share they have the
same amount/ different amount.
At this time, students who struggled with the engage will come with me into our
back room to receive small group instruction
5 min

T/S

15 min

T/S

Build Understanding/Whole group instruction:

Ask the students: Did you and your partner have the same amount of cubes?
Thumbs up/thumbs down.
Ask a student who has their thumb up, how many cubes did you and your
partner have? Use this number to continue instruction with. Example: If the
student responds- My partner and I each had 3 cubes. I will write on the MIMIO:
3 is the same as 3. I will ask the students to read the sentence with me and then
answer the question: Is this true or false. Thumbs up/ thumbs down.
I will then ask the students: What other way can we can say 3 is the same as
3? I will guide their thinking to say 3 = 3. I will write this on the MIMIO.
I will write the number sentence on the MIMIO: 3 = 2 +1. Students will not have
their pencils and will only be listening. I will have a student read the sentence
out loud. I will reread it by stating: 3 is the same as 2 + 1. I will tell the students
we need to figure out if the number sentence is true or false. I will explain to the
students I cannot tell if the number sentence is true or false by just looking at it.
I will ask students: What is the first thing we need to do? I will guide students
to stating we need to solve/ add. I will ask students: What strategy can we use
to add? I will guide students to saying we should use a quick pick. As a class we
will show the problem using quick pics.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 1st
Subject/Content: Reading

15 min

What will you do if

What will you do if

T/S

Group Size:710

Name: Risa Aldana_______

Date of Lesson: 12/1

I will have 5 problems prepared for students to engage with printed on paper.
Students will have their own sheet. The following problems are on the paper: 10
=64
6+4=5+5
2-1=31
8 0 = 12 4
2+3=5-4
We will go through the first two problems together. I will ask a student to read
the problem out loud. I will reread the problem stating the same as instead of
equal. I will tell the students we must decide whether the number sentence is
true of false. I will ask students: What do we need to do before deciding if the
number sentence is true or false? I will guide students to stating that we must
add or subtract as needed. I will then ask the students: What strategy can we
use to add/subtract? I will guide them to stating we can use quick pics. We will
then use a quick pic to solve both sides of the number sentence. After we solve
together, I will write the new number sentence on the board and ask students: Is
this number sentence true or false? (all students will given a thumbs up or
thumbs down) I will then ask a student to come to the front to explain their
thinking. I will ask questions such as: How did you know to add? How did you
know to subtract? How do you know this number sentence is false?

Independent: The last three problems will be given to students one at a time to
complete in their math notebooks. Students will work independently to
complete the problem and then will be brought back to whole group to check for
understanding.
a student struggles with the content?
If a student struggles with the content I will work with them one on one during independent time.
a student masters the content quickly?
If a student masters the content quickly, I will send that student back into the other room to complete
independent work at a sooner time.

Meeting your students needs as

people and as learners
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
For students who need enrichment, I will send then back into the other room to begin independent work

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 1st
Subject/Content: Reading

Group Size:710

Name: Risa Aldana_______

Date of Lesson: 12/1

at a sooner time.

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.)

N/A

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

CT (Julie Greenwood/ Kristin Tavolaro), math journals, pencils, snap cubes, prewritten number sentences
on paper for students

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 1st
Subject/Content: Reading

Group Size:710

Name: Risa Aldana_______

Date of Lesson: 12/1