USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math

!st

Group
Size:
Whole
Group

Name: Cait Snider

Date of Lesson: 02/04/16

Lesson Content
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.)
Objectives- What are you
teaching?
(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 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.)

MAcc.1.NBT.1.1 Count to 120, starting at any number less than 120. In this range, read
and write numerals and represent a number of the objects with a written numeral.

Students by the end of this lesson should be able to count to 120 by using ones and
know how to navigate the number chart. By the end of the unit students will be able to
count by ones and tens to get to 120.

Evaluation Plan- How will

you know students have
mastered your objectives?

I will know students have mastered the objectives above by:

Address the following:

Summative: Students will be able to navigate the number chart.

Formative: Students will complete the one space number chart.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
!st

Group
Size:
Whole
Group

Name: Cait Snider

Date of Lesson: 02/04/16

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?

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:
How will materials be
distributed?
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?

Time

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Materials:
Giant Number Chart
Number Chart Worksheet
Pencil
Fruit Loops
Colored Pencils
Steps:
1. Students will move to the rug and I will start by asking if they
know how to move forward or backwards.
2. I will then model moving forward and backwards

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
!st

What are other adults in

the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Group
Size:
Whole
Group

Name: Cait Snider

Date of Lesson: 02/04/16

3. Student will gather around the giant number chart and help
their classmates move 5 forward.
4. Students will help their classmates move 2 back.
5. Students will then move to their desk and the paper passers
will handout the arrow math worksheet.
6. Then students will count to 100 all together while I point at
the number chart.
7. I will then hand out fruit loops (10 per each student)
8. Then I will pull up the number chat and worksheet on the
overhead projector.
9. We will then work on the first two problems together.
10.The students will then be able to complete the worksheets
themselves.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to interest and cultural background by using demonstrations,
creating movement, student involvement, and the use of food. Students will be excited
by this lesson, because it has so much going on. This lesson is also tailored to the
students by using movement so they keep moving a dont sit still for a long period of
time.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

Tier 1: (Whole Class/ Small Group)

*Give each student 10 fruit loops.
*Have each student count to ten using fruit loops.
*Then see how many 10s they have together.
*Then have the students put 10 on the number chart.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
!st

Group
Size:
Whole
Group

Name: Cait Snider

Date of Lesson: 02/04/16

Tier 2: (Small Group)

*Have students orally count to 10.
*Next have them count out 10 fruit loops.
* Then have them place 10 fruit loops on the chart.
* Do the first four problems with the students and have them do the last four by
themselves.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

Vygotskis Scaffolding- The use of scaffolding is incorporated throughout this unit. First
the students will learn how to get to 100 by moving by ones. The next day students will
learn how to move by tens. By the end of this unit students will be able to move by the
100s and also know how to navigate the number chart.