Sample Elementary Lesson Plan Template

Your Name:

Marissa Palminteri

Subject: (circle one) Language Arts

Grade Level: (circle one) K 1

Social Studies

2 3 4 5 6

Mathematics

Science

Lesson Title: Shark SRU

Materials Needed:
Math journals
Story problem slip
Cubes
Pencils
Prerequisite Skills:
Understand the expectations of math journals and how to set up the word problem.
Know what tools are available for students to use and where to find them.
Standard(s):
1.0A.1 Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem.
Lesson Objective(s):
1. Provide objectives: (What are students going to learn?) Time: 3 min
-Students will demonstrate knowledge of subtraction problems with the use of action words.
They will be able to determine if it is a take away problem or putting together problem. Students
will be able to use tools around the classroom successfully (such as cubes, number lines,
hundreds chart, etc) to aid them in solving their math problems.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Time: 7 min
Boys and girls, gather around the outside of the carpet, today we are going to work on a little
bit of math. On Friday you might remember doing a story problem, but first we are going to do
one together.
I have these cubes in front of me and Im going to pretend they are my fish. Lets say I saw 18
fish swimming in the ocean. Ok right away I know I am going to need to count out 18 cubes.
(Count by ones on purpose somewhat slowly. Tell kids wow this is taking a while, is there a
better way I can count 18 cubes?) Hopefully kids will suggest counting by 2s, 5s, or even 10s.
Ok I have my 18 cubes for the 18 fish I saw swimming in the ocean. Oh no, but here comes a
hungry shark. (use hand as sharks mouth) That shark ate 9 fish! Hmmmmwhat do I need to do
here? Is this a take away problem or an adding problem? Kids will respond take away and I will
remove 9 of the fish, counting as a put them in a separate pile.
3. Provide guided practice: (Guided practice with the teacher)
Time: 5 min
Lets look, how many fish are left? Tells students to think in their head and when they think they
know raise their hand. Call on a couple of kids with their hands raised to share how they knew
there were 9 left.

4. Check for understanding and provide student feedback: (How will you know students
understand the skill or concept? How will they know they get it?)? Time: 5 min
Based on student responses I will be able to tell if kids generally understand what the problem is
asking and what tools they find helpful in using when trying to solve it. What are some other
tools you can use in the classroom to help you? If students shared earlier they used a number line
or ten frame, etc to help them you can bring up those examples as well
5. Provide extended practice and transfer Time: 5 min
I made each of you a slip of paper that has a shark problem just like we did, but this time there
will be different numbers of fish. I will also pass out your math journals that you started last
Friday. Who can remind me what the first thing you will do when you get your math journal?
When you think you are done with your work in your math journals, I want you to bring them
up to me or Mrs. Schroeder so you can show us your thinking. And today, this is really
important, we are not going to do math bags after. Instead there is a 100s chart I want each of
you to fill out. You still need to make your math bubbles and find a quiet place you can work
alone. Hmmm if I want you to work by yourself on this what level voice should I hear? Students
will respond with 0 or 1.
(When kids are still on carpet after all the directions have been given) Show me three fingers if
you know what to do when you get your math paper, show me two fingers if you still have a
question.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?) Time: 15 min
Students will show their math journals to myself or my mentor teacher and we will be able to
quickly look through them and check for understanding. The number choices are sequenced so
that some of the first couple will help with the later, increasing in difficulty. There are likely to
be more errors toward the later number choices, but the most important part is to make note of
the strategies they used that helped them to solve it.
7. Plans for differentiation:
The different number choices that are given are meant to be somewhat of a built in
differentiation aspect. Students who might be lower achieving in math will still have those first
two problems that are within 10 and easier to grasp.
TOTAL LESSON TIME: _45 min_
8. References Consulted (Curriculum books in Drake SOE curriculum lab, teacher resources,
websites, etc.): Problem was created during our planning time, so it was made with the input
from the first grade teachers especially one who is a math consultant and specializes in CGI math
work.