USF Elementary Education Lesson Plan Template (S 2014) Name: ___Veronica

Critelli_________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: 3-
1st Math Size: Small 30-17
Group

Lesson Content
What Standards (national
or state) relate to this
lesson? MAFS.1.NBT.2.2- Understand that the two digits of a two-digit number
(You should include ALL represent amounts of tens and ones.
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 Given a number, students can use mental math to find a number that
do after this lesson? Include is 10 less or 10 more.
the ABCDs of objectives:
Students will be able to use tens and ones to compare two numbers
action, behavior, condition,
and degree of mastery, i.e., to find which is less and which is more.
"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.)
Evaluation Plan- How will
you know students have Student work (math worksheet) will be collected as evidence/data to
mastered your objectives? show understanding of the lesson.
Address the following:
What formative evidence
will you use to document
USF Elementary Education Lesson Plan Template (S 2014)
Critelli_________________________________
Grade Level Being Taught: Subject/Content:
1st
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?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Name: ___Veronica
Group Date of Lesson: 3-
Math Size: Small 30-17
Group
Lesson Implementation
Time 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).
Teacher
Teacher Students will be assigned to 1 out of 3 math centers.
Once students are placed in centers I will begin my
Teacher/st lesson for the center I am teaching.
udent The students will each be given a white board, math
Teacher worksheet, hundreds chart, and a more or less cut out
foldable.
Students I will start the lesson by explaining to the group that
they will be using mental math to find numbers that
students
are 10 more or 10 less of a given number.
If needed, each student can use their hundreds chart
with the more or less foldable to answer the problems
(the foldable is designed for the student to place the
center of the foldable on the given number and flip the
top flap to show ten less, or flip the bottom flap to
show ten more).
Once the students fill out each missing number of the
worksheet I will then use the white boards and give
each student a number to compose 10 more or 10 less.
USF Elementary Education Lesson Plan Template (S 2014) Name: ___Veronica
Critelli_________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: 3-
1st Math Size: Small 30-17
Group

I will do this multiple times with different numbers and

students will show their work by drawing ten and ones
that are equivalent to the number shown.
I will repeat this several times with different numbers
until students show understanding of the lesson.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners n/a

Differentiationbased on To keep in mind the needs of each student I will use numbers ranging from 1 to 100, a
the needs of your students hundred chart, and a cut out foldable each student can use for assistance when
how will you take comparing numbers. By providing choice students can choose which strategy works best
individual and group for them to assist them in their learning.
learning differences into
account.