USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:

Subject/Content:

Name: ____________________________________
Group Size:
Date of Lesson:
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.)
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?)
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 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:

CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory
all sums of two one-digit numbers.
How can I apply strategies to real-world situations in two-digit addition/subtraction problems?
How can I apply strategies to real-world situations in two-digit addition/subtraction multi-step word
problems?

Given a two-digit addition/subtraction problem, students will be able to pick the appropriate strategy to
use to solve the problem with no errors.
Given a two-digit addition/subtraction multi-step word problem...

This objective is necessary to learn in order to move on to multi step word problems and other following

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:
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?
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?
What background knowledge is
necessary for a student to
successfully meet these
objectives?
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?

Subject/Content:

Name: ____________________________________
Group Size:
Date of Lesson:

lessons.
This lesson is the beginning step to solving more in depth word problems.
It is being taught this way because the students need to use each strategy in order to decipher which
strategy is best when they are left on their own.
It is important to learn this concept so they have multiple strategies that will appeal to different learning
styles.

I will be walking around to each of the groups and listening to conversations as well as looking at the
students work. I will also be collecting data through the verbal discussions we have as a class.
Student discussions as we talk about the review from the previous days lesson.
I will be collecting the worksheets that the students are working out the word problems on. I will also be
looking at their math journals to see if they worked out any additional work there.
I will be collecting the students second day worksheet as well to see how well they have now mastered
the content.
Teachers must know how to solve word problems using the make a ten strategy, number line, base ten,
and break apart strategy.

I will be conducting a pre-assessment to be able to tell what previous knowledge the students have on this
topic. I will also be doing a quick review of each of the strategies before we begin.
The learners are the 15 second graders in my class.
I know that they are prepared for this lesson and eager to learn new things.
They have previously been studying the different strategies so now they need to use their knowledge to
solve the word problems.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:

Subject/Content:

Name: ____________________________________
Group Size:
Date of Lesson:

Based on the first days observations, the students were not prepared at all for using the strategies with
word problems. A deeper review is needed.
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
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?

Students may get confused of what strategy they should use for the different word problems. They also
may forget what the strategies are and how to use them.
Lesson Implementation
I will be using guided release, collaborative groups, and group discussions. Most importantly, the students
will have a chance to work together and help each other solve the different word problems in the different
station groups.
Based on the first days lesson/ pre-assessment, I realized that the students need more guided release
than anything.
Time

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in science,
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

Teacher

I will be asking the students what strategies they should use and why. I will also
be asking what the difference is between the 2 word problems and how they
know what strategy to use in which scenario.
I will be getting the stations prepared for the 5 different groups.

Teacher
Students

The students will have a chance to work collaboratively in groups while in each
of the stations.

Teacher

I will be prompting the students as to when they need to move to the next
station.
I will be walking around to assist the students at the different groups and asking
them questions.
Students will be working together and solving the word problems at each of the

Teacher
Student

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:
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?

What will you do if

What will you do if

Meeting your students needs as

people and as learners

Subject/Content:

Name: ____________________________________
Group Size:
Date of Lesson:

Teacher

groups.
I will be taking mental notes while walking around to each of the groups. I will
also be collecting student work and collecting data through the open discussions.
My CT may assist if needed.

N/A

None unless my CT feels that she needs to step in at any point during the lesson.

Teacher

Based on the results from day one lesson, the students need A LOT of practice,
more examples, and guided release. They will be working independently and
following along on their worksheet while I complete mine on the elmo. We will
start off with an intense review where I will give them an example and then we
will do 2 more as a class (for each of the 4 strategies). I will be calling on all
students to make sure everyone is paying attention and really grasping this
review. The students will then work on the last part of the worksheet on their
own while I walk around and make observations and use this as data to see what
else I need to work on for the lesson on day two.
a student struggles with the content?
If a students struggles I will be assisting that students through each of the stations. I will break
down each of the problems with them and guide them through solving it.
a student masters the content quickly?
If a student masters the content quickly, I will have them move through the stations at a faster
pace than the other students and I will give them a sample problem from the following lesson to
increase the difficulty level (multi-step word problems).
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
The lesson incorporates all different kinds of stuffed animals that they may be able to relate to if
they have one.
The students can relate to the worksheet because it discusses chores and how much money is
earned while completing each chore.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught:

Subject/Content:

Name: ____________________________________
Group Size:
Date of Lesson:

If applicable, how does this lesson connect to/reflect the local community?
It is age appropriate and most children have stuffed animals at their house.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
I will allow them to work ahead at their own faster pace and then I will give them word problems
that involve them using multi steps in order to solve rather than the one step problems they are
working on here.
How will you differentiate instruction for students who need additional language support?
The one student who may need additional language support will raise his hand if he needs help or
does not understand something but this is very rare. He also feels comfortable asking his group
mates.
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.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

M.M may need additional clarification on directions. I also may accompany him to a couple stations to
make sure he is on task and using the correct strategy to solve the word problems.
S.S Ell student. He may ask for clarification of a word or phrase but this is very rare. He is a high
performing ELL student.
I will use the white board, elmo, various manipulatives for the different strategies, marker, pen, pencil,
worksheets, and math journals.