Supervosor Observation 2

USF Elementary Education Lesson Plan Template (S 2014) Name: _Nicole
Liu___________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson: 2/22/17
1st Math/Greater than, Less Size:
than Whole
Lesson Content
What Standards (national
or state) relate to this MAFS.1.NBT.2.3- Compare two-digit numbers sbased on meanins of the tens and ones
lesson? digits, recording the results of comparisons with the symbols < ,=, >.
(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 What does the symbols greater than, less than, and equal sign mean?
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 Students will be able to use the symbols greater than, less than, and the equal sign in the
do after this lesson? Include correct context.
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
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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 I am teaching this objective because it is important for students to be able to know which
questions: number is bigger number and which is the lesser number.
Why are you teaching this This lesson fits within a larger plan because from teaching greater than and less than the
objective? students will be able to add ten more or less mentally.
Where does this lesson fit I am teaching it this way so students understand the sign always faces the larger
within a larger plan? number.
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 Formative- Have students hold up their alligator for two numbers.
mastered your objectives? Students will make arm motions on the bigger number.
Address the following: Summative- Students do fill in the blank of a worksheet for equal sign, greater than or
What formative evidence less than.
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
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What Content Knowledge

is necessary for a teacher Comparing numbers that are above 9 require kids to work with the 10's place and 1's place. The
to teach this material? rule when comparing larger numbers is to first compare the numbers in the 10's place; if one is
bigger, the whole number is bigger. If they are both the same, they move over to the 1's place and
compare those numbers; the bigger one is the greater number.
What background
knowledge is necessary for
a student to successfully The background knowledge needed for students to successfully meet the objective would
meet these objectives? need to know the difference between the tens and ones place. They would also
need to know the order of numbers to know which number is bigger.
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
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might students have about The misconceptions students might have would be that they dont look at the tens place
this content? first and only look at the ones place. For example, they may think that 29 is bigger than
42 because they look at the nine and two instead of the 2 and 4.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson? The teaching method that I will be implementing is the I do, we do, you do model along
Examples include guided with some partner work.
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) 5 min Evaluation).
Teacher
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Where applicable, be sure to I will go over the I can statement that will be I can tell what the
address the following: greater than, less than and equal sign mean. I will then have
What Higher Order students repeat the statement and then I will explain that it
Thinking (H.O.T.) questions important to be able to tell what numbers are bigger and smaller for
will you ask? things like buying a coat that is $25 vs $50. Introduce the topic by
How will materials be going over a graphic organizer with the saying My gator likes to
distributed? munch juicy numbers for his lunch. Small numbers make his belly
Who will work together in sore. Big numbers make him shout for more. When Mr. Gator takes a
groups and how will you bite large numbers feed his appetite. Introduce the signs. Had
determine the grouping? students go to the carpet and taught them a song that said Alligator
How will students 6 min Alligator,(make allogator motion with arms such as clapping) which
transition between Teacher one will he eat? (put your arms to the side) The bigger one(make
activities? motion with hands for bigger) the greater one(make the same
What will you as the motion but bigger), it will be sweet. (rub stomach)
teacher do?
What will the students do?
What student data will be 10
min Teacher/
collected during each
Students Watch the Youtube video https://www.youtube.com/watch?
phase?
v=C7D8glOsoYg
What are other adults in
And have students turn and talk during the video, when the ask
the room doing? How are
10 Students about the equal sign and how many base ten blocks that are
they supporting students
min needed. Then ask which number is bigger. Had students stand up
learning?
and with their arms as an eating motion eat the bigger number as
What model of co-teaching
the greater than and less than symbol.
are you using?
Students build numbers with base ten blocks to see which numbers
are bigger, pass out alligator popsicle sticks and have students get
used to using the sign and pointing the alligator mouth to the bigger
number.
Independent practice, students will do the assessment to see how

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well they have grasped the concept.
What will you do if a student struggles with the content?
If a student struggles with the content I will pull them into a small group and
use more manipulatives for guided practice.
What will you do if a student masters the content quickly?
If a student masters the content quickly, I will have them come up with their
own two digit numbers to compare. If they still seem to master it I will have
them try a three digit number.
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 This lesson connects with the interest and cultural background of my students
because they really like animals and I am bringing alligators into this math
lesson.
If applicable, how does this lesson connect to/reflect the local community?
Students will be able to compare prices when shopping in the local community.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will differentiate instruction by adding a three digit number for students to

try and compare.
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How will you differentiate instruction for students who need additional
language support?
I will provide additional pictures along with allowing this student to work with
an above level student.
Accommodations (If LD, LB, SW- if anything needs to be read to follow directions I will read to them. They
needed) seem to really understand math when the problems are read to them .
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials Alligator Popsicle sticks

(What materials will you use? https://www.youtube.com/watch?v=C7D8glOsoYg (Youtube video)
Why did you choose these Math worksheet
materials? Include any Base ten blocks
resources you used. This can
also include people!)

Supervosor Observation 2

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Supervosor Observation 2

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

Objectives- What are you

future tense D: with no errors

Evaluation Plan- How will

What Content Knowledge

Independent practice, students will do the assessment to see how

well they have grasped the concept.

What will you do if a student struggles with the content?

What will you do if a student masters the content quickly?

I will differentiate instruction by adding a three digit number for students to

Materials Alligator Popsicle sticks

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