This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Stephanie Davenport Grade-Level: 2nd Date: 11-17-2021

Grade

Title of Lesson: Estimation and Difference Cooperating Teacher: Stacie Denius

of two numbers

Core Components
Subject, Content Area, or Topic
Math, Determining a specific day of the week- both name of day in question, as well as understanding date.

Student Population
20 students
2 SPED

Learning Objectives
SOL 2.10 (a) (b)

Virginia Standard(s) of Learning (SOL)

Math SOL 2.1d
Math SOL 2.6a; Math SOL 2.6b; Math SOL 2.6c
English SOL 2.2 b
English SOL 2.3a; 2.3c; 2.3e

Materials/Resources
Number Talks slide
Dry erase board
Dry erase marker and eraser
November Calendar
Worksheet: “My Subtraction Story”
Flashcards and ball.
Activity Page
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%
Safety Considerations

Time
(min.) Process Components
*Anticipatory Set
-TTW Begin the lesson first by reviewing Number Talks. This reinforces student using
addition and subtraction strategies and expressing understanding of how to use those
strategies.
-TTW ask students “What do you see?
-TSW answer and share with class how they achieved their answer
-TSW answer “What do you see?” with next set of numbers
-TTW ask one last time “What do you see?”
-TSW answer and share what they see with the set of numbers and explain.
*This allows student to show different ways that they understand numbers. The student
will also help another student that may get stuck explaining.

*State the Objectives (grade-level terms)

I CAN…Estimate the difference of two numbers and tell whether the estimate is
REASONABLE
I CAN…Determine the sum and difference of a two-digit problem, using a variety of
methods.
I CAN… Create and solve single step and two step practical problems involving
subtraction.
I CAN… Write the day, month, date and year for the 3 rd Tuesday in
November.
*Instructional Input, Modeling, or Procedures
-TTW will begin with AROUND THE WORLD, asking students to answer subtraction
flashcards.
-TSW answer quickly. If answered incorrectly, they return to their seat. If answered
correctly, they remain standing and go again when approached.
-TTW next ask students to write the day, moth, date and year for the 3rd Tuesday in
November.
-TSW They will write on their dry erase board -strategy: SHOWDOWN
-TTW review ESTIMATION: ROUND ROUND SOLVE
-TSW review rounding numbers and provide a number line to show.
-TTW model how to estimate each set of numbers, then subtract to get the difference.
- 55-23= 68-48= 71-25= 25-08=
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

-TSW work with teacher to answer the estimation w/subtraction problems.

-TTW answer problems for class as we answer them together. * This checks for
understanding.
-TSW answer word problem: Allie has 68 highlighters. She gives 24 highlighters to
Matt. What is the best estimate for the number of highlighters that Allie still has?
-TTW ask: How would you estimate to get the difference?
* the teacher will emphasize throughout the lesson the importance of the phrase
BEST ESTIMATE so that they know it’s an estimation problem
-TTW explain that when we estimate the difference of two-digit numbers, we will estimate
the same way as we do when applying addition.
-TTW Have students participate in Numbered Heads Together-strategy
Next, the students get into pairs with person closest to them.
Next, The teacher gives a problem.
Next, The students write down their answers on dry erase board.
Next, Teacher calls on group to answer question and share with class.
Next, Students switch partners and follow the same as before.

-TTW Give students worksheet “Estimating The Difference”

*Check for Understanding

-TTW observe students while working on Estimating the difference worksheet.
-TTW use the worksheet as a chance to discuss estimation and subtraction, to check for
clarity.

*Guided Practice
-TTW give students subtraction problem in vertical format.
-TTW model for students how to add arrows to the right and round numbers. The student
will subtract the rounded numbers, not the original numbers.
-TTW give students additional problems to work on. We will work mostly on subtraction
problems, since the students have begun working this week on difference.

*Independent Practice
-TSW work on Worksheet “My Subtraction Story” and show understanding. This will
work on the student’s ability to estimate with subtraction.

Assessment
-TTW Observe the student participation
-TSW participate. If having difficulty understanding the information, this will give insight to
the teacher.

*Closure
-TSW fill out Exit Ticket:
Estimate the difference of 87-51
-TTW quickly review some of the key elements for subtraction and estimating, as
well as discuss subtraction.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Assist low students by working one on one, or in small group. Working together, step by step to solve the
problem, and show understanding. Reading problem or instructions for students that aren’t clear as to what is
expected with the problem. The teacher may also work the first problem, or create an example that is almost

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

exact, so that the students will understand.

Classroom Management Strategies (To ensure a positive learning environment).
One two three, all eyes on me; Clip up, Clip down chart to encourage good behavior, or
redirect challenging behavior; Positive Paws cards to reward good behavior; Clap a rhythm,
and students match in response.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021