ct2 Lesson Plan

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: __Gabriella Harmatuk
Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 4/12/22
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Part 1: Lesson Content

Title of Lesson Count by ones, starting at different groups of 10’s
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners - This lesson connects to the interests and cultural backgrounds of my students because the video
(supervisors) uses trucks, bunnies, carrots, and gold coins. These are interests to all the students in my class.
- When the students go into groups their math centers include their interest like Legos, puzzles,
and math books.
How does this lesson connect to/reflect the local community?

- This lesson connects to the local community because they are learning to count by different 10’s
so they can use these skills when driving with their parents to count buildings, trees, or even
count their toys at home.
What Standards (national or

state) relate to this lesson?
(You should include ALL applicable MAFS.K.CC.1.1 : Count to 100 by ones and by tens.
standards.)
MAFS.K.CC.1.2: Count forward beginning from a given number within the known sequence (instead of having
to begin at 1).
MAFS.K.CC.2.4: Understand the relationship between numbers and quantities; connect counting to
cardinality.
1. When counting objects, say the number names in the standard order, pairing each object with one
and only one number name and each number name with one and only one object.
2. Understand that the last number name said tells the number of objects counted. The number of
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabriella Harmatuk
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objects is the same regardless of their arrangement or the order in which they were counted.
3. Understand that each successive number name refers to a quantity that is one larger.
MAFS.K.OA.1.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
(CPALMS/instructional planning
course) No previous standard
Trace the standard to the next grade level. What will students learn next related to this standard?
MAFS.1.NBT.1.1: Count to 120, starting at any number less than 120. In this range, read and write numerals
and represent a number of objects with a written numeral.
MAFS.1.NBT.3.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a
two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds
tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
MAFS.1.NBT.2.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine
ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine
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tens (and 0 ones).

d. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into
5 tens and 14 ones).
What misconceptions might

students have about this They might miscount by 10’s
content? (talk to your CT) Might not know what comes after a certain 10 frame (does not know 31 comes after 30)
Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard)
Measure (HOW WELL they need to Students will be able to accurately count by ones, starting at different groups of tens.
do it)
(Note: Degree of mastery does not
need to be a percentage.)
(connect back to 4504/CT

Support/reinforced in
instructional planning)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
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the standard? ___Remember, Understand, and Apply __________
Which level(s) of thinking is/are called for in your objective? __Remember, Understand, Apply, and
Analyze__
Why did you choose this level(s) of thinking?
I chose these levels of thinking because for both the standard and objective it will call for the student to
remember what they had previously learned to expand on the new content being learned. They both also
call for understanding what they had previously learned in order to learn the new concept, if they do not
remember and understand what was previously learned then they will struggle to learn the new content.
Lastly, both call for the students to apply their previous knowledge in order progress with the new
content. The objective will also call for the students to analyze their work in order to make connections
between what they are learning and what they have previously learned to solve their problems.
Assessment Plan- How will you Describe your assessment plan:

know students have mastered I will listen during the video to make sure all the students are participating. After the video the students
your objectives? will be released to their math centers. I will be at one of the centers completing a worksheet that I will
use to assess the students understanding of what they have learned. After no more students come to the
group I will walk around and monitor the students to assure they are on task and completing their work
accurately.
How does it align with your objective?

This will demonstrate my objective because it will show me that the students can accurately count by
ones, starting at different groups of tens.
Is your assessment formative or summative? Why did you make that assessment decision?
- The assessment is formative because I will be listening for what students are saying while also
walking around and monitoring groups to make sure they are on task and accurately completing
their work. The assessment also has a summative piece because I will be doing a worksheet with
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them that I will grade at the end each small group I teach.
Assessment Scoring/Rubric
What are the criteria for how you - I will be listening attentively to make sure the students are participating in the math videos as
will assess student well as walking around after my small group to make sure students are on task and completing
learning/student work? If you’re work accurately.
using a rubric, include your rubric - I will be grading the worksheet the students complete in my group after they are done. I will be
here. monitoring while they complete to make sure all the problems are done correctly and correct
where I see errors.
Part 2: Lesson Implementation

Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your ● In the beginning the students will be called to the carpet to watch 3 math videos that they do
step-by-step plan): every day, and I will be controlling the iPad to the side while they do that
● After the 2 videos the students will remain on the carpet for the daily math video, and I will be
standing to the side to pause the video when needed to interact with the class.
● After the daily math video, I will release students to their centers where they get to choose what
they do. I will be taking over the Math skills sheet center where this week they are working on
subtraction. The students will work in small groups with me and using math manipulatives when
needed to assist them
● After no more students come to my center I will walk around and monitor the students to assure
they are on task.
● What processes & procedures will you use? How and when will you communicate those to
students?
● I will ask the students to join me on the reading rug and go to their assigned seats.
● I will ask the students what the rules are before we begin our videos (stay in your own square,
participate with the video, keep hands to ourselves, and use our listening ears)
● I will give reminders throughout to remind the students of the expectations we set in the
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beginning.
● What expectations will you have for the students? How and when will you communicate
those to students?
● I will ask the students what the rules are before we begin our videos (stay in your own square,
participate with the video, keep hands to ourselves, and use our listening ears)
● I will give reminders throughout to remind the students of the expectations we set in the
beginning.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
● I will use non-verbal interventions during the videos like making eye contact or tapping their
shoulder to let them know they are not on task (This is something my CT does that works
effectively with the students)
● If nonverbal interventions do not work then I will use verbal interventions to correct the
behaviors. I will say things like “I like how ___ is on task and doing their worksheet”
● What will students do if they complete the task quickly?
● If the students complete the task quickly, they will move on to another math center. It will be
Tuesday so the students will still have 5-6 centers to still complete before Friday.
Materials
(What materials will you use? Why - 2 daily math videos (counting by 5’s, counting to 100)
did you choose these materials? - Daily Eureka math video Module 5 Lesson 16
Include any resources you used. - Math subtraction worksheet
This can also include people!) - Writing utensils
- Timer
- iPad
- Projector
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Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
When in my small group the students will be able to change the process, they get their answers by
allowing them to use math manipulatives to assist them. This will engage and interest them in the math
worksheet in the small group
Which specific students will benefit, and why?

This will benefit the students who are visual learners and need manipulatives to see what they are
learning. I will also make accommodations to read slower for the learning goal and the worksheet in the
small group for students to understand more clearly.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or
groups of students) - I will read at a slower pace so everyone can understand what I am saying and process what is
being read (Logan sometimes has a hard time following the story when it is read to fast so I
will slow down my reading and have multiple stop points to check for understanding and
engagement)
- I will pause the video when needed to make sure the students are understanding what is
being read to them
- I will provide manipulatives for the worksheet in the small group I work in so the
students can see what they are doing
- The math video is very interactive and counts aloud for the students so they can follow along
with the video for comprehension
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What accommodations will you make for students who are English Language Learners? (Refer to
Accommodations your ESOL Strategies checklist and list specific strategies)
(What students need specific ● Pre-Production Level: Speak slowly, use gestures, emphasize listening
accommodation? List individual ● Early Production Level: Ask yes and no questions, partner talk, class discussions
students (initials), and then explain ● Speech Emergence Level: provide visuals, short answer questions
the accommodation(s) you will ● Intermediate Fluency Level: have them brainstorm and predict
implement for these unique
learners.)
What accommodations will you make for students who have an IEP or 504 plan?
*If you don’t have students who - I will speak slowly and have the students have partner talk to help one another. I will also have
require these accommodations, whole class discussions at checking points to make sure the students are engaged and following
describe what you WOULD do if along with the video and math worksheet.
you did have these students.
References (Planning of  https://www.edutopia.org/discussion/9-tips-support-english-language-learners

instruction should be guided by  https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
research-informed  https://www.colorincolorado.org/article/language-acquisition-overview
approaches. Acknowledge  https://www.youtube.com/watch?v=8utVqAu3F_E&feature=youtu.be
references used to inspire lesson  https://www.youtube.com/watch?v=bGetqbqDVaA
ideas.)  https://www.youtube.com/watch?v=EemjeA2Djjw
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? _________Math Lesson______________________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) ______Level 2, CT/Supervisor cycle =_Whole group Math
lesson
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
◻ How will materials be Introduction (5 min)
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distributed? “Can everyone join me on the rug for today’s math videos, remember to sit in your own squares when
◻ Who will work together in you come to the rug”
groups and how will you “Hi friends how is everyone doing today?”
determine the grouping? “Before we begin today can a few friends tell me what our rules are for when we are on the rug”
◻ How will students transition *Calls on a few students*
between activities? “Yes! We should be using our listening ears, staying in our own squares, keeping our hands to
◻ What will you as the teacher
ourselves, and paying attention to the video”
do?
◻ What will you as the teacher
“Okay so who’s ready for our math videos!”
say? Interactive Math YouTube Videos (6 min)
◻ What will the students do? *Will pull up tablet and play both math videos*
◻ What student data will be *Will remind when needed to count with the videos*
collected during each phase? “Awesome job with those videos I was impressed with all the counting I heard!”
◻ What are other adults in the Daily Eureka Math Video Module 5 Lesson16 (7min)
room doing? How are they “Now we are going to go over our daily math video”
supporting students’ learning? “I want you to remember to use our listening ears and to pay attention while the video is on”
*Starts video*
*Pauses when objective comes up for students to repeat after me*
“I can count by one’s”
*Students repeat*
“Starting at different groups of tens”
*Students repeat*
*Resumes video*
*Will pause when instructed and have students count aloud*
*Video will end*
“Good job counting by one’s from different groups of 10’s I am so impressed with all your
knowledge”
“Now we are going to go off into our math center but before you go can someone remind me of how
the math centers work”
*Calls on a few students*
“Exactly! We should go to at least 2 centers today and have all 9 done by the end of the week. We
should also not go to a center twice in 1 week. You guys may go to your math centers”
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*Students go to centers*
*I will go to back U table for small group instruction*
“Hello friends, are we ready to do some subtraction!”
*Students reply*
“Awesome! Here are your worksheets! Does anyone need a pencil before we begin?”
*Gives pencil to any student who needs them*
*Hands out snap cubes manipulative for students in order to assist them*
“Okay so who can show me how to do the first problem using the snap cubes?”
*Chooses student to demonstrate 2-1 using snap cubes*
“Awesome job! I like how you grabbed 2 snap cubes and then broke 1 off to show 2 subtracting 1 and
that gives us out answers which is”
*Students reply 1*
“Perfect! Would someone else like to show me how to do the second problem 3-1?”
*Calls on student to demonstrate using snap cubes*
“Good job! I liked how grabbed 3 snap cubes and broke off 1 to show you were subtracting. So that
gives us our answer which is”
*Students reply 2*
“Okay I’ll call on one more friend to show me how to do the problem 1-0”
*Calls on student to demonstrate using snap cubes*
“Awesome job! That was a tricky one. That’s why we have to be careful with the 0’s. So 1-0 equals”
*Students answer*
“Awesome job! Now I am going to let you work independently for the rest of the worksheet but don’t
be afraid to ask questions! I am here to help”
*Will monitor student work while they finish and correct when needed*
“When you’re done, I will check and give you a star before you move to your next center!”
*Checks papers and sends group on to their next center*
*Will repeat steps with second and third group*
*Once no more students come to my group I will walk around classroom and monitor other centers
making sure the students are on task and accurately completing their other indecent worksheets*
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Video Link: https://youtu.be/v_xh-vWcS8U
Domain and Elements Evidence

FEAP 1a Aligns instruction with state-adopted The lesson was aligned with the K standards.
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standards at the appropriate level of rigor

(Danielson Indicators 1c: Setting Instructional Outcomes
Elements include:
Value, sequence, and alignment
Clarity and balance
Suitability for diverse learners
1e Designing Coherent Instruction
Elements include:
Learning activities
Instructional groups
Lesson and unit structure)
FEAP 2a: Organizes, allocates, and manages the Great pace throughout the lesson
resources of time, space, and attention Everyone was together in small groups.
Checked for understanding throughout the math
(Danielson Indicators 2c:Managing Classroom Procedures video and in small group.
Elements include:
Management of instructional groups Good physical space in whole group and small
Management of transitions
Management of materials and supplies
group.
Performance of non-instructional duties and Materials were ready.
2e:Organizing Physical Space
Elements include:
Safety and accessibility
Arrangement of furniture and use of physical resources)
FEAP 2b: Manages individual and class Ms. Harmatuk reviewed expectations prior to
behaviors through a well-planned management music video, small group, and centers.
system Monitored behaviors throughout lesson.
Used positive praise.
(Danielson Indicator 2d:Managing Student Behavior
Elements include:
Expectations
Monitoring of student behavior
Response to student misbehavior
FEAP 2c: Conveys high expectations to all Set expectations and rules before videos, small
students group, and centers.
Gave specific praise to students when they did
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(Danielson Indicator 2b: Establishing a Culture for Learning something good.

Elements include:
Importance of the content
Expectations for learning and achievement
Student pride in work)
FEAP 2d. Respects students’ cultural and family

background
(Danielson Indicator 1b: Demonstrating Knowledge of
Students
Elements include:
Knowledge of child and adolescent development
knowledge of the learning process
knowledge of students’ skills, knowledge, and language
Knowledge of students’ interests and cultural heritage
Knowledge of students’ special needs)
FEAP 2e: Models clear, acceptable oral and Repeated questions when needed.
written communication skills Repeated learning goal.
(Danielson Indicator 3a: Communicating with Students
Expectations for learning
Directions and procedures
Explanations of content
Use of oral and written language)
FEAP 2f: Maintains a climate of openness, Interacted with students in whole group and small
inquiry, fairness and support group.
(Danielson Indicator 2a: Creating an Environment of Respect
and Rapport
Elements include:
Teacher interaction with students
Student interactions with other students)
FEAP 2h. Adapts the learning environment to Gave positive praise when a student got an answer
accommodate the differing needs and diversity right or used a good strategy.
of students Transitioned the students to centers after math
video and reviewed center expectations.
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(Danielson Indicator 2b: Establishing a Culture for Learning Used fingers, cubes, and pictures.
Elements include:
Importance of the content
Expectations for learning and achievement
Student pride in work
2c:Managing Classroom Procedures
Elements include:
Management of instructional groups
Management of transitions
Management of materials and supplies
Performance of non-instructional duties and)
3 a. Deliver engaging and challenging lessons; Asked questions throughout the math video and in
small groups.
(Danielson Indicator 3c Engaging Students in Learning Used fingers, cubes, and pictures.
Elements include:
Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing)
3 g. Apply varied instructional strategies and Used correct and familiar vocabulary.
resources, including appropriate technology, to
teach for student understanding
(Danielson Indicators
1a Knowledge of Content and Pedagogy
Elements include:
Knowledge of content-related pedagogy
1d Demonstrating Knowledge of Resources and Technology
Elements include:
Resources and technology for classroom use
Resources and technology to extend content knowledge and pedagogy
Resources and technology for students
3c Engaging Students in Learning
Elements include:
Activities and Assignments, Grouping of Students
3 h. Differentiate instruction based on an - Had math manipulatives for small group subtraction
activity to assist students who needed extra
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assessment of student learning needs and assistance.

recognition of individual differences in
students;
(Danielson Indicators
1b Demonstrating Knowledge of Students
Elements include:
Knowledge of child and adolescent development
Knowledge of the learning process
Knowledge of students’ skills, knowledge and language proficiency
Knowledge of students’ interests and cultural heritage
Knowledge of students’ special needs
3d Using Assessment in Instruction
Elements include:
Monitoring of student learning
Feedback to students
Student self-assessment and monitoring of progress
3c Engaging Students in Learning
Elements include:
Activities and Assignments
Grouping of Students
5 a. Designs purposeful professional goals to - Made the lesson plan based off my regular
strengthen the effectiveness of instruction instruction so the students knew expectations and
what was expected of them throughout the math
based on students’ needs; lesson,
(Danielson Indicators 4a: Reflecting on Teaching
Elements include:
Accuracy
Use in future teaching
4e: Growing and Developing Professionally
Elements include:
Enhancement of content knowledge and pedagogical skill
Service to the profession
Questions Strengths of Lesson
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Actionable Feedback (collaboratively developed during post-observation conference):
Danielson Domain 1: Planning
● Strengths
Lesson was aligned and matched the vocabulary the students use in class. Materials and manipulatives were ready and centers
were set up.
● Actionable Feedback
Have 10 snap cubes ready before the groups begin to save a little time.
Danielson Domain 2: Learning Environment
● Strengths
Positive praise, great transition to centers, reviewed and gave clear expectations before each transition.
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Well done communicating expectations!
Danielson Domain 3: Instruction
● Strengths
You helped the students with subtracting. You cleared up misconceptions and helped guide those that needed additional support
to the students who needed it by using cubes, fingers, and pictures.
Ask them to show you what a plus sign looks like with their fingers and then a subtractions sign so they know what they are
looking at.
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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: __Gabriella Harmatuk

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

What Standards (national or

tens (and 0 ones).

What misconceptions might

Objectives- What students will Some examples:

(connect back to 4504/CT

the standard? ___Remember, Understand, and Apply __________

Assessment Plan- How will you Describe your assessment plan:

How does it align with your objective?

Part 2: Lesson Implementation

● What will students do if they complete the task quickly?

Which specific students will benefit, and why?

References (Planning of  https://www.edutopia.org/discussion/9-tips-support-english-language-learners

Video Link: https://youtu.be/v_xh-vWcS8U

Domain and Elements Evidence

standards at the appropriate level of rigor

(Danielson Indicator 2b: Establishing a Culture for Learning something good.

FEAP 2d. Respects students’ cultural and family

assessment of student learning needs and assistance.

Questions Strengths of Lesson

Actionable Feedback (collaboratively developed during post-observation conference):

Danielson Domain 1: Planning

Danielson Domain 2: Learning Environment

Well done communicating expectations!

Danielson Domain 3: Instruction

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the standard? _Remember, Understand, and Apply ________