Teacher Education Program

Elementary Lesson Plan Template

Name: Elizabeth Haro Date(s) of implementation:03/09/2023

Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and
ELD standard. (TPE 3.1)
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, eg., by using objects or drawings, and record
each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)

Cross-Disciplinary Connection: (TPE 3.1, 3.3, 4.3) Incorporating Visual and Performing Arts: (TPE 1.7, 3.1, 3.3)
N/A PowerPoint
Technology- Ipad for ST Math

Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
SWBAT decompose the number 9
SWBAT illustrate a drawing that matches the word problem..
SWBAT create a number bond.
SWBAT record an equation.

Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments,
learning experiences, IEPs)? (TPE 2.5, 3.2, 4.1, 4.2, 5.2, 5.7, 5.8)
Students have decomposed the numbers 5, 6, 7, and 8. Some students understand the concept of number bonds and have practiced
recording an equation.

A Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
C Students need to know/be able to do
C ● Understand the operation symbol for subtraction and addition
E ● Show 2 different ways of decomposing the number 9
S ● Create a number bond
S ● Illustrate a drawing that matches the word problem
● Eplain their answers and math strategy
&

S
U Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5.2, 5.8)
P ● Reviewing “How many more to make 9” by using ten frames
P ● Practice counting and taking away
O ● Using math strategies to help solve the problem
R
T
Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective?
E (TPE 1.5, 3.3, 3.4, 5.1)
N SWBAT solve a decomposing problem within 10 correctly using a number bond.
G
SWBAT decomposed the number 9 by showing 2 different ways.
A
G SWBAT explain how the answer related to the story.
E
M
E
N Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson?
T

A
S
S
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
T and Ss will unpack the problem before sending students to solve it on their own.
T will tell students to show me thumbs up, middle, or down by their chest to show if they need extra clarifications.
T will have students share their work to their classmates.
T will walk around to check on student’s work and provide 1 on 1 support if needed.
T will provide extra time to complete their work.
T will ask students to log into ST math if they are done early.

Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 1.5, 5.3)
T will ask students to self-correct their work after students are done sharing their work.
T will ask students to give themself a grade; 2= not complete and only showed 1 way to make 9, 3= correct and showed 2 different
ways to make 9, 4= above and beyond by showing 3 different ways to make 9.

Connections Engaging All Learners

· Connections to Students’ Lives - experiences, interests, · Range of Communication Strategies & Activity Modes (TPE 3.4,
development, and social emotional learning needs (TPE 1.1, 4.7):
2.1, 4.2): ● Turn and Talk
● Connecting the word problem based on students’ ● Say the answers orally & using their fingers
interest and experiences. ● Sharing as a whole group
● Brain Breaks
● Thumbs up, middle, and down
· Connections to Real Life Contexts (TPE 1.3) & Culturally ● 1 or 2 fingers
Responsive Practices (TPE 4.1, 4.4):
● Real life pictures to connect to the story problem

· Promoting Multiple Perspectives (TPE 1.5, 2.2):

● Visuals Aids
● Ipads

Accommodations, Modifications, and Other Strategies to Support a Wide Range of Learners (UDL, MTSS, etc.): How will you
differentiate content, process, and/or product? (TPE 1.4, 3.2, 3.6, 4.4, 5.8):
● Walk around to provide feedback
● 1 on 1 support when needed

Technology: How will technology be used to facilitate students’ equitable access to content? (TPE 3.6, 3.7, 3.8, 4.4, 4.8)
● Ss will be able to log into ST math when they are done with their work.

Academic Language (Integrated ELD): What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or
grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
● Explaining how to say the different math terminologies. For example, 3 and 6 is 9 vs 3 plus 6 equal 9.

Approaches to Support English Language Learners & Standard English Learners (TPE 1.6, 3.5, 4.4):
● Translating the word to Spanish
● Acting out the story problem
● Helping students understand the math terminologies.
Name: Elizabeth Haro Date(s) of implementation: 03/09/2023

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify
learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build
metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?

List what the teacher will be doing and what the students will be doing.
DAY 1 of 1

Time Teacher Student Resources / Materials

9:50 am Gather students to their desk Ss will sit at their desk

Check-in
“Today's schedule will be different, we're Ss will show me thumbs up
going to do math a little earlier than our
usual time. Let’s get started, show me
thumbs up if you are ready
mathematicians.”

9:53 am Learning goals/objectives Powerpoint

“Let’s go over our learning goals and *click to go to powerpoint*
objective for today so we know what we
need to work on”

9:54am
Math Affirmations
Ss will repeat after me
“Let’s say our math affirmations, repeat
after me”

9:56am Warm-Up
“Now we are doing to do a game called Ss will show me by using their fingers
Splat, you are doing to tell me how many
more do I need to make 8, 9 or 10 using
your fingers”

“What do you noticed in this picture, turn

10:00am and talk to your partner”. Ss will do a turn and talk

“Class class” Ss will say “yes yes”

“Who wants to share what they talked to

their partners about this picture? Raise Ss will raise their hands to share out
your hand to share”

“Amazing work and thinking everyone!

10:05am Ss will engage in a brain break
Let’s do a brain break!”

“Let’s settle into your seats and let’s get

10:10am started with our problem of the day”
 “We have been working on decomposing Ss will raise their hand to speak
numbers and solving math using different - Number bond
strategies. Who wants to share what are - Draw a picture
some of the math strategies we can use?” - Using objects
- Number sentence
“Those are all great ways to solve our - Doth path
math, let’s use those math strategies to
solve our problem today”

“Let’s unpack this word problem together.

Someone in this class name Isabella went
10:15am to the park this weekend and she saw 9 Ss are thinking and sharing their ideas
butterflies. She saw some orange
butterflies and the rest are butterflies.
Show me 2 different ways how she
could've seen the different color butterflies
using a number bond.”

T will be re-reading this problem and

answering students questions.
“Show me 2 fingers if you are ready to
solve this on your own or show me 1
finger if you need help” Ss will show 1 or 2 fingers by their chest

Depending on their answers, T will re-

explain in a different way. Now that
students have an understanding…
“Great job, go solve the problem, I will be
walking around checking your work and if
you need help. At the end we will gather Ss will work independently. Word Problem worksheet
and share our answers.”

“Dinosaur hands, stop what you are doing.

Let’s share our work, if I call on you, you
10: 25mins Ss will show their work to the class and
will come and show your work on the
grade their own work
projector. Remember we use positive
feedback and grade your own work.” 2= not complete and only showed 1
way to make 9
3= correct and showed 2 different ways
After picking 3 different students
to make 9
4= above and beyond by showing 3
different ways to make 9
“Great job, let’s go over our learning goal.
10:33am Did we learn how to decompose 9? Ss will say yes
Did we use a number bond?
Did we draw a picture to match the word
problem?
Did we show 2 different ways to
decompose 9?”

“Great lesson! I will collect your work, it is

10:35- independent time so log into ST Math.
10:50am Ipad