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

Grade Level Being Taught: Subject/Content: 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.)

MACC.2.NBT.1.1 (look up MAFS)





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?)



Teaching Points for the Lesson:
Place Value: (How to represent the numbers in different ways)

Key Vocabulary:

-Pictorial Form (Base 10 Blocks): most concrete
-Place Value Chart
-Expanded Form
-Standard Form (most abstract)
-value
-represent

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 re-
write 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.)

Students will be able to represent numbers in different ways using pictures, words, and numbers.






USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:


Rationale
Address the following questions:
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?


This objective leads to the students understanding later concepts involving regrouping.
This lesson is important so that the students are able to represent numbers in more than one way
and think flexibly about numbers.
We are teaching this way to help the students develop a connection between the concrete ways to
represent a number (base 10 blocks and place value chart) to the more abstract concepts
(expanded form and standard form)
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?




Student evidence of learning will include informal observation of students building numbers using
manipulatives and their discussion within their groups

Student evidence of learning will also include a teacher created sheet that students will complete
throughout the lesson and independently
What Content Knowledge is
necessary for a teacher to teach
this material?






Knowledge of the place value system and the different ways to represent numbers is needed. The
understanding of the place value vocabulary (base 10 blocks, place value chart, expanded form, standard
form) is also needed.






USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:


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?

A basic understanding of place value (two digit) is needed to understand this topic because it
builds upon those previous concepts.

The beginning of the lesson will include a review of the basic foundations the remaining
components will build upon
What misconceptions might
students have about this content?









Students have difficulty with telling the difference between how many and the value of a number
(example: 2 tens = 20; when asked the value of 2 tens, students may respond 2 instead of twenty).
Being purposeful about the use of vocabulary of (how many vs. how much)




Lesson Implementation
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.)






Small groups (partner work), whole group discovery/discussion/independent practice




USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:


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?
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?
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).

Review the essential question/objective with the students

Hook (Engage) : Base 10 tens blocks (1 hundred, 1 ten, and 1 unit cube) and have
the students come up and have a discussion about who has more

Questions: Who has more? How do you know?

Then given 1 hundred 5 tens and 6 unit cubes. Now who has more?


How could we represent (show) these numbers on paper?



Teacher Student
Will circulate and probe student
thinking about what they are
recording (looking for examples to
share their thinking)
Order of sharing (picture, place value
chart, expanded form, standard form)
Will be given an activity sheet to
write down their thinking about ways
that they can represent a number
Will listen in to monitor for student
thinking; listen out for students who
are able to explain their thinking to
the group

Students will engage in a discussion
about the ways that they can show a
number. They will be given an
opportunity to share their thinking.
Teacher will call on preselected
students from the previous step to
share their thinking.

Students will share their thinking
with the class
USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Teacher will pause to assess for
student understanding
Share their comfort level with the
material presented in the topic so far
Teacher will circulate and support
students as needed (informal
assessment) and selecting students to
share

Students will independently work on
assigned Teacher Created Sheet
Teacher will pause to assess for
student understanding
Share their comfort level with the
material presented in the topic so far
Teacher will call on preselected
students to share their thinking
Review problems as a class
Lesson closure: review the objective
and essential question with the
students
Students will answer the essential
question for the day
Teacher will collect exit tickets and
use as data and evidence of student
learning (and for later grouping)
Students will complete exit ticket
Teacher will pause to assess for
student understanding
Share their comfort level with the
material presented in the topic so far




What will you do if


a student struggles with the content?

Students may use manipulatives to provide additional concrete support
Small group reteach group
What will you do if

a student masters the content quickly?

Students may work with larger numbers
Small group enrich group
Meeting your students needs as
people and as learners
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?

Present material in problem thats relevant for second graders.

USF Elementary Education Lesson Plan Template (S 2014) Name: ____________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

If applicable, how does this lesson connect to/reflect the local community?

N/a


How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?




How will you differentiate instruction for students who need additional language support?




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!)

Base 10 blocks
Chart paper/markers (for teacher use)
Teacher created activity sheet
Sentence strips (for vocabulary words)
Pencil (for students to record their answers)
Math coach (to co teach lesson)