Lesson Plan Format

Name: Kayla Patton

Grade Level: 2nd

Date: 2/20/16

Group Size: 22

Subject/Lesson Topic: Math/Equal Groups

Objectives: (TLW:) Short term, specific and observable

To create equal groups.

Standards/GLEs:
2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to
5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends
Contextual Factors: (What contextual factors were considered when planning the lesson)
Magnet school using the team teaching approach
There are 22 students; eight girls and fourteen boys
Classroom contains various special needs, including students with various levels of behavior,
developmental delays, and some students who are reading above level.
Teacher Materials/Resources: List everything the teacher and students will need for this activity
including materials, supplies and equipment.
Sentence frame strip
22 Ziploc bags
22 sets of 12 counters
Pencil
Dry erase board
Dry erase marker
Exit ticket worksheet
Student Materials/Resources:
Pencil
Dry erase marker
Dry erase board
Technology Integration: Include technology in the lesson, if possible.
No technology is needed
Family/Community Connection or Extension:
I will encourage them to create equal groups with different items around their house.
Pre-Assessment: What data did you use to plan for instruction that meets childrens interests, needs, and
abilities? This may be formal or informal.
Before writing my lesson plan I consulted my mentors and asked them what would be best for me
to teach and that directed me to the lesson that was on the schedule for the day that I would be
teaching. This is the best possible lesson for me to teach because everything that the children
have been learning is leading up to this lesson therefore this is where the children are ready for. I
want the lesson to be engaging for the students so there are dry erase boards and markers for them
to use during the lesson because that is something that they enjoy using. I also looked up the

standards that aligned with this lesson to try and best meet the needs of all of the children in the
classroom.
The day before, the children will have a bonus question at the end of their math test where they
are asked to circle equal groups for their pre-assessment.

Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or science)
Introduction: A brief activity that will introduce the lesson by activating students prior knowledge
and/or experience, interests them in the lesson, and sets a purpose for the lesson. (About 5 minutes)
Set expectations: For this activity, you are expected to raise your hand, stay on task, and try your
best.
I will show a full ten frame on the board and ask, How many dots are shown?
I will then snap my fingers signaling the child to respond quickly.
I will then instruct them to turn and talk about how they knew there were ten dots.
As students are discussing, I will assess by listening to their explanations and vocabulary the
students are using.
Activities: This is a detailed, step-by-step list of the activities. Include questions you may ask the
students, if applicable. Be very specific so anyone can follow the directions to conduct the lesson.
Each child will be given a baggie containing 12 counters.
I will start by swbating the students so they know what their objectives are for this activity.
(SwbatrepeatSwbatrepeatstudents will be able tocreate equal groupsrepeatThank
you, Thank youVery much)
For this activity, you are expected to raise your hand, stay on task, and try your best.
I will display the sentence frame in front of the class, which says: There are __ groups of __
counters.
So I went to the zoo the other day and as I walked around I noticed all the animals that were in
different cages.
On the board, I will use magnetic counters to demonstrate.
I will show 6 counters separated into 3 groups of 2.
I saw six monkeys at the zoo so lets represent that with our counters.
Now, there were three cages for the monkeys and two monkeys were able to go in each cage?
How many groups are there? How many are in this first group? How many in the second
group? Third group?
I will instruct them to talk to their partner about whether or not the groups are equal and how
they know? The students will have time to respond.
I will model on the board 4 counters in one group and 2 counters in another.
Now the zookeeper moved some animals and they are arranged like this. How many groups
are there? How many are in the first group? Second group? I will then ask them to make their
groups match mine.
I will walk around the classroom while the children are working to check for understanding
as the students are using their counters.
I want you to talk it out with your neighbor. Are the groups equal or unequal?
They will then be able to raise their hands to respond.
I will ask them if groups have to be equal to have the same number in each? I will pause so
they can respond.
Take 8 counters out of your bag and put the animals into groups of 2. Here is my first group
of twosnow you put the rest of the animals into groups of two.

I will give them time to do so. (Write on board: 8 counters put into groups of 2)
I will ask, how many groups of 2 are there? I will use the sentence frame: There are __
groups of __ counters while asking.
The zoo just got some more monkeys so they had to move the monkeys from 2 in a cage to 4
in a cage so with your 8 counters I want you to put the 8 animals into separate cages with four
animals in each cage. How many groups of 4 are there?
Now, use your counters and arrange them into equal groups.
After they are prepared, the children will do a gallery walk.
I will instruct them stand up and push their chairs in, put their hands behind their backs, and
rotate around the classroom so they can look at different ways that their peers made equal
groups.
I will then ask them to quietly walk back to their desk and we will then begin to discuss what
they saw.
I will then say, there can be more than one way to make equal groups. Try arranging your
counters another way.
I will instruct them to use the sentence frame to tell their partner how many counters are in
each group.
Take 10 counters out of your bag and make groups of 5. How many groups did you make?
I will also use the sentence frame during this time.
Say: Lets try something different and draw 3 groups with 3, 5, and 4 counters.
Tell the students to arrange all of their counters to look like mine that are on the board
Ask them if the groups equal?
Ask them to move their counters to make the 3 groups equal.
How did you make the groups equal? Give them time to respond
Tell them to move their counters to form 2 equal groups.
Ask how many counters are in the 2 groups and use the sentence frame.
Ask them how they figured out their answer.
What addition fact helped you know that?
Give them positive feedback. Ex: Nice mental work.

Closure: Briefly summarizes, reviews, or wraps up the experience. (About 5 minutes.)

Exit ticket to assess their knowledge: Give the students the exit ticket to do for a post-assessment.
Give the students a problem to do on their own to wrap up the experience and to make sure that
they can do it on their own.
The exit ticket contains pictures of objects that the students can circle to form equal groups.
SwbatrepeatSwbatrepeatstudents were able torepeatcreate equal groupsrepeat
Thank you, Thank youVery much
Differentiation: How will you organize and manage instruction to meet the needs of each student?
(Special needs, behavior needs, different ability levels, cultural differences)
Special needs: Children will be allowed to ask any questions that they may have throughout the
lesson. I will pause various times throughout the lesson to ask questions, in order, to make sure
that the students are grasping what is being taught.
Behavior needs: I will compliment children who are on task in order to urge the children who are
off task to get on task. If they continue to have issues, I will move them to the front of the class so
there are fewer distractions for them. There are four students with behavior charts that I will refer
to if it is needed.

Different ability levels: I will ask both lower and higher level questions so that each child will
feel apart of the lesson. Children who need more challenge will be able to answer higher-level
questions. Whereas, children that are on a low level will be presented with lower level questions
that they are able to answer with confidence. For instance: I will use higher numbers for higherlevel students and lower numbers for lower-level students. These children will also be offered
assistance as needed. Also, it is a small group so the children who are a little behind can be pretaught before the lesson begins. This will boost their confidence, prepare for lesson, allows me to
explain vocabulary, ward off misconceptions, and hopefully prevent re-teaching.
Cultural differences: The lesson I used is anti-biased and it is something that is relevant to each of
the students lives. I used standards and activities that are developmentally appropriate for all of
the students.

Formative Assessment/Evaluation: How will you determine if the objectives were met? This may be
formal or informal.
I will close the lesson by given the children an exit ticket so they can do a problem on their own
in order for me to gage who understood the lesson and who did not.
I will then be able to go back through their work to see who met the standard and who did not
meet the standard.