Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name Yvonne Gallardo
Grade Level Second
Subject Area Math
Main Topic Place value (ones, tens and hundreds)
CCSD Standard 2.NBT.A.1

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**

Standard 1: Learning Purpose and Connections

What will the students be learning?
● What are the big concepts for the lesson?
● How will students know the objectives for the lesson? [Daily Objective]
● How will students know the purpose and relevance of the lesson?
● What resources/technology will help students make connections to previous learning? [Daily Review]
● How will students receive feedback for their review?
● How will students build their current knowledge?
● How will the lesson be introduced? [Introduction]

 The students will be learning the first three values: ones, tens, and hundreds.

 The big concepts for the lesson are for students to understand that the three digits of a three-digit number represent amounts of hundreds, tens,
and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

 The students will know the objectives and relevance for the lesson by the teacher explaining the main concept using an elmo, power point
presentation, computers, manipulatives such as base ten blocks and a place value chart.

 The teacher will display a daily 5 worksheet on the smart board with 5 review questions. The students will then use their math journals to
record their responses. They will work on these questions independently, with other students, and as a class with the teacher’s assistant.
  The students will take an online practice assessment which will test their knowledge on place value. For every wrong answer, there will be an
explanation to guide the student in obtaining the right answer. That is how students will receive feedback and the teacher will meet with
students who are having the most trouble understanding place value.

 The students will build their current knowledge by practice. They will use I pads or computers in which they will be able to access
applications and websites that will continue to help the students learn about other place values and re enforce the ones they already know.

 The lesson will be introduced with a variety of questions that will show the teacher what the students already know about place value; it will
then be followed by a power point presentation in which the teacher will go more into debt about what each place value means.

Standard 2: Learning Tasks and Cognitive Demands

How are students supported in achieving the learning goals?
● What Depth of Knowledge levels will students experience in the learning tasks?
● How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
● How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

 The students will be positively re enforced by their teacher and be given assistance to achieve learning goals. The teacher will be handing out
materials, initiating group activities, so that the students can show mutual support. The students will feel supported and will achieve their
learning goal.
 Students tend to learn from one another. The teacher will classify each student and they will be placed in groups. Each group will have at
least one student who knows the material well, that way the student can master place value by helping other students. There will be rotations
in which each group will meet with the teacher and review the material. The main goal for the teacher is to work with those students who
need the most assistance and helping them catch up, while also helping the other students advance.
 The teacher will provide a detailed explanation that will challenge the students to advance their thinking and skills. The topic of money and
how it relates to place value will be part of this lesson. For example, the teacher may ask if the students would rather have one dollars (ones
place), ten dollars (tens place), or one hundred dollars (hundreds place).
Standard 3: Engagement Strategies and Discourse
How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
• How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
• How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos,
simulations, data formats)
• What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?
• How will students collaborate with each other?

 Students will engage in interactive dialogue by being placed in groups, being asked questions by their teacher, and playing Kahoot.
 The teacher will display a variety of questions on the smart board and ask the students if what she wrote is correct. For example, the number
749. The teacher might say that the four is in the ones place and ask the students if that is correct and explain their answer. If there are a
variety of answers in the classroom, the teacher will have the students explain and support their responses to one another. That is how
students will develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or position.
 In this case, students will mainly use a place value mat in which they will be shown why the order of each place value is important and how it
affects each digit. They will also be shown videos, have a math notebook in which they will be able to look back in their notes, and
manipulatives. Having multiple representations will help them develop mastery. The teacher will use a variety of representations to target
different styles of learning.
 Students will have a hands-on experience and be shown how it connects back to their personal experiences. For example, the subject of
money and quantity. Specially, the quantity of items that they like.
 The teacher will create a positive environment in which the students will want to collaborate with each other and learn from one another.
Through group interactions, game based learning, and helping them understand why it is important to help and work with others.
Standard 4: Student Understanding of and Responsibility for Learning
How will students reflect on their learning progress through structured metacognitive activities?
• How will students reflect on the learning goals, the performance criteria and purpose of the lesson?
• How will students share their progress?
• How will students be supported in revising their learning strategies based on their progress?

 Students will engage in a variety of dependent and independent activities that will display their learning progress.
 The students will be explained the main goals that they needed to learn from the lesson, and the teacher will get feed-back to ensure that the
students achieved those goals.
 Students will share their progress by turning in a math notebook, participating in class activities, showing their paper/ digital work to the
teacher and other peers.
 The teacher will be constantly meeting and asking the students questions to revise their learning strategies based on their progress. Parent
involvement is crucial in the students learning as well. Teacher and parent communication will be established, so that the students can
advance in their learning objectives.

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
● How were student pre--‐assessments or work samples used to plan this lesson?
● What evidence of student learning will be generated during the lesson? (i.e., writing, one--‐to--‐one conferencing, discussions with peers,
instructional tasks)
 ● How will students receive formative feedback?
● How are instructional adjustments made based on student formative assessment results?
● What homework will be issued to support the lesson. [Homework]
● How will the lesson be closed? [Closure]
● How will the lesson be reviewed? [Long-term Review]

 Students’ progress will be assessed through class participation, paper and digital assessments.
 A pre-assessment, written and vocal, will be imposed to analyze the students’ knowledge on the given subject.
 There will be a variety of student learning activities. Such as: writing, one to one conferencing, discussions with peers, instructional tasks and
independent work as well.
 The students will receive formative feedback from their teacher and peers. The feedback will be based on their turned in work and class
participation.
 Educational adjustments will be made based on student formative assessment results by placing students in groups. These groups will
participate in a variety of activities. All groups will meet with the teacher. The students that need more support will be placed on online
activities.
 There will be multiple place value worksheets that will issued as homework. Along, with a variety of websites that the students can go and
play games that are related to the lesson.
 The lesson will be closed with a class discussion and last group assessment. Students will be able to talk about what they learned about place
value.