USF Elementary Education Lesson Plan Template
Grade Level Being Taught: 1st Subject/Content: Math adding
and subtracting
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCD’s 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.)
Evaluation Plan- How will you
know students have made
progress or mastered your
Name: Nichole Piccolo
Group Size: 4 Date of Lesson: 9/20/2018
Lesson Content
MAFS.1.OA.1.1 - Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the unknown number to represent the
problem (Students are not required to independently read the word problems.)
MAFS.1.OA.2.3 - Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two
numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
MAFS.1.OA.2.4 - Understand subtraction as an unknown-addend problem. For example,
subtract 10 – 8 by finding the number that makes 10 when added to 8.
MAFS.1.OA.3.5 - Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Students will be able to add and subtract numbers in word problems using any of the manipulatives
provided.
 Use base ten blocks to model simple addition or subtraction equations within 20 based upon a
word problem.
 Solve addition and subtraction word problems within 20 using any of the manipulatives provided.
 Solve one-step addition and subtraction word problems where the result is unknown (4 + 3 = __),
within 20 using objects, drawings or pictures.
 Use the counting on method for addition and subtraction.
ABCD: Given addition and subtraction word problems the student will be able to solve the word problem
using manipulatives of their choosing with minimal to no error.
I will know that my students have mastered my objectives when I observe them correctly adding and
subtracting the correct numbers given in the word problems, and finding the right answer using the
manipulatives and word problems provided.
USF Elementary Education Lesson Plan Template
Grade Level Being Taught: 1st Subject/Content: Math adding
and subtracting
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?
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.)
**Management & Environment
(integrated into each section of
your step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will
you have for the
students? How and when
will you communicate
those to students?
 What strategies will you
Name: Nichole Piccolo
Group Size: 4 Date of Lesson: 9/20/2018
Formative evidence: Observation and question probing will be the method that I use to collect formative
evidence.
Summative evidence: The completed worksheet that will be provided to each student containing the
word problems and different formats for them to write their answers will be collected as summative
evidence at the end of the small group lesson.
Lesson Implementation
Time Who is *This small group lesson will be for the students who need additional practice
responsible solving addition and subtraction word problems with the help of manipulatives
(Teacher or and a smaller group size.
TBD Students)?
Arrangement: I will be at the front of the classroom with my small group at the
Teacher is guided learning U-shaped table. My CT will be observing me while also keeping
responsible an eye on the students who are at their different math centers. I will be seated
for inside the “U”, and the students will sit in chairs along the outside perimeter of
facilitating the table.
and guiding,
students are Processes & Procedures: To begin the lesson, I will pull out the four students
responsible that will be participating in the small group lesson. I will explain to the students
for actively exactly what we will be doing during the lesson, and give the students the
participating opportunity to choose their favorite manipulative to add and subtract with. I will
. then pass out the worksheet that they will be completing, and we will get started
with the lesson.
Expectations: The expectations that I have for my students will be
communicated as soon as we sit down, before I explain the processes and
procedures of the small group. My expectations include:
o Listen to and follow directions.
o No talking unless appropriate.
o Please make sure you are paying attention because you will be answering
questions later on.
o I have the power to ask you to clip down, so please follow class rules and
USF Elementary Education Lesson Plan Template Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Math adding Group Size: 4 Date of Lesson: 9/20/2018
and subtracting

use if students do not be on your best behavior.

meet your expectations? o Participate throughout the duration of the lesson.
Are there specific
students who require a
Strategies: I do not expect all of the students in my small group to understand
more extensive
each question and concept, so I will use redirection and probing to try and get
management plan? What
my students back on task and headed towards understanding. In regards to their
will that consist of? behavior, none of the students that will be in my group have individual behavior
plans, but students at this age group tend to be very chatty. I plan to direct my
Where applicable, be sure to students back to the task at hand if the talking gets to be an issue, and ask them
address the following: to move their clip when we get back to the room if they do not follow my
 How will materials be redirection (towards end of lesson as not to upset them and lose their focus).
distributed?
 How will students transition STEP-BY-STEP PLAN:
between activities?
 What will you as the teacher do? I will begin my small group differentiation lesson with calling the students that I
 What will the students do? will be working with over to the table located at the front of the classroom.
 What student data will be
collected during each phase? During this time, the other students will be working in groups at math centers
 What are other adults in the practicing what they have learned.
room doing? How are they
supporting students’ learning? Once everyone is seated, I will go over my expectations as listed above.
 What model of co-teaching are
you using? Next, I will explain what we will be doing during small group that day.

“Today we are going to be practicing adding and subtracting word problems

within the number 20! I have this big bucket full of manipulatives that you get to
choose from to use that will help you!”

Here, I will let the students choose whichever manipulative they would like to
use out of the bucket. I will then put the bucket off to the side.

“Now I am going to pass out the worksheet that has our word problems on them!
There are four word problems on this sheet. Two are a little bit trickier, and two
are a little bit easier. I want ALL of us to try to solve these problems together.”
USF Elementary Education Lesson Plan Template Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Math adding Group Size: 4 Date of Lesson: 9/20/2018
and subtracting

*Although I will be helping the students with the solving of the word problems,
the true assessment happens when I see if they filled out the worksheet
correctly.

For this step, we will be reviewing the different parts of the worksheet, and how
the students are to fill in their answers in the spaces provided.

“Lets talk about the two types of equations that we will be working with today.
Can someone tell me how we can tell if we are using subtraction in a word
problem? How about addition?”

*Students respond*

If the students are correct and in agreement, we will move on. If not, I will review
the difference between addition and subtraction and how to spot it in word
problems.

Now, we will orally practice an example word problem that I make up to refresh
the students’ brains on what is on the worksheet. We will go through each part
that is on the worksheet with this sample problem.

Once I feel the students have a good understanding of the sample problem, we
will move onto the worksheet.

“Ok, we seem ready to begin! Lets take a look at the first question on the side of
the paper that has a blue marker on it!”

I will read the questions as the first graders in my differentiation group cannot
read well.

“Daniella had 4 markers. Her friend gave her 3 more. How many markers does
she have now?”

“First, lets try to determine if this word problem is asking us to add or subtract.
Does anyone think they know what this problem is asking us to do?”
USF Elementary Education Lesson Plan Template Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Math adding Group Size: 4 Date of Lesson: 9/20/2018
and subtracting

*Students respond*

Depending on their answer, I will agree and we will move to the next step, or I
will explain why it is an addition problem and point out key words in the text. (I
will be collecting data during this part of the lesson listening to the students
responses and seeing who is getting it, and who is not)

Next, we will write down what we think the equation will look like under the
question in each of the three areas. (3 circles, regular equation ex. 1+1=2, and the
3 squares)

“Now that we have figured out the numbers that we will be adding together lets
go ahead and grab our manipulatives and add them together. Lets read through
the word problem again. Daniella had 4 markers, how many cubes, counters do
we need to have?”

Students respond: 4

“Her friend gave her 3 more. How many are we adding? SR: 3

“So how many markers does she have now?” I will let the students respond.

“Lets count to see if you are right! 1,2,3,4,5,6,7! Daniella now has 7 markers!

*I will be collecting data to see if the students are filling in their answers
correctly. If I notice that they are not, I will review whole group how we filled
them in for the practice question and see if they correct them themselves”

These steps will be completed for all four of the word problems provided.

*During this time, my CT will be observing me while also keeping an eye on the
rest of the class that will be in math centers.

*This will conclude the small group differentiation lesson*

USF Elementary Education Lesson Plan Template
Grade Level Being Taught: 1st
Meeting your students’ needs as
people and as learners—how
might you integrate information
from your student profile &
assets collection tool? How does
this lesson connect to the
interests and/or cultural
backgrounds of your students?
Differentiation—based on the
needs of your students how will
you take individual and group
learning differences into
account?
Which FEAPs do you anticipate
demonstrating during this
lesson? How will you
demonstrate them?
(Include all relevant FEAPs from
Domains 1-4)
Does this lesson connect to your
inquiry work/wondering? Are
you trying a strategy or
integrating something learned
from data collection/literature?
Are you collecting data during
Name: Nichole Piccolo
Subject/Content: Math adding Group Size: 4 Date of Lesson: 9/20/2018
and subtracting
My student from the student profile stated that she enjoys using the manipulatives to do math. Although
she will not be in the group, she shared something that I have observed that a lot of students enjoy and
immensely benefit from. During my small group differentiation lesson, I will have multiple manipulatives
and resources available for the students to take advantage of.
The differentiation for this lesson mainly takes place during the selection process. I will choose 3 or 4
students who are behind and in need of additional support in learning how to solve addition and
subtraction word problems. All students will be given the same worksheet, but there are two harder and
two easier questions for the students to answer. There will be a basket full of manipulatives for the
students to choose from. They will have the option to pick whichever manipulatives they would like to use
during the lesson to help them with the worksheet.
1a Aligns instruction with state-adopted standards at the appropriate level of rigor;
2 d. Respects students’ cultural and family background
2h. Adapts the learning environment to accommodate the differing needs and diversity of students;
3 g. Apply varied instructional strategies and resources, including appropriate technology, to teach for
student understanding
These FEAPS will be demonstrated in my lesson through the planning of it (informing my planning of
small group with data from students FEAPs 1a and 3g), practicing all of FEAPs 2 regarding management
skills, and differentiation for each of my students will be incorporated throughout. A variety of
manipulatives and a worksheet will be created to accommodate the differing needs of my students FEAP
2h. Appropriate assessment strategies will be used to ensure that the students understand the material.
The students’ linguistic and cultural backgrounds are also being considered in the planning and
implementation of this lesson FEAP 2 d. The FEAPs were integrated during the pre-, during, and post-
lesson to create the best possible lesson for my students.
This lesson deeply connects to my wondering as it is about differentiation. The only difference is that this
lesson is about small group differentiation, and my wondering is regarding whole group differentiation. I
will learn the learning styles of my students as well as their understanding of the content before
facilitating the small group, and have all of the manipulatives and resources that they will need available. I
will be collecting data throughout the lesson through observing my students and noting which students
USF Elementary Education Lesson Plan Template Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Math adding Group Size: 4 Date of Lesson: 9/20/2018
and subtracting

this lesson that will contribute to are benefitting from the additional help, and which ones still seem “lost”.
your inquiry work?