Lesson Plan

#/Day (Where this fits in your Unit Plan)

Teacher Name: Natalie (Murphy) Grant Date:
Grade Level: 1/2 Content Area: Math

Iowa Core Essential Element: (Type entire EE)

Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations—Fractions
The Number System
Expressions and Equations

Specific Target Skill(s):

Students will identify coins, and their value
Students will use base 10 towers for 1 to 1 number correspondence
The student will identify the number of sides an object has/
Students will identify the name of the object.
Student will identify the fractional parts.

Format: Large Group Small Group X 1:1 Instruction

How are the 3 areas of principles of Universal Design for Learning (UDL)
addressed?:
Representation Student will have visuals and manipulatives available.

Action & Expression The student will be able to demonstrated their understanding
through writing, drawing and using manipulatives
Engagement The teacher will engage the student through using multiple
learning styles.

Learner Profile(s)
(Description of student needs related to this lesson based on assessment data!!. i.e. what the student is able to do
and not bale to do related to your target skill)

This student requires a quiet area to work in with minimal distraction. The student is highly distractable. The
student is increasing his skills with money identification but struggles to count the amount of the coins when
asked. The student is good at being able to count and color in the 1 to 1 number correspondence. The student
also has difficulty with mlti-step problems.

Materials Needed
(Include any adaptive equipment that will be use by the student to respond during instruction.)

penny
nickel
dime
quarter
base 10 blocks
fraction pieces/sheet

Description of Instruction
(Detailed procedures with student participation/ response expectations. This will be the largest section.)
1. Introduction - The student will be introduced to the skills we were going to be
working on. They will be shown the different materials we are going to be working
with.
2. Modeling (I do) – The teacher will first demonstrate how to complete the math
problem. Example: Identifying and then counting the coins, identifying the name of a
shape and how many sides, how they added, how many fractional parts.
3. Guided Practice (we do) – The teacher and student will repeat the skill that was
demonstrated by the teacher the first time. This will be done together (student and
teacher).
4. Independent (you do) The student will then independently attempt the skill.
5. Closure – The student will remind the teacher what they worked on today. Also, what
they earned for completing their work..

Correction Procedures
(During Guided Practice, what you will do if student(s) have the wrong answer/response or don’t respond)
If the student does not provide the correct response, you will stop the child. You will
then demonstrate the skill again (for example; if they say a nickel is worth 1 cent, you
will say a nickel is work 5 cents.). Then, you will have the student attempt it again. If
needed you can repeat the I do, We do and You do steps.

Reinforcement Procedures
(What you will use for reinforcement, how often will it be given)
The student will identify what they would like to do for their “break” time before the
lesson begins. You can remind them this as needed throughout the lesson.

You will provide lots of encouragement throughout the lesson, especially when they are
focused, trying and give you correct responses. You will also let them know the
improvements they are making throughout the lesson.

Some students also take a “brain fuel” break. This is when they get a snack during the
day. You will remind them that they can get a brain fuel once their work is completed.

Extending/Generalization of the Lesson

(Include activities outside of this lesson that support the learning objectives from this lesson, generalization of
skills, functional application of skills.)

Students will use brainsy which is an online interactive math skills sheet.
Students have additional related practice sheets and games they can complete with
paraprofessionals.
 Progress Monitoring
(Include procedures to be followed – number of trials, how to rate performance, frequency data are collected,
attach a data form. Would data be taken during guided practice (prompting) or independent practice?)

Written Assessment from Saxon Math

Informal Observations during lesson
Worksheets during the lesson.