USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________

Grade Level Being
Subject/Content: Math
Group Size:
Date of Lesson:
Taught: 3rd
18
3/19/15
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.)

Lesson Content
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.

MAFS.K12.MP.3.1 Construct viable arguments and critiques the reasoning of

others.
MAFS.K12.MP.4.1 Model with mathematics.
MAFS.K12.MP.6.1 Attend to precision.

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?)

How can I use reasoning and test taking strategies to help practice my mathematical
thinking for the FSA?

Objectives- What are you

teaching?
What will students know and
be able to do after this
lesson?

The students will be able to use mathematical practice to solve math problems and
check their understanding of mathematical contents.

Include the ABCDs of

objectives: Action, Behavior,
Condition, and Degree of
mastery. (Degree of Mastery
does not have to be a %.)
Rationale
Address the following

I am teaching this concept to reinforce and further students' mathematical knowledge

in operations and algebraic thinking, number and operations in base ten, number and

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content: Math
Group Size:
Date of Lesson:
Taught: 3rd
18
3/19/15
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?
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?
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary
for a student to
successfully meet these

operations (fractions), measurement and data, and geometry. Students need to practice
mathematical contents to prepare for the Florida Standard Assessment (FSA) to check
their understanding. Also, the lesson is a part of a five day lesson which requires
students to build stamina with mathematical concepts.

Formative:
Math-Mania Students will use their mini white boards to answer math questions.
Practice Benchmark Test B
Summative:
FSA Testing on math
Form B and C Math Test-District Test Data/PLC

The teacher needs to have knowledge of all the third grade mathematical contents to
help students relearn and expand their knowledge. The teacher needs to have prior
knowledge of FSA question format. Also, the teacher should have general math
knowledge with test taking strategies along with mathematical practice in precision and
reasoning.
The students will be active learners as they engage in practicing their mathematical
skills and preparing them for the FSA.

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content: Math
Group Size:
Date of Lesson:
Taught: 3rd
18
3/19/15
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?
What misconceptions
might students have
about this content?
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.)
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

Lesson Implementation
Teacher centered: Teacher will present one math problem at a time. Then, the teacher
will model the correct answer to express their mathematical thinking.
Independently: Students will express their mathematical thinking on their mini white
boards to answer math questions.

Time

Who is
responsibl
e (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 E's here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. The teacher will provide directions for the students.
Hook: Class, we will be playing a math game called math-mania.
Please listen carefully to the directions so you know who to play the

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content: Math
Group Size:
Date of Lesson:
Taught: 3rd
18
3/19/15

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 coteaching are you using?

What will you do if

What will you do if

game. I will have a math problem on the Elmo and you will have 3
minutes to answer the question. You will receive one ticket for each
question that you answer correctly, so make sure no one sees your
answer. To start the game, please take out your mini whiteboards
with dry erasers and markers.
2. Have students sit at the carpet. Turn on the Elmo, and use
pages 52 68 from the common core coach mathematics 3
assessments to use for the math-mania game.
3. Only show one question at a time. Provide students 2-3
minutes to work each math problem on their mini
whiteboards. Ask students to show their answers and tally
the students that answer correctly on the scoring sheet.
Then, model the correct answer by telling students how you
would have solved it as the teacher.
4. Repeat step 3 for each math question. The game ends after
a student has more than 10 questions correct. Provide tickets
after the game is over.
5. After specials, provide the Benchmark Test B for students to
practice independently.
a student struggles with the content?
The teacher will model the math problems to demonstrate to students mathematical
thinking to assist for the FSA. Ask high order questions to determine if there are any
misconceptions, and have students to show their work and use mathematical reasoning.
a student masters the content quickly?

N/A the math questions are a timed response.

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?
The lesson connects to their cultural background of exploring and playing. Students will

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content: Math
Group Size:
Date of Lesson:
Taught: 3rd
18
3/19/15
interact with one another, building their knowledge with their peers while analyzing the
text for details. Also it is a realistic fiction piece that is age appropriate and age related.
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
The students will work in differentiated pairs in where they compare their answers and
use mathematical reasoning with one another. Also, I will walk around the classroom and
provide assistance if necessary.
How will you differentiate instruction for students who need additional
language support?
Use pictures and symbols to help with the explanation.
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!)

Mini white boards, Elmo, markers, erasers,

Reflection

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content: Math
Group Size:
Date of Lesson:
Taught: 3rd
18
3/19/15
What aspects of your lesson were implemented differently than you planned? Why did that
happen?
The part of my lesson that was implemented differently was the morning work. The idea was to go over
the morning work and dive into the math game lesson. However, the morning work took longer than I planned
it to be. As the students started to provide their answer for the math problem, I noticed that many students
were not comprehending the math problem correctly. As I walked around the classroom, students were using
incorrect mathematical computation and reasoning to unlocking the problem. I decided to spend more time on
the morning work and use that moment to reteach students about a math concept. Therefore, I felt that it was
necessary to make sure students corrected their misconceptions and determine the best action plan as an
educator. The second aspect of my lesson that was implemented differently was the arrangement of the math
game. The original plan was for students to work from their desk. However, during my lesson write-up, I
decided to use the carpet as a means to have students be able to see the overhead board and be able to work
with a partner. Since the time for the math game was limited, the practice time for math was also limited.
Consider your mathematical explanations. Were you accurate in your discussion of mathematics
content? Did you support student accuracy (in other words, did you correctly identify student

USF Elementary Education Lesson Plan Template (S 2014)

Name: __Daniel Barahona_____________________
Grade Level Being
Subject/Content: Math
Group Size:
Date of Lesson:
Taught: 3rd
18
3/19/15
work as accurate or inaccurate)? This does not mean that you necessarily told a student they
were wrong, but that you recognized their lack of accuracy and took steps to support their further
learning.
Several times during my mathematical explanations I switched between the word equation and
expression during the morning work. As a result, the whole class discussion was not consistent at times to
provide a strong understanding of the math problem. As students responded throughout the math lesson, I
feel that I did not correct the precision of mathematical language to further a better discussion. I relied on the
use of everyday language during the discussion. At times, I was able to correct students accuracy in verbal
discussion as some students had to explain their thinking for the math game problems. The minor assistance
along with frequent checkpoints for student understanding help the class to move forward to the next math
problem. I noticed that my knowledge on mathematical content needs to improve to identify students' errors
in mathematical reasoning. Class discussions are supposed to reveal any misconceptions and allow
opportunities for the teacher and students to correct them. However, if a teacher incorrectly teaches
mathematical content that misguides students to learn, then the teacher needs to noticed their own errors
and correct those mistakes to better serve students in their math learning.