USF Elementary Education Lesson Plan Template (S 2014)

1_________
Grade Level Being
Subject/Content: Time
Taught: 3rd
intervals math

Name: _Wanda Santiago S.O.

Group Size:
small group
differentiati
on

Date of Lesson: 2/8/2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs 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
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

MAFS.3.MD.1.1
http://www.cpalms.org/Public/PreviewStandard/Preview/5370
Students will be able to tell time with individual clocks.
Students will be able to solve word problems involving addition and subtraction of time
intervals. (Note, this will be hard for some students to do.)
Students will be able to represent the problem on a number line.
Students will use twizzlers and m&ms to represent the problem.

Formative-I will go around and help students individually, to see where their thinking is. I
will have the students work together in pairs to find the correct answer. I will have my
two ELLs work with different partners at a higher level to help the ELLs out with
understanding.
Summative- Students will have mid-chapter checkpoint and a final exam.

USF Elementary Education Lesson Plan Template (S 2014)

1_________
Grade Level Being
Subject/Content: Time
Taught: 3rd
intervals math

Name: _Wanda Santiago S.O.

Group Size:
small group
differentiati
on

Date of Lesson: 2/8/2016

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.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
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 co-teaching
are you using?

Time
30

Lesson Implementation
Who is
5 Es (Engage/Encountering the Idea; Exploring the Idea;
responsibl Explanation/Organizing the Idea; Extend/Applying the Idea;
e (Teacher Evaluation).
or
1. Give students a purpose on why they have to learn about
Students)?
elapsed time.
Both

2. Students are engaging in watching a video with the whole

class on Brainpop. Stop the video to reiterate what elapsed
time is. Give the students examples what elapsed time is, for
real world situations.
3. Call tables one by one to get their white boards and markers.
4. Students with take out their fat freddies (Math textbooks) to
work on pages 407-408 with a partner.
5. Students will work with whiteboards to see the problem
visually.
6. Pages 405&406 will be with the teacher. I will coach the
students through the problems. I will help ask questions and
make sure not to give the answer away. Always ask why and
give them wait time so they can find the answer.
7. Students will work on pages 407-408 with a partner using
twizzlers, m&ms, white boards and clocks. (Have the
students pass out materials.) All of these can show
differentiation for the students. They can pick which one is
best for them. There is more than one way to learn elapsed

USF Elementary Education Lesson Plan Template (S 2014)

1_________
Grade Level Being
Subject/Content: Time
Taught: 3rd
intervals math

Name: _Wanda Santiago S.O.

Group Size:
small group
differentiati
on

Date of Lesson: 2/8/2016

time. (Note: make sure students are writing in their

textbooks as well, not just the white boards.)
8. Teacher will go over the problems with the students to assess
their understanding.

Meeting your students

needs as people and as
learners

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

9. Teacher will read Get up and Go! by: Stuart Murphy to show
students how time intervals work in a real life setting.
(NOTE: I have two ELLs, if they are getting stuck with their
partner, speak to them in their native tongue, if applicable.)
Questions to ask
1. What is the problem asking?
2. What information do we have?
3. Pick a students to read the problem ask, does the problem
give us the starting time or ending time? How do you know
that?
4. Where can plot the minutes?
5. How can we plot the minutes?
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students needs are met because they love candy. Having the students work with candy
makes learning fun for them and they want to get the answers correct if it means eating
the candy.
All students learn differently, so I am going to have students write on their white boards
and have them make a number line with candy, so they can see the jump between times.
This is for my visual learners, and kinesthetic learners. Having students work with each
other makes them motivated and they can learn from each other. For my ELLs, I will
partner them up with students that already understand the concept, so those students
can help the ELLs. Having the candy, and clocks and white boards will help my ELLs
and all of my students comprehend the concept, by learning it their own way. This
differentiation strategy will not only benefit my ELLs but all of my students.

USF Elementary Education Lesson Plan Template (S 2014)

1_________
Grade Level Being
Subject/Content: Time
Taught: 3rd
intervals math

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

Name: _Wanda Santiago S.O.

Group Size:
small group
differentiati
on

Date of Lesson: 2/8/2016

I considered Gardners Multiple Intelligences. Students can learn through interpersonal

with their pair so they can learn from each other. They can also learn by color, because
the twizzlers are red and it is also visual and kinesthically pleasing to the eye, so
students can remember it better. They are also learning through multimedia because the
kids are watching a video. All of these will help me target my students individual needs
as learners.