USF Elementary Education Lesson Plan Template (S 2014)

Name: Kristen Houlihan

Lesson Content
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.)

MAFS.1.MD.2.3
Tell and write time in hours and half-hours using analog and digital clocks
MAFS.1.MD.2.a
Identify and combine vales of money in cents up to one dollar working with a single unit
of currency. Identify the value of coins (pennies, nickels, dimes, and quarters). Compute
the value of combinations of coins (pennies and/or dimes). Relate the value of pennies,
dimes, and quarters to the dollar (e.g., There are 100 or ten dimes or four quarters in a
dollar). (Students are not expected to understand the decimal notation for combinations
of dollars and cents.)
MAFS.1.NBT3.4
Add within 100, including adding a two-digit number and a one-digit number, and adding
a two-digit number and a multiple of 10, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain
the reasoning used. Understand that in adding two-digit numbers, one adds tens and
tens, ones and ones, and sometimes it is necessary to compose a ten.
MAFS.1.OA.1.1
Use addition and subtraction within 20 to solve word problems1 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 (1Students are not required to independently
read the word problems.)
MAFS.K12.MP.7.1
Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young
students, for example, might notice that three and seven more is the same amount as
seven and three more, or they may sort a collection of shapes according to how many
sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5
+ 7 3, in preparation for learning about the distributive property. In the expression x +
9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the
significance of an existing line in a geometric figure and can use the strategy of drawing
an auxiliary line for solving problems. They also can step back for an overview and shift

USF Elementary Education Lesson Plan Template (S 2014)

Name: Kristen Houlihan

perspective. They can see complicated things, such as some algebraic expressions, as
single objects or as being composed of several objects. For example, they can see 5 3(x
y) as 5 minus a positive number times a square and use that to realize that its value
cannot be more than 5 for any real numbers x and y.
MAFS.K.CC.3.6
Identify whether the number of objects in one group is greater than, less than, or equal to
the number of objects in another group, e.g., by using matching and counting strategies
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?)

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.)

The Big Idea of this lesson is to understand the basic concepts of subtraction, time, days
of the week, money, and inequalities.

Students will be able to:

Do multiple subtraction problems
Identify coin values
Write inequalities

USF Elementary Education Lesson Plan Template (S 2014)

Rationale
Address the following
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 objectives?

Name: Kristen Houlihan

-I am teaching this lesson because it is something that ties in many math concepts and
makes it relevant to my students lives.
-Calendar math is an ongoing lesson that continues to build on itself throughout the year.
-I am teaching it in this way because I feel that using technology in the classroom is
important.
-It is important for students to learn this concept because they will be using these tools
throughout the school year and throughout their lives.

Formative:
Throughout the lesson I will be taking notes on the observations that I see to see if
students are understanding the material. I will also be asking a series of questions
throughout the lesson to see if students are grasping the material.
Summative:
I will be giving students a differentiated exit slip and then grading that to see if students
are understanding the material.

-Teacher needs to know how to work the Smartboard

-What coin is coming next on the coin counter
Students will need to know:
-Values of coins
-Days of the week
-Months of the year

USF Elementary Education Lesson Plan Template (S 2014)

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?

-Time
-Weather concepts
-Less than, greater than

What misconceptions
might students have about
this content?

Students might get the inequalities signs confused

Students might get the time confused (AM or PM)

Name: Kristen Houlihan

Lesson Implementation
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
Thinking (H.O.T.) questions
will you ask?
How will materials be

I will be using
-Direct Instruction
-Guided release
-Demonstration

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 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
-Call students down to the puzzle mat.
-Remind students about making smart choices about where they are
sitting on the mat.
-Start to go through the calendar math Smartboard presentation
Slide 1: Calendar
-Pick a stick and have the child put the new date on the slide.

USF Elementary Education Lesson Plan Template (S 2014)

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 co-teaching
are you using?

Name: Kristen Houlihan

-Go over the upcoming events

Slide 2: Weather
-Pick a stick and ask the student what the weather was like today.
-Have them add to the picture graph.
Slide 3: Long Term Investigation
-Pull a stick and ask the student Where is our Pleco today?
-Have the student draw a tally on our tally chart
Slide 4: Money
-Say: yesterday we had 1.28, today we will add one more penny
-Pick a stick and have someone add a penny to the slide
-Count out how much money we have now (1.29)
Slide 5: Subtraction
-Say: How many days are we here total?
-Write it in
-Say: Yesterday was the 128th day of school, so that makes today
the
-Write in 129
-Pull sticks and do the subtraction: (181-129)
Slide 6: Days of School
-Pull sticks and have students complete the slide
Slide 7:
-Pull a stick and have a student complete this slide.
-Today is __, Yesterday was ___, Tomorrow will be ___
Slide 8: Time
-Come up with a time and put it on the analog clock,
-Say, this was the time that I woke up this morning
-Pick a stick and have the student tell me what time it is
-Ask the student how I would write this and if it is AM or PM
Slide 9: Inequalities
-Introduce anchor chart
-Press the two numbers on the slide
-Pick a stick and have a student come up and draw the inequality
sign
-Talk about the exit slips that they will be doing when they get back
to their desks
Slide 10: Number Line Math
-Pull sticks and have the students complete this slide
Slide 11: Part-Part Whole

USF Elementary Education Lesson Plan Template (S 2014)

What will you do if

Name: Kristen Houlihan

-Read the number problem

-Pull sticks and have children complete the slide
Slide 12: Addition with regrouping
-Pull sticks and have the children complete the slide
a student struggles with the content?
If a student struggles with the content I will provide assistance.
I will also provide an appropriate exit slip.
a student masters the content quickly?
I will have exit slips that provide enrichment to those that understand the material
quickly.
I will also allow those that understand the material to teach the class

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?
Some of the concepts of the lesson relate to the interests of my students. When the time
questions come up I try to relate it to something that the kids liked. Ex. Last night I
started watching TV at this time
If applicable, how does this lesson connect to/reflect the local community?
When we talk about the weather it relates to the community.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Exit slips are differentiated.
How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the

None of my students need additional language support.

J: He will receive one-on-one support from my CT throughout the lesson.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Kristen Houlihan

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!)

Smartboard. Coins. Exit Slips.

I chose these materials because these are the material that I have seen that worked the
best over time.

Reflection on the lesson

There were many ways in which I feel as though this lesson further enhanced this lesson. Having the students interact and able to
touch the Smartboard throughout the lesson allowed for them to make connections throughout the lesson. Having a Smartboard also
allowed for students to take turns throughout the lesson. I feel that allowing multiple students interact with the lesson was a key factor in
the success of this lesson. We use Calendar Math on the Smart Board every day that I am in the classroom. We received the Smart Board
about two months ago and we have used it continuously ever since. I feel as though my comfort level with this lesson is very high, as I am
accustomed to working with the Smart Board. One problem that we always have with the Smartboard is that the objects do not always
move when the students press it. This problem was solved by quickly calibrating the Smartboard before the lesson started. I feel as though
my students reacted very well to the lesson. Another problem that I ran into with this lesson (that I run into with many of my lessons) was

USF Elementary Education Lesson Plan Template (S 2014)

Name: Kristen Houlihan

behavior issues. There are people in the class that have problems keeping their hands to themselves when they are on the carpet and also
have a hard time keeping their mouths closed and raising their hands to speak. There are also people in the class that are not productive
when they are sitting next to each other during a lesson. This was resolved by reminding students to pick a responsible place on the mat.
If the students did not get the hint then I would have orally told the students that needed to move their positions. I also made sure to
remind the students of their expected behaviors before the lesson began and also made sure to remind them of the disciplinary system that
we have in place in the classroom. They are used to calendar math and it is something that they enjoy doing every day. The extra activities
with the anchor chart is something that they were not as accustomed to. They seemed to respond well to this change of pace and the added
work onto the lesson. One thing that I would do differently if I were to do this lesson again would be to have the students complete the
exit slip about comparing numbers right after the slide was presented in calendar math. This slide was right in the middle of the
presentation and I feel that students would have been a lot more successful at the lesson if they were presented with the exit slip right after
the slide. This would also allow for them to move around and go back to their seats to complete the work so that they would not get so
antsy throughout the lesson. I feel as though my students were very actively involved in the lesson. Most all of my students were quick to
provide answers and they were all willingly participating. I did not have to resort to pulling sticks to call on students as almost all had their
hands raised throughout the lesson. The students were also very motivated to share their work on the Elmo. They knew that they had to
complete the bulk of the work in order to create their own inequalities and therefore display them on the overhead. They love to show their
work and are proud to present so I feel as though this was a great motivator for them. I think that another support throughout this lesson
would have been a fun video. I am sure that there are lots of Brain Pop videos that provide an explanation into comparing numbers. I
think that adding this other form of technology would have been a great resource to bring into this lesson. My students love Brain Pop

USF Elementary Education Lesson Plan Template (S 2014)

Name: Kristen Houlihan

videos and they always respond better to them. I think that if I were to do this lesson over again, I would be sure to incorporate some sort
of video that would have helped me complete this lesson. In regards to me personally completing this project, I think that an online
tutorial on how to use a Smart Board would have been helpful. I would like to know all of the fun things that I could do with a
Smartboard, instead of just using the things that my CT has taught me. I think that this lesson would fall under the adaptation section of
the TIMS Matrix. I think that I was facilitating the students using this technology on their own. I also think that this lesson would fall
under the constructive section of the TIMS Matrix. I feel as though the technology allowed for them to make connections to what they had
previously learned in the class.

Reflection on Student Academic Success

I feel as though my students did an amazing job with this lesson overall. They were very actively engaged throughout the lesson,
which therefore led to them fully comprehending the material that they were being taught. I think that the fact that every single person was
able to complete the exit slip that was provided at the ends shows that they were very successful with this lesson. I think that the repetition
of Calendar Math accounts for part of their success. I think that being constantly exposed to this material is allowing for it to sink into
their brains and they are then able to apply it when the time comes. I also feel as though presenting this information in different ways to
the students helped with the success of this lesson. Having the anchor chart to look at gave the lesson a different perspective, and saying
the rhyme helped to further sink the information in. The students were very engaged throughout the lesson, they really enjoyed being able

USF Elementary Education Lesson Plan Template (S 2014)

Name: Kristen Houlihan

to play the teacher and go up to the board to complete the slides. Overall, my students performed amazingly and I am very proud of
their success of this lesson!

Here is an example of a students work:

USF Elementary Education Lesson Plan Template (S 2014)

Name: Kristen Houlihan

USF Elementary Education Lesson Plan Template (S 2014)

Name: Kristen Houlihan