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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 rewrite 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?

MAFS.3.MD.1.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems
involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a
number line diagram.
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

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.)
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;
responsible Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
(Teacher or
1. Give students a purpose on why they have to learn about elapsed time.
Students)?
2. Students are engaging in watching a video with the whole class on
Both
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 time. (Note: make sure students are writing in their
textbooks as well, not just the white boards.)

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

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.
Relevant Psychological Theories I considered Gardners Multiple Intelligences. Students can learn through interpersonal with their pair
and research taken in
so they can learn from each other. They can also learn by color, because the twizzlers are red and it is
consideration when planning this also visual and kinesthically pleasing to the eye, so students can remember it better. They are also

USF Elementary Education Lesson Plan Template (S 2014)


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

lesson

Name: _Wanda Santiago S.O.


Group Size:
small group
differentiati
on

Date of Lesson: 2/8/2016

learning through multimedia because the kids are watching a video. All of these will help me target
my students individual needs as learners.