USF Elementary Education Lesson Plan Template (S 2014)
Lopez_________________
Grade Level Being Taught: Subject/Content:
2nd Math
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.)
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.)
Name: _Luissette
Group Size: 4- Date of Lesson: Jan 26, 2017
5
Lesson Content
MAFS.2.NBT.1.1 : Understand that the three digits of a three-digit number represent
amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens called a hundred.
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,
four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
MAFS.2.NBT.2.7 : Add and subtract within 1000, 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. Understand
that in adding or subtracting three digit numbers, one adds or subtracts hundreds and
hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.
Belongs to: Use place value understanding and properties of operations to add and
subtract.
Given a number of three-digit math problems provided in a whole class environment, the
students will be able to use multiple strategies to solve the problem. Students who are
observed to be struggling wll be placed in a small group (4 -5 students) with me, while
sharing their strategies to the others with little to no possible misconceptions: skipping
second step in problem, using the wrong operation, missing a step in their plan.
USF Elementary Education Lesson Plan Template (S 2014)
Lopez_________________
Grade Level Being Taught: Subject/Content:
2nd Math
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?
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
Name: _Luissette
Group Size: 4- Date of Lesson: Jan 26, 2017
5
Formative Assessment
If a student appears unable to understand the written strategies on the worksheet, the
teacher should suggest that the student do the problem in his or her own way and fully
explain it. Record the steps as each student explains their strategy.
Lesson Implementation
Time Who is During small group instruction, I will scaffold as necessary. I will ask
responsibl guiding questions to assist students in solving word problems. I will
e (Teacher check their work and offer support to clear any possible
or misconceptions or confusion. Students will use this feedback to
Students)? solve word problems during small group instruction and during
individual math instruction.
0915 Guiding Questions
Teacher
0917 What do you have to find out?
Teacher & Where could you start?
Students What are strategies you could use?
0918 Could you use objects or pictures to help solve the question?
0920 Students Can you write an equation to represent this equation?
Teacher & Is this answer reasonable? Does it make sense? Why or why not?
Student Possible Misconceptions: skipping second step in problem, using the
wrong operation, missing a step in their plan.
Possible responses to know students are on track: correct stair step
USF Elementary Education Lesson Plan Template (S 2014) Name: _Luissette
Lopez_________________
Grade Level Being Taught: Subject/Content: Group Size: 4- Date of Lesson: Jan 26, 2017
2nd Math 5

phase? plans, correct answer, ability to verbalize their work / process of

What are other adults in solving.
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Meeting your students Allow students time to solve the problem. Help as needed. Refer students back to their
needs as people and as problem-solving strategy when they need assistance.
learners
Work with the student on subtracting numbers written in expanded form. Encourage the
student to write numbers in expanded form, regrouping when necessary, before
subtracting. Eventually relate this approach to a conventional algorithm.
Differentiationbased on Allow students to share one way they solved each problem so the other students are
the needs of your students exposed to multiple strategies.
how will you take
individual and group
learning differences into
account.

Relevant Psychological Scaffold instruction as needed during small group time. This will allow students who
Theories and research understand the process to work on their own and me to help students who are still
taken in consideration struggling with the basic concepts.
when planning this lesson