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USF Elementary Education Lesson Plan Template (S 2014) Name: _Miekal Morris___________

Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 4/10/17
k Size: 18

Lesson Content
What Standards (national K.O.A. A.3.1:
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding How can we use part, part, whole boxes to identify the missing?
(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 Using part/part whole boxes to show how you can decompose the numbers given on the
teaching? worksheet.
(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
USF Elementary Education Lesson Plan Template (S 2014) Name: _Miekal Morris___________
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 4/10/17
k Size: 18

not need to be a percentage.)


Rationale This is a mathematic skill that sets the foundations for future learning.
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 Formative: I will be evaluating the students knowledge and understanding through
you know students have classroom discussions and observations. I will be circulating around the room asking
mastered your objectives? questions and providing support when needed.
Address the following: Summative: Students will display their understandings by displaying their thoughts and
What formative evidence knowledge of part part whole by completing a worksheet. Students will be using a color
will you use to document rubric.
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge The teacher should be familiar with the vocabulary, and know the concept of Part-Part
is necessary for a teacher Whole, The teacher should know how to decompose numbers and know how to use
to teach this material? manipulatives and drawings to solve a problem.
What background Students should be familiar with part-part-whole. Students should know how to use
knowledge is necessary for manipulatives and drawings to solve a problem.
a student to successfully
meet these objectives?

How will you ensure


students have this
USF Elementary Education Lesson Plan Template (S 2014) Name: _Miekal Morris___________
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 4/10/17
k Size: 18

previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions Students may get confused when the decomposing blocks get flipped around.
might students have about
this content?
Lesson Implementation
Teaching Methods Demonstration/ model: Before the students start their own work, I will model what how to
(What teaching method(s) will use a part part whole box to refresh their minds.
you use during this lesson? Direct instruction: I will explain my expectations and go over the color rubric before
Examples include guided students start their work.
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) 45mi Evaluation).
Where applicable, be sure to n1
address the following: hour
What Higher Order Before calling the students to the carpet, make sure that all
Thinking (H.O.T.) questions Teachers the plastic bags with the fruit loops are attached to a clip
will you ask? and board with a white piece of paper behind it so that the
How will materials be Students students can see more clearly.
distributed? Call students to their carpet spots by using our transition
Who will work together in song
groups and how will you Pass out the clipboards to each student and remind them not
USF Elementary Education Lesson Plan Template (S 2014) Name: _Miekal Morris___________
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 4/10/17
k Size: 18

determine the grouping? to eat the fruit loops and turn on the ELMO
How will students Engage in a classroom discussion on what decomposing
transition between means, if they need more time give them a few examples on
activities? the white board
What will you as the Having a plastic bag with fruit loops in them, put it under the
teacher do? ELMO and show how you can move the fruit loops around to
What will the students do? show how you can decompose numbers, start from 10 and
What student data will be work your way down.
collected during each For each number that you decompose have 2-3 students
phase? come up to the Elmo to show how they decomposed their
What are other adults in numbers and write it in the T-chart
the room doing? How are Next have pass out the bags with the smarties and do the
they supporting students same thing as before but show the different ways the boxes
learning? can be moved around and read (tilt/ spin the bag)
What model of co-teaching Now demonstrate how you can draw an image to help
are you using? decompose a number without using the smarties or fruit
loops (draw dots or circles and cross them out to decompose)
Have the students return to their desks with their plastic bags
of fruit loops and smarties so that they can use them to
complete their worksheet (have them leave the clipboards in
the green bin)
Pull a small group if needed for students who may be
struggeling.
Once the students compete their work, they can turn in their
sheets into the yellow bin and may eat their smarties and
fruit loops.
What will you do if a student struggles with the content?
I will provide individual support if needed. The students can also use
manipulatives at their desk if they needed. They may also ask their shoulder
partner for help if needed.
What will you do if a student masters the content quickly?
If students master the content quickly, then they may attempt to get a super
purple dot by adding additional details. They may also help another classmate
if they are struggling.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Miekal Morris___________
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 4/10/17
k Size: 18

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners This is a math skill that is found within their culture. I can relate questions to
include their interests.

If applicable, how does this lesson connect to/reflect the local community?
This is a math skill that is found within their culture. I can relate questions to
include their interests.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For students who need enrichment, they can attempt a super purple dot or
help out a classmate that is struggling. They may also use drawings to display
ways the numbers can be broken down.
How will you differentiate instruction for students who need additional
language support?
We will have dictionaries available and classroom computers to use for
translations if needed. We will also individual support if need as well as
additional time.
Accommodations (If Additional time and individual support will be available if needed. Students may move to
needed) a quieter place to work 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 18 part part whole plastic bags with 10 fruit loops in them X 18 students
(What materials will you use? 18 Decomposing blocks on a plastic bag with 10 smarties X 18 students
Why did you choose these worksheets
materials? Include any 18 clipboards
resources you used. This can
also include people!)
USF Elementary Education Lesson Plan Template (S 2014) Name: _Miekal Morris___________
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 4/10/17
k Size: 18