USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Part 1: Lesson Content

Title of Lesson math

Meeting your students’ needs as people and as learners How does this lesson connect to the interests and cultural
backgrounds of your students?
The students in this classroom appreciate the use of manipulatives to
help them learn. That is why we will be using counter pieces and
white boards instead of just using a worksheet.

How does this lesson connect to/reflect the local community?

This lesson connects to the local community because we are using this
as a review for the end-of-year state standard tests. We noticed that
since this unit was at the beginning of the year the students could use
a refresher on these skills. I decided to use turn and talks so that the
students have an opportunity to share what they think an answer is. I
know many students in my classroom like to share what they think, so
giving them this option will support that.

What Standards (national or state) relate to this lesson?

MA.K.AR.1.2: Given a number from 0 to 10, find the different ways
(You should include ALL applicable standards.)
it can be represented as the sum of two numbers.

MA.K.AR.1.3: Solve addition and subtraction real-world problems

using objects, drawings or equations to represent the problem.

Understanding the standards over time Trace the standard to the previous grade level. What have students
already learned or been exposed to related to this standard?

V. Mathematical Thinking. B. Number and Operations. 4 years-

kindergarten. 1. Explores quantities up to eight using objects, fingers
and dramatic play to solve real-world joining and separating
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

problems. 2. Begins to demonstrate how to compose and decompose

(build and take apart) sets up to eight using objects, fingers and acting
out

Trace the standard to the next grade level. What will students learn
next related to this standard?
MA.1.AR.1.1: Apply properties of addition to find a sum of three
or more whole numbers.

MA.1.AR.1.2: Solve addition and subtraction real-world

problems using objects, drawings or equations to represent the
problem.

What misconceptions might students have about this content?

Since we are working with addends unknown the students may think
there will be no equation.
Students may believe incorrect equations represent a number. like
2+1=4

Objectives- What students will know or be able to do after the Some examples:
instruction – the learning outcomes --Students will be able to accurately (measure- how well) differentiate
Content (WHAT students are learning- look to the standard) (action- how) between potential and kinetic energy (content- what). 
Action (HOW students will show it- there might be clues in the --Based on what they read in the first half of a fiction story, students
standard) will be able to write (action- how) a reasonable (measure- how well)
Measure (HOW WELL they need to do it) prediction (also part of the action) for how the main character will
(Note: Degree of mastery does not need to be a percentage.) respond to a challenge in the second half (content- what).
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Students will be able to accurately find different ways numbers can be

represented as a sum of two numbers.
Students will be able to accurately slove addition problems using
objects, drawings, and equations.

Students will be able to recognize numbers in a number line from 1-10.

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which
level(s) of thinking is/are called for in the standard?
____apply______________

Which level(s) of thinking is/are called for in your objective?

____apply_________________
Why did you choose this level(s) of thinking?
I chose these levels because the students will be solving problems and
demonstrating how they solved that problems. They will also be
explaining how they demonstrated the solution to the problem.

Assessment Plan- How will you know students have mastered Describe your assessment plan:
your objectives? The assessment will be a journal question of the students finding all
the ways that there can be red and blue marbles if you have 5 marbles
all together.

Is your assessment formative or summative? Why did you make that

assessment decision?
This is formative because we are continuously working on this for the
rest of the week. This will help me understand for the next day what
next steps I need to take.

How does it align with your objective?

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

This aligns with my objective because the students are given a number
and they need to find what numbers represent the given number.

Assessment Scoring/Rubric
What are the criteria for how you will assess student learning/student I will have a checklist: students were able to find all ways (6) to make
work? If you’re using a rubric, include your rubric here. 5 - check +
Students found 2-5 ways to make 5- check
Students find 0-1 way to make 5 - check –
I will be checking while the students are working and asking them
questions as to why they think their are only 2 solutions to the
problem

Part 2: Lesson Implementation

Management & Environment
● How will you arrange yourself and the students (location in
(integrated throughout your step-by-step plan):
the classroom, seating)?
● How will you arrange yourself and the students (location in o I will be standing at the computer and walking by the
the classroom, seating)? white board while the students are on the carpet. The
● What processes & procedures will you use? How and when students will have the opportunity to move to their
seats to work with manipulatives and do the
will you communicate those to students? assessment. I will be walking around helping students
● What expectations will you have for the students? How and when needed and checking off students' work.
when will you communicate those to students? ● What processes & procedures will you use? How and when
● What strategies will you use if students do not meet your will you communicate those to students?
o I will use the procedures of the class like having the
expectations? Are there specific students who require a more
extensive management plan? What will that consist of? students sit on their bottoms, keep their eyes on the
speaker, and mouths closed when not called on. I will
● What will students do if they complete the task quickly? briefly remind them by saying please come to the
carpet crisscross and quietly. When students
misbehave too often I will remind them of our class
agreements. If they continue to do it or it becomes a
distraction mention spark points or give them a
warning about moving their clip down or tell them to
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

sit in their seat but still need to do the assignment.

● What expectations will you have for the students? How and
when will you communicate those to students?
o I expect them to sit still and have their listening ears
on/ to follow procedures. I expect them to complete
this lesson and learn about ways to make a number. I
expect them to not leave the carpet during the lesson
unless it is an emergency.
o I will say the expectations before we start the lesson so
the students know what to accomplish for the lesson.
● What strategies will you use if students do not meet your
expectations? Are there specific students who require a more
extensive management plan? What will that consist of?
o If students do not meet expectations for procedures
then I will remind them of the procedures or say their
name if the student isn’t paying attention.
▪ “I love how __ is seated crisscross with their
hands in their lap.”
▪ “I am going to call on __ because they have been
sitting quietly with a raised hand.”
▪ “Why do I hear talking on the carpet when
I/someone is speaking?”
▪ “Show me how to sit correctly”

▪ “I see that __ rose their hand quietly to speak

and not got up on their knees.”
▪ “Thank you for raising your hand___”

▪ “I can see you moving around too much __. Can

you show me where you should be?”
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

▪ “___ I notice that you are not doing your work

and following directions. I will give you a
choice you may sit in your chair and do your
work or up at the front table. Please move to
where you want to work and finish.”

I will make sure to give students the expectations of how they should
act on the carpet and I will show enthusiasm for the book. I will try
and use non verbal cues as I can. If they are seated next to me I
typically put my hand on their head to note that they need to look at
me. I can verbally tell other students that I love how they are sitting or
working and to move their clips up to entice the students that are
misbehaving to correct on their own. For verbal I like to use name
calling while I’m teaching so that I can get them refocused. I do also
point out students that raised their hand without talking to answer. If
I have to continue to use verbal on a student I will give them another
warning or tell them to move to their seat or move down their clip.

● What will students do if they complete the task quickly?

o If students finish the formative assessment quickly I
will check it and then have them go on iready since we
will be doing that after specials.
Materials Checklist with student names for assessment that will have the objective
(What materials will you use? Why did you choose these materials? for the lesson and will check if they have accomplished it
Include any resources you used. This can also include people!) PowerPoint
counters, tens frames, math journals, crayons, pencils

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

I am giving all students the opportunity to use what will work best for them to solve the problems during
independent time like counters, tensframe, or pictures.
During the assessment I will call students to the carpet to verify they understand what they should be
doing by showing them a model.

Which specific students will benefit, and why?

Students who benefit from this will be students that struggle to use a specific manipulative so I am giving
them the option of other things. I will be pulling students that for our pre-assessment test struggled a bit
on.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual
● Pre-Production Level: I would use starting sentences like “point to the numbers” “what is the
students (initials), and then explain
the accommodation(s) you will number in your language” or “show me..” so that they are not limited to language but they can use
implement for these unique signals to tell me what they know.
learners.) ● Early Production Level: I would ask yes or no questions.

● Speech Emergence Level: Start asking “why” questions. Integrate higher vocabulary.

● Intermediate Fluency Level: This student can show and say to me what they did to get the
answers they have.

What accommodations will you make for students who have an IEP or 504 plan? NA

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

What accommodations will you make for students identified as gifted and have an EP (education
plan)?
There is one student who is now in the gifted program. During the assessment I will provide her with a
different number, 15, since the next year's standard is adding 3 numbers I will ask her what three
numbers can be added together to get 15. I will also ask her what 2 numbers can be added to get 15.

References (Planning of Collaborating teacher and fellow kindergarten teachers.

instruction should be guided by last year’s curriculum lesson
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ________Math_________________________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) ____gradual release______
Where applicable, be sure to
address the following:
3. Step-by-step plan:
◻ What Higher Order Thinking
Time: Action Steps:
(H.O.T.) questions will you ask?
◻ How will materials be Reveiw of adding two numbers:
distributed? “You should be standing behind your chairs. Just how ___ is standing and i see ____
◻ Who will work together in standing correctly” “let’s watch this video to help get ready for our math lesson on
adding numbers together. I want to hear you saying the numbers and what it equals. ”
groups and how will you 9:00 Play move and add, add and move by jack hartmann youtube song
determine the grouping?
◻ How will students transition 9:05 “come to the carpet please come quietly and sitting crisscross” “Thank you ___ for

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

between activities?
coming so quickly and quietly”
◻ What will you as the teacher “we watched that video because we are working with adding to make different
do? numbers today. I know we have been working making ten different ways but now we
will be composing or making different numbers.”
◻ What will you as the teacher
say?
Number fluency:
◻ What will the students do?
9:06 “let’s start math today with this question on the screen. What do we have on the screen
◻ What student data will be here? raise your hand.”
“Yes we have a number line but it looks like we have some numbers missing. what
collected during each phase?
number do you think goes where this arrow is? I want to do a turn and talk that means
◻ What are other adults in the you will turn your body towards someone sitting next to you on the carpet. This will be
room doing? How are they quick so answer with them what number you think goes here.”
supporting students’ learning?
Allow them time to talk then bring them back

9:07 “5-4-3-2-1. Thank you for coming back when I asked.”

*I will ask a student to answer and then ask “does anyone think a different number
goes there?”

If students answers incorrectly I will show the class our number line and have
them think on our numberline where would this arrow go? “When looking at our
numberline I have a lot of space here between the arrow and 10 so I need to think in
my head hm ‘if I need to fit all numbers from 1-10 where would they go’”

“How about turn and talk and explain what number you think goes here at this arrow
and why.” allow them time to talk then bring them back
9:08 5-4-3-2-1 *I will ask a student to answer and then ask “does anyone think a different
number goes there?”

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

Starting engage problem:

“Our objective today will be to represent a number by adding two numbers together
using equations and our manipulatives, like tensframe, counters, numberlines, or
pictures.”

9:09 “So our first problem is ‘there are 4 students in line at breakfast. Some of the students
are girls and some are boys. How many of the students were boys and how many were
girls?”
“So what is the problem asking us to find?” students respond
“What information do we know from the problem?” students respond

If students do not say that the problem doesn’t give us how many boys and girls I will
ask “Does it tell us how many girls or boys?”

9:11 How do you think you can solve this problem?”

I expect students to say ‘using an equation and all the types of maniulatives we have’
If students do not reply with this I will prompt them by say “we can use our counters,
we can use a numberbonds, numberlines…” With this then students may chime in with
ways they can solve this problem.
9:13
“Is their more than one way to make 4 using two numbers? ‘yes’
“So I expect to see more than one equation on your board”

“Before table captains get dry-erase boards and manipulative boxes to use your
counters, tens frames, or pictures, Let’s go over what we will be doing. I want you to
9:14 show me the different ways there can be 4 students altogether. On your board give me
the equations/ number sentences.”
“Before I let you go do this independently what level should you be at?” ‘level zero’
“You may go back to your seats quietly and table captains get your math boxes and the

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

white boards.”

9:15 students are doing work independently using their manipulatives to solve the problem
and I am walking around checking with the students that I have seen struggle the most
seeing where their understanding of this problem is. This will help me later for who I
will need to have a small group with.

9:20 “I love the work that we did, leave your materials and come to the carpet quietly and
crisscross hands in our lap.”

“So what we were trying to do is find how many boys and how many girls is the same
as 4 all together.” “What was some ways that we came up with?”

If a student says 0+4=4 I will say “That does equal 4 but let think of our problem-
restate problem- so if there are some boys and some girls can one of our parts be 0? If
they are still not understanding I will have them stand up and have my boys on one
side and the girls on the other and say “In our class we have some girls and some boys.
“ Then I will ask the boys to come sit back on the carpet. “Now I will say we have some
girls and some boys but wait it looks like I have nothing over there I don’t have some
boys because I have none over there.” “let’s come back to the carpet. So the problem
said that their were some boys. Did is say their were no boys? No it said some so we
know there has to be at least 1.”

9:16 “Yes very good now let’s take a look at this screen and think of why these two tens
frames are crossed out?”
“What was the problem asking? The problem told us there were some boys and some
girls which is why these are crossed out because these have all boys or girls.”

9:17 “Now you will be problem-solving this problem ‘Mila has 5 marbles. How many are red
and how many are blue.” “What is this problem saying?” “Is this problem saying that
there are some red and some blue?” “So you will be doing the same thing but now mila
has 5 marbles and you need to figure out how many could be red and blue.”

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

9:19 “I expect you to show all the ways to make 5 and I want to see how you know so I am
allowing you to use your red and blue crayon to show in your journals.”
“Table captains please put the whiteboards away and get out your math journals.
everyone else you will need your glue stick pencil and red and blue crayon. You may sit
down.”

9:20 “Please glue this paper in the next clean page in your journal and get started on
answering the question ‘mila has 5 marbles how many can be red and how many can
be blue.’”

9:22 I will pull the gifted student to speak with them on what I expect from them and why I
am challenging them. “So I am giving you a different problem which is that ‘Mila has 15
marbles. How many can be red, how many can be blue, and how many can be green?’
So how many numbers is your equation going to have? So you are trying to make
equations with three parts that equals one whole.”

Once I have finished with Mahaari(gifted student) then I will ask Alina, Aniaya, leah,
umer, Akira, Ava, Jensen, Serenity - possibly Emonirose if I saw that she struggled with
the first problem.
9:24 “Will these students … please come to the caret with your math journals, red and blue
crayon, pencil and a quiet voice”

9:25 “I just wanted to work with you all on one way we can solve this problem okay? So I
have five counters here and we are going to pretend that these are our marbles. I’m
going to toss them up and see how many red ones we get alright let’s see. So we got ___
red ones I want you to draw ___red circles on your page. Please do not call out in this
next question. So if the problem is asking how many red and blue marbles are there is
she has 5 how many more blue marbles will we need to add. Draw how many more
circles we need to make 5. So lets start our equation. We had ___ red and we are adding,
show me an add sign on your hands, __ blue and that equals, show me an equal sign on
your hands, 5.”
“Now that we have this one equation what’s something we can do with it. If i have ___

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

blue and now how many reds would I have? That will be your next step when you go
9:30 back your table do that and then keep think hmm I have this many red what if I had
only 1 red how many blues. You may go back to your seat.

Students go back to seat

9:33 “Leave what you are working on and we will finish after specials.”

10:25 After specials I will be walking around checking student work and making sure they
understand the concept. If students are done before others they will head straight to
iready math.

If behaviors: Where should you be right now?

Should you being walking around the room?
name calling
I love how….
I see __ sitting and listening

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