USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Grace Davis

Grade Level Being Taught: 2 Subject/Content: Math Group Size: 4-5 Date of Lesson: 9/12/2022

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Part 1: Lesson Content
Title of Lesson Math small instructional group

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners The students are learning math and some activities are related back to jobs or other interests, such as a
(supervisors) coffee shop or making fruit salad. Group work and collaboration are encouraged as a class, and I am sure
many students come from a more collectivist culture since the class is very diverse.

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

The community is rural, and many students participate in or are exposed to agriculture, which
sometimes lessons are related to that. Collaboration and support are part of the school culture as well as
students’
What Standards (national or State standards:
state) relate to this lesson? MA.2.NSO.1.1 Read and write numbers from 0 to 1,000 using standard form, expanded form and word
(You should include ALL applicable form.
standards.)
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
(CPALMS/instructional planning In first grade, students worked with numbers in a similar way up to 100. Other standards will be added
course) to this in the revised version once the exact lesson is decided on.
MA.1.NSO.1.2 Read numbers from 0 to 100 written in standard form, expanded form and word form.
Write numbers from 0 to 100 using standard form and expanded form.
MA.1.NSO.1.3 Compose and decompose two-digit numbers in multiple ways using tens and ones.
Demonstrate each composition or decomposition with objects, drawings and expressions or equations.
Trace the standard to the next grade level. What will students learn next related to this standard?
Students will be able to work with numbers in a similar way up to 10000.
MA.3.NSO.1.1 Read and write numbers from 0 to 10,000 using standard form, expanded form and word
form.
MA.3.NSO.1.2 Compose and decompose four-digit numbers in multiple ways using thousands, hundreds,
tens and ones. Demonstrate each composition or decomposition using objects, drawings and expressions
or equations.
What misconceptions might Some students will write out a number after hearing it by placing each number next to each other, such
students have about this as four hundred sixty-eight being written as 400608.

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

Grade Level Being Taught: 2 Subject/Content: Math Group Size: 4-5 Date of Lesson: 9/12/2022

content? (talk to your CT) Some students do not understand expanded form and might need to use a chart to help illustrate place
value and provide scaffolding for writing in expanded form.
Students might forget to use 0s as placeholders, such as in the number 507, students might just write 57.
Objectives- What students will Some examples:
know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what). 
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the Since I do not know exactly what the lesson will be due to math lessons being difficult to plan out since
standard) they sometimes take longer or shorter than the allotted time, these goals are more hypothetical but
Measure (HOW WELL they need to might apply to small group session.
do it)
(Note: Degree of mastery does not Students will be able to accurately write a number in standard, expanded and word forms.
need to be a percentage.) Students will use base 10 blocks and/or a drawing to accurately represent a number up to 1000.

(connect back to 4504/CT

Support/reinforced in
instructional planning)

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? ______________________________________

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

Why did you choose this level(s) of thinking?

Assessment Plan- How will you Describe your assessment plan:

know students have mastered I plan to complete the activity we are doing and make sure that every student has participated either
your objectives? with others or in turn. Students will master the objectives if they show that they understand the work
and accurately show this through an exit slip, which is a written version of the activity we did using dry
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Grace Davis

Grade Level Being Taught: 2 Subject/Content: Math Group Size: 4-5 Date of Lesson: 9/12/2022

erase boards, which I will collect at the end. We will work from more dependent work with me taking
the lead, to eventually they will work on their own.
How does it align with your objective?
The plan directly aligns with the objectives because it is helping students work through the information
they need to know and practice it, and then they will do a final number with the steps of the activity on a
paper individually, which I will collect. This will directly assess the objectives of working with a
representation of numbers and writing numbers in their different forms. In order to show they have met
the objectives, students have to write the correct form ¾ times (not counting spelling mistakes).
Is your assessment formative or summative? Why did you make that assessment decision?
The assessment will be formative because it is embedded in the small group session. I feel that formative
assessments often provide better results and take less time as they are contained within a lesson, rather
than performed after or separate from the lesson. It is done as an exit slip, so it is more of a continuation
of the process we will be doing as a group.
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your We will either be at the kidney table or sitting on the floor near my work area. In either situation,
step-by-step plan): I will be at the same level as the students, but in front of them with them facing me.
● What processes & procedures will you use? How and when will you communicate those to
students?
I plan to use both turn taking and collaboration, starting with me working with students, then
moving to students working together in a pair and a group of three, and then individually.
● What expectations will you have for the students? How and when will you communicate those to
students?
Level 1-2 voices depending on what the rest of the class is at. Taking turns/allowing students to
work through a problem themselves before helping or saying the answer.
● 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?
I will explain the content in different ways. Providing 10 frames, base 10 blocks, place value

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

Grade Level Being Taught: 2 Subject/Content: Math Group Size: 4-5 Date of Lesson: 9/12/2022

charts, etc based on what the students need. Encouraging desired behavior and collaboration.
● What will students do if they complete the task quickly?
We can repeat the task, or I can make up a new one to do that might be more challenging or
different in a way. For example, students might be able to represent 387 easily, but might take a
bit more effort to represent 1000 because it works a bit differently than 100-999.
Materials 3 spinners
(What materials will you use? Why Base 10 blocks
did you choose these materials? Spelling chart for word form
Include any resources you used. Paper slips
This can also include people!) Dry erase sheets with charts with areas to write
Dry erase markers
Pencils
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:

Which specific students will benefit, and why?

Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or The students in this group were chosen by my CT because they need extra help with writing numbers in
groups of students) different forms, and my CT thought they could benefit from extra instruction in these topics. I think some
might be ELs, so using visual cues can be helpful for them. I am not sure the demographics of the group
because I do not know all the students super well yet, but I am expecting a mix of students who need
extra help for whatever reason.
Accommodations 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:
students (initials), and then explain ● Early Production Level:
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Grace Davis

Grade Level Being Taught: 2 Subject/Content: Math Group Size: 4-5 Date of Lesson: 9/12/2022

the accommodation(s) you will ● Speech Emergence Level:

implement for these unique ● Intermediate Fluency Level:
learners.)

*If you don’t have students who What accommodations will you make for students who have an IEP or 504 plan?
require these accommodations,
describe what you WOULD do if
you did have these students. What accommodations will you make for students identified as gifted and have an EP (education
plan)?

References (Planning of The CPALMS website was very helpful for reading about the standards. My CT also provided me
instruction should be guided by with a document going over the standards and what they are expected to teach. She gave me the
research-informed resources for this activity (pictured at the end of the document). I also attend an instructional
approaches. Acknowledge planning session with my CT, and I have heard some math strategies from her.
references used to inspire lesson https://www.cpalms.org/
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.) ______Level 2, CT/Supervisor cycle 1 =_small
group_____________________
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
◻ How will materials be 0:00 My CT will split the class into groups and instruct them on what they are doing and send the
distributed? students I am working with to me (this may or may not be in the recording). I will establish
◻ Who will work together in my expectations for this small group (voice level, taking turns, etc) and go over the
groups and how will you instructions (pictured below, skipping step 5-6) for the activity we are doing. I will make
determine the grouping? sure I know all students’ names and make sure they know mine. I will also be using a timer
◻ How will students transition on my phone to time each step. 3/7/4
between activities? 0:03 We will start the activity doing a problem together, but I will take the lead. We will fill out a

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

Grade Level Being Taught: 2 Subject/Content: Math Group Size: 4-5 Date of Lesson: 9/12/2022

◻ What will you as the teacher chart together and I will explain my thought process throughout the group.
do? 0:06 Then I will pair them up (or put them in groups of three) and let them each spin to get their
◻ What will you as the teacher number and assist them in answering them if needed, mainly through asking questions.
say? “How would you say that number? Can you find those words on the chart of how to spell
◻ What will the students do? number words and write them down?”
◻ What student data will be “What is the place value of this number/how many 10s are here?”
collected during each phase? 0:13 I will then hand out a slip of paper where students will each spin for a number (or I will
◻ What are other adults in the assign them a number if we are running out of time), and they will each do a number
room doing? How are they individually for an exit slip/formative assessment. This time will also be flexible because I
supporting students’ learning? want them to be able to show me if they understood the lesson.
0:17 I will help students clean up and send them back to their desks.