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  # 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
  
  Lesson Content
  What Standards (national MAFS.2.NBT.1.1 : Understand that the three digits of a three-digit number represent
  or state) relate to this amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
  lesson? Understand the following as special cases:
  (You should include ALL a. 100 can be thought of as a bundle of ten tens called a hundred.
  applicable standards. Rarely b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,
  do teachers use just one: four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
  theyd never get through
  them all.) 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.
  
  Objectives- What are you Given a number of three-digit math problems provided in a whole class environment, the
  teaching? students will be able to use multiple strategies to solve the problem. Students who are
  (Student-centered: What will observed to be struggling wll be placed in a small group (4 -5 students) with me, while
  students know and be able to do sharing their strategies to the others with little to no possible misconceptions: skipping
  after this lesson? Include the
  second step in problem, using the wrong operation, missing a step in their plan.
  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.)
  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
  
  ## Evaluation Plan- How will Formative Assessment
  
  you know students have
  mastered your objectives? 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
  Address the following: explain it. Record the steps as each student explains their strategy.
  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?
  Lesson Implementation
  Step-by-Step Plan Time Who is During small group instruction, I will scaffold as necessary. I will ask
  (What exactly do you plan to responsibl guiding questions to assist students in solving word problems. I will
  do in teaching this lesson? Be e (Teacher check their work and offer support to clear any possible
  thorough. Act as if you needed or misconceptions or confusion. Students will use this feedback to
  a substitute to carry out the Students)? solve word problems during small group instruction and during
  lesson for you.) individual math instruction.
  
  ## Where applicable, be sure to 0915 Guiding Questions
  
  address the following: Teacher
  How will materials be 0917 What do you have to find out?
  distributed? Teacher & Where could you start?
  How will students Students What are strategies you could use?
  transition between 0918 Could you use objects or pictures to help solve the question?
  activities? 0920 Students Can you write an equation to represent this equation?
  What will you as the Teacher & Is this answer reasonable? Does it make sense? Why or why not?
  teacher do? Student Possible Misconceptions: skipping second step in problem, using the
  What will the students do? wrong operation, missing a step in their plan.
  What student data will be
  collected during each 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