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’ families.
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.) MA.2.NSO.1.2 Compose and decompose three-digit numbers in multiple ways using hundreds, tens and
ones. Demonstrate each composition or decomposition with objects, drawings and expressions or
equations.
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.

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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 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.
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
standard)
Measure (HOW WELL they need to Students will be able to accurately write a number in standard form and expanded form by looking at a
do it) model.
(Note: Degree of mastery does not
need to be a percentage.) (I changed the color of content to a dark orange so you can still read it)

(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
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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

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
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 two numbers with the steps of the activity
on a paper individually, which I will collect. This will directly assess the objective of writing a number in
standard and expanded forms to better make a connection between those two forms and the model. In
order to show they have met the objective students will have write the correct forms 2/2 times with up
to 3 errors total.
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 be at the kidney table. I will be at the same level as the students, but in front of them
step-by-step plan): 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 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. Raising hands if I am

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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

asking a question so only one person is talking.

● 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
charts, etc based on what the students need. Encouraging desired behavior and collaboration.
Reminding students to do their work or asking where they are at and seeing if they need help.
● What will students do if they complete the task quickly?
We can repeat the task since we will be working with any numbers. Students can also help me
clean up.
Materials Base 10 blocks
(What materials will you use? Why Paper slips
did you choose these materials? Dry erase sheets with charts with areas to write
Include any resources you used. Dry erase markers
This can also include people!) Erasers
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 making the
groups of students) connection between standard form and expanded form, and my CT thought they could benefit from extra
instruction in this area. 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
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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 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:
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 also gave me
research-informed the idea for this activity since it is modified for students who need help making connections
approaches. Acknowledge between standard and expanded forms based on the assessment from the unit. I also attend an
references used to inspire lesson instructional planning session with my CT, and I have heard some math strategies from her.
ideas.) https://www.cpalms.org/

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 cycle 1 =_small group___
3. Step-by-step plan:
Where applicable, be sure to
address the following: Time: Action Steps:
◻ What Higher Order Thinking 0:00 My CT will split the class into groups and instruct them on what they are doing and send the
(H.O.T.) questions will you ask? students I am working with to me (this may or may not be in the recording). I will establish
◻ How will materials be my expectations for this small group (voice level, taking turns, etc) and go over the
distributed? instructions for the activity we are doing. I will make sure I know all students’ names and
◻ Who will work together in make sure they know mine. I will also be using a timer on my phone to time each step.
groups and how will you 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

determine the grouping? chart together and I will explain my thought process throughout the group. I will use base 10
◻ How will students transition blocks to show a 3-digit number, then I will ask students “What number does this picture
between activities? represent?” If they get it right, then that works, but if they get it wrong, then I will help them
◻ What will you as the teacher to figure out the number. I will then ask “Where would we look to find the first number we
do? would write in expanded form?” I will either keep asking to get each digit if they understand,
◻ What will you as the teacher choosing a different student each time and explaining my thought process regardless of if
say? they understand, so they know a way to think about this problem.
◻ What will the students do? 0:08 Then I will pair them up and let them take turns choosing each digit of a 3-digit number. I
◻ What student data will be will assist them in answering them if needed, mainly through asking questions.
collected during each phase? 0:14 I will then hand out a slip of paper with two unique numbers, and they will each do two
◻ What are other adults in the numbers individually for an exit slip/formative assessment. This time will also be flexible
room doing? How are they because I want them to be able to show me if they understood the lesson.
supporting students’ learning? 0:20 I will help students clean up and send them back to their desks.