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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
The text passage is a lesson plan for a 2nd-grade math class, focusing on understanding three-digit numbers and performing addition and subtraction within 1000. It includes objectives, evaluation plans, and a step-by-step implementation guide.
no_question

the passage does not contain any specific mathematical questions or problems for students to solve. instead, it provides a structured plan for teaching and assessing students' understanding of place value and operations with three-digit numbers.
Given a text passage, determine:
    1. If it contains a mathematical question (including word problems or calculations)
    2. If an answer to that mathematical question is provided in the text

First, describe the content structure you found in 1-2 sentences.

Then provide your analysis in the following format:
TYPE: <one of the following values>
- NO_QUESTION
- SINGLE_QUESTION
- SINGLE_QUESTION_WITH_ANSWER
- MULTIPLE_QUESTIONS
- MULTIPLE_QUESTIONS_WITH_ANSWERS
system
You are on page 1of 3

# 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
user
The text passage is a lesson plan for a 2nd-grade math class, focusing on understanding three-digit numbers and performing addition and subtraction within 1000. It includes objectives, evaluation plans, and a step-by-step implementation guide.

TYPE: NO_QUESTION

The passage does not contain any specific mathematical questions or problems for students to solve. Instead, it provides a structured plan for teaching and assessing students' understanding of place value and operations with three-digit numbers.