USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________

Grade Level Being Taught: 1st Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18

Lesson Objectives and Goals

I plan to communicate the learning objective by writing it on the board and showing it in the PowerPoint before the lesson
and reading it aloud to students. Since the objective is lengthy and may be challenging for students, I will instead write a “student
objective” in simpler terms that says: “I can compare two numbers using greater than, less than, and equal to.”

Using Data
I will use the previous day’s exit ticket to determine who is in my group or Mrs. N’s group for math. For this observation,
Tier 2 students, who usually do very well in this group, will be placed in Mrs. N’s group for more concrete, hands-on concepts.
Students who are not Tier 2 students but did not do as well as others on the previous lesson’s exit ticket will be placed in my group
for a fun game to give extra practice and clear up misconceptions.

Assessment
My CT has a system in place where I can pull student names on a stick that let those ones be called. It prevents me from
calling on the same students more than others and gets to students who do not raise their hands. It also means that students must
be listening in case they get called. I will be using this when going over the problem set after students have completed selected
questions with their partners.

Instruction
Expectations for student learning will be modeled by the teacher and guided by other classmates. I will be using guided
release model. This focuses on “I do, We do, You do,” which transfers instruction from teacher-centered to whole group delivery to
student-centered. This is great for first grade because they rely on the thinking of their teacher before they can do it by themselves.
Also, it is a way to put the Eureka model in my own teaching style but not alter it completely. During the “We do” worksheet
portion, I may say something like, “I want you to work with your shoulder partner to complete the rest of this first page before we
go over them.”

Observation Focus
I would like to focus on managing student behavior in order to keep them engaged in the learning process, which falls under
Feaps 2d and 3c. I chose this as my observation focus because my CT gave these two categories as “progressing” on my recent CT
observation. I did not provide consequences or say what I expect from them behavior wise in that moment. Instead of trying to
think of these consequences, I tried to give positive reinforcement to those who were on task and talk over those who weren’t. It
did not work so I want to try to meet these Feaps for this observation.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 1st
What Standards (national or
state) relate to this lesson?
Essential Understanding
Objectives- What are you
teaching?
Rationale
Evaluation Plan- How will you
know students have mastered
your objectives?
What Content Knowledge is
necessary for a teacher to teach
this material?
What background knowledge is
necessary for a student to
successfully meet these
objectives?
What misconceptions might
students have about this content?
Name: _____Ellie Magnuson_________
Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18
Lesson Content
MAFS.1.NBT.2.2: Understand that the two digits of a two-digit number represent amounts of tens and
ones.
MAFS.1.NBT.2.3: Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
How can I compare numbers from left to right?
Given a set of numbers, the student will be able to compare quantities and numerals from left to right
with 75% accuracy.
I am teaching this objective because it breaks the standard down into smaller, more achievable parts to
make it easier for students to learn. The district requires that the Eureka math is taught this way. It fits
into the larger standard perfectly but breaks it into manageable parts by only focusing on numbers less
than 40. However, I am adding my own twist on the lesson by combining the problem set with the student
debrief in order to have time for small group with students who need it the most. It is important students
learn this in order to know how to compare number, which they will need for not only school but their
everyday lives!
Formative: Teacher will ask students to complete several problems with their shoulder partner.
Summative: Students will complete the two-question exit ticket at the end of the lesson that states: “1.
Write the numbers in order from greatest to least” and “2. Complete the sentence frames using the
phrases from the word bank to compare the two numbers.” This exit ticket aligns directly with the
standard and what the students should know at the end of the lesson.
The teacher must know how to count and how to divide numbers into groups of tens and ones in order to
teach this. They also must know the vocabulary words that go into teaching the lesson, such as greater
than, less than, equal to, groups, place value, tens, and ones.
Students already have shown mastery on a previous exit ticket that they know place value in the tens and
ones and determining how many tens and ones are in a number. This background knowledge is necessary
in order to determine what numbers are greater than, less than, or equal to.
Students may not understand how place value helps compare two-digit numbers or does not fully
understand the meaning of comparison symbols >, =, and <. Even though all students except for one
showed mastery of place value, students may still have trouble realizing which values determine what is
greater than, less than, or equal to.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 1st Subject/Content: Mathematics
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher do?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
 What model of co-teaching are
you using?
Name: _____Ellie Magnuson_________
Group Size: 19 Date of Lesson: 1/29/18
Lesson Implementation
Guided Release: I will be focusing on “I do, We do, You do,” which transfers instruction from teacher-
centered to whole group delivery to student-centered. This is great for first grade because they rely on the
thinking of their teacher before they can do it by themselves. Also, it is a way to put the Eureka model in
my own teaching style but not alter it completely.
Time Who is 1. The lesson is a majority of One Teach, One Assist model of co-teaching,
75 min responsible but it transitions to Alternative (differentiated) co-teaching during the
total (Teacher or small-group/math centers portion.
Students)? 2. State the student-friendly objective: I can compare two numbers using
greater than, less than, and equal to.
3. Fluency practice: Eureka requires a fluency practice to be done at the
5 min Student beginning of the lesson. For this one, we will be doing Beep Counting by
Ones and Tens (3 minutes): “Say a series of four numbers, but replace
one of the numbers with the word beep (e.g., 1, 2, 3, beep). When
signaled, students say the number that was replaced by the word beep in
the sequence. Scaffold number sequences, beginning with easy sequences
and moving to more complex ones. Choose sequences that count forward
and backward by ones and tens within 40. Suggested sequence type: 10,
11, 12, beep; 20, 21, 22, beep; 20, 19, 18, beep; 30, 29, 28, beep; 0, 10, 20,
beep; 1, 11, 21, beep; 40, 30, 20, beep; 39, 29, 19, beep. Continue with
similar sequences, changing the sequential placement of the beep.”
(Eureka Math).
4. Application problem: Students complete an application problem
5-7 Student independently on a personal white board after it being read to them
min whole-class. It reads: “Anton picked 25 strawberries. He picked some
more strawberries. Then, he had 35 strawberries. (a.) Use a place value
chart to show how many more strawberries Anton picked. (b.) Write a
statement comparing the two amounts of strawberries using one of these
phrases: greater than, less than, or equal to.” (Eureka Math) When going
over, ask the HOT question:
a. “Which number in the place value chart told you that 25 was less
than 35?”
Less 5. Concept development:
than Both
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________
Grade Level Being Taught: 1st Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18

30 a. Teacher will display these two number sets on the board via
minute PowerPoint: “10, 11, 12, 13” and “40, 30, 20, 10.” We will go over
s as a class how to compare the first set using our math language.
“10 is less than 11, 11 is less than 12, and 12 is less than 13.”
b. Next, they will be instructed to look at the second number set.
“With your partner, come up with number sentences just like we
did to compare this number set.” Teacher will help students come
up with: “40 is greater than 30. 30 is greater than 20. 20 is
greater than 10.”
c. Students will get out their comparison cards (teacher will hand
these out already cut).
d. Partner A will make the number 13 using their tens-sticks.
Partner B will make the number 23 with their tens-sticks. Then,
they will use their comparison cards to compare these two
numbers.
e. Students will repeat letter d above for “3 tens, 5 ones and 2 tens,
8 ones.”
f. Turn and talk: “Why do we look at the tens place first when we
compare two numbers?”
g. We will go over how to put the following numbers in order: “29,
38, 7, 14, 24.”
6. Brain break: Greater than, less than, equal to video by GoNoodle:
https://www.youtube.com/watch?v=-Ldz0POzBoU This aligns with the
standards being taught, but it also serves as a way for the first graders to
get their “wiggles” out.
10-15 7. Problem set:
min Both a. We will color code the “greater than, less than, equal to” with
three different crayon colors.
b. We will do 1a and 1b as a class. 1c, 1d, and #2 will be completed
in partner pairs. Write the letter in the crayon color, and write
the phrase in pencil.
c. We will go over the partner questions (debrief).
d. For questions 3-5: Color code “least” and “greatest” in each
question.
e. Start off helping students read #3. Start the problem with the first
Student two least numbers. Students will independently finish it.
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________
Grade Level Being Taught: 1st Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18

f. Teacher will read #4. Students will independently finish it.

g. Teacher will read #5. Students will independently finish it.
h. Teacher will direct students to put the worksheet in their cubbies
when they finish and go to their math centers.
8. Math centers/small-group:
10-15 a. In order to have time for small group instruction for those who
min need extra assistance in mastering the concept or an extra
challenge in the concept, my CT and I have come up with a system
of math centers in order to meet student needs. The schedule for
math centers is posted in the room with student name clips on
there to tell students where their center will be for the day. The
centers are determined by the exit ticket from the day before or a
previous exit ticket or test that shows student understanding of
the module clearly. For this lesson, since the previous day’s
lesson exit ticket was on the same standard and topic as this one
(comparing numbers to show greater than or less than), students
who received a check minus for work that need improvement will
be placed in “Math with Mrs. N.” Depending on how many
students have needs improvement, students who demonstrated
that they need some extra assistance from the previous lesson
will be placed in “Math with Miss Magnuson.”
b. Math with Mrs. N: Mrs. N will have the Tier 2 students she works
Both with practice more concrete knowledge of greater than and less
than. She will use greater than, less than, and equal to cards to
produce numbers for her students to practice with. They will use
linking cubes or tens-sticks and ones cubes (depending on the
needs of her students) to demonstrate greater than, less than, and
equal to. She will start off using easier numbers and move into
more difficult numbers.
c. Math with Miss Magnuson: Students in Miss Magnuson’s group
are students who are not Tier 2, but still need extra guided
practice in order to meet the standards. We will be playing a
place value game where they use their Hide Zero cards (made in
previous lessons) to create a number, and they flip over cards I
made to figure out who wins for that round. The cards will either
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 1st
What will you do if…
What will you do if…
Meeting your students’ needs as
people and as learners
Name: _____Ellie Magnuson_________
Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18
say “The winner is… the smallest number” or “The winner is… the
largest numbers.” We will tally points using the mini whiteboard.
d. Math with Computers: Students in this center may choose to go
Student on either Starfall Math to play games concerning addition and
subtraction, or play Prodigy Game that I have set up to their own
personal accounts and it is based on the standards we are
working on at that point in class.
e. Math with IPods: There are 4-5 IPods located in the class with
math applications on them. Students can play any of these games
as most of them go through sums and differences of numbers. If
there are not enough IPods, students may get the school IPads in
the middle of the pod.
f. Math Games: There will be math center games for students
located in the class. They go through sums and differences of
numbers while students try to beat the time.
5 min Student 9. Students will complete an exit ticket (no more than 5 minutes it should
take)
…a student struggles with the content?
Students who struggle with content will be pulled in a small group based on the previous lesson’s exit
ticket. They will work with either my CT or I in order to achieve extra help in the subject by learning
hands-on. The two students who have trouble with putting words on paper, even though they can
verbally tell us the answers, and the student who is registered as ESOL will get a modified assessment that
has them match for question #2 on the exit ticket instead of writing.
…a student masters the content quickly?
Students who master the content quickly will practice their fluency on the topic by going to a math center
that does not involve being with the teacher for this lesson. They will either be placed in the computer
center, iPod center, or math games center. This is to help them become even more fluent with what they
are learning.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
This lesson is not biased according to culture. It is important students learn this in order to know how to
determine greater than, less than, or equal to values, which they will need for not only school but their
everyday lives!
If applicable, how does this lesson connect to/reflect the local community?
It is important students learn this in order to know how to determine greater than, less than, or equal to
values, which they will need for not only school but their everyday lives!
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 1st
Accommodations (If needed)
Materials
References
Eureka Math: A Story of Units. (2016). Washington, D.C.: Great Minds.
Name: _____Ellie Magnuson_________
Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students who need enrichment will practice their fluency on the topic by going to a math center that does
not involve being with the teacher for this lesson. They will either be placed in the computer center, iPod
center, or math games center. This is to help them become even more fluent with what they are learning.
In future lessons, these students are placed in my small group for an enrichment game in order to
challenge their learning needs.
How will you differentiate instruction for students who need additional language support?
The student who is registered as ESOL will get a modified assessment that has him match for question #2
on the exit ticket instead of writing. This will also be given to the other students who need extra teacher
support.
B.D. A.T. & M.V.: These students will be pulled into Mrs. N’s small group. Since all three of them lack
concrete knowledge, I will plan an activity for them to complete that gives them hands-on interactions
with objects. Their exit ticket will be modified as well to fit their needs, which is writing less and focus on
practicing putting their answer on paper.
O.R.: He is registered with ADHD and is in the process of getting a 504. My CT and I give him consistently
reminders to stay on task and not distract others. He is allowed to stand and move while working. He is
not falling behind academically, however.
 Comparison cards
 personal white board and expo markers
 ten-sticks and cubes
 Laptop, Powerpoint, and document camera
 CT to assist in small group
 Eureka worksheets: problem set, homework, and exit ticket
 White board (small ones for small group and class white board)
 Place value game
 Hide Zero cards
 iPods
 Math games
 3 Computers/1 iPad