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# USF

## Elementary Education Lesson Plan Template (S 2014)

Subject/Content: Math

Group Size:
Whole Class

## Name: ___Brynna Simpson__________

Date of Lesson: 4/9/2015

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
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.)

Evaluation Plan- How will you
know students have mastered

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?

Given a worksheet the students will be able to complete each problem with accuracy.

Formative:
Calling students up to the SmartBoard to have them give their answer and explain how they got
Exit ticket: is 5,296 greater then, less than, or equal to 5,298.

## USF Elementary Education Lesson Plan Template (S 2014)

Subject/Content: Math

Group Size:
Whole Class

## Name: ___Brynna Simpson__________

Date of Lesson: 4/9/2015

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
How will materials be
distributed?
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?

Time

1 Min

10
Min.

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)?
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

Teacher
Go over CHAMPs and objective.

C conversation level 0

H help is raising your hand

A the activity is listening to me teach about comparing 3 and 4 digit

numbers

M there are no movement options

Objective: Compare 3 and 4 digit numbers.

Teacher
Teach Lesson

1. Who has ever looked up a word in the dictionary, or put words in order

alphabetically? Put 4 students name in alphabetical order, noting that

you look at the first letter first and if theyre the same, then move to the

second, and so on.

2. Just like putting words together in alphabetical order, the same can be

done with numbers. Just like we did with the names, you look at the first

number and use that to gauge which is greater than the other Ask

students to come up to the board to show how they know which number

is greater by underlining ect.

## USF Elementary Education Lesson Plan Template (S 2014)

Subject/Content: Math

Group Size:
Whole Class

## Name: ___Brynna Simpson__________

Date of Lesson: 4/9/2015

Differentiationbased on the
needs of your students how will
you take individual and group
learning differences into account.

3. Word problem #1: Despite Zayne recently leaving One Direction, he went

to the mall with Harry to go shopping. Harry bought \$1,907 worth of

clothes, and Zayne bought \$970 worth of shoes. Use <, >, or = to show

who spent more money.

4. Word problem #2: If Haley is 7,897 days old and Andy is 7,879 days old,

who is younger?

10 Min Students
Students complete worksheet and start homework

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?

Process
Product
Content
Learning Styles