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

____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

Lesson Content
What Standards (national MAFS.2.G.1.2
or state) relate to this Partition a rectangle into rows and columns of same-size squares and count to find the total number of
lesson? them.
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding I can use square tiles to compose a rectangle, and relate to the array model.
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching? When given square tiles, the student will be able to compose rectangles and relate the
(Student-centered: What will array to the model.
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
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Why are you teaching this objective?
I am teaching this objective so that students have a greater understanding of arrays.
Where does this lesson fit within a larger plan?
This lesson fits into the larger plan because it give the foundational skills for
multiplication.
Why are you teaching it this way?
I am teaching it in this way because it gives students a concreate model (square
tiles) to work with.
Why is it important for students to learn this concept?
It is important for students to learn this concept because it shows how arrays are
made up of equal groups and how skip counting is related.

Evaluation Plan- How will Formative:

you know students have Exit ticket based on the previous lesson
mastered your objectives? Reflective log
L10 Homework
Address the following:
What formative evidence Summative:
will you use to document End of module test
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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What Content Knowledge What a square tile is.

is necessary for a teacher What an array is
to teach this material? How to organize an array.

What background How will you ensure students have this previous knowledge?
knowledge is necessary for I will know that students have the previous knowledge based on the exit tickets and
a student to successfully homework from the previous lesson.
meet these objectives? Who are your learners?
AM: 18 second grade students. All at varying levels.
How will you ensure PM: 18 second grade students all at varying levels.
students have this What do you know about them?
previous knowledge? AM: These students benefit from individualized attention in small groups and the
Who are your learners? majority of the students work well collaboratively
What do you know about PM: These students benefit from rotations because it gives the students a brain break
them? in transition time.
What do you know about What do you know about their readiness for this content?
their readiness for this Lesson builds on the concepts of the previous lessons about arrays.
content?

What misconceptions
might students have about
this content?
1. One misconception is that students may have is that the problems 4 rows of 2 is a
different array than 2 columns of 4.
2. Students may not understand that the groups are interchangeable depending on
what the questions is asking for.
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Implementation
Teaching Methods 3. Whole group
(What teaching method(s) will 4. Rotations
you use during this lesson? 5. Turn and Talk
Examples include guided 6. Academic Partner Work
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
10:30 am
Where applicable, be sure to Morning Routine Activities:
address the following: 7. Restroom
What Higher Order 8. Write in planner
Thinking (H.O.T.) questions 9. Get water
will you ask? 10.Sharpen pencils
How will materials be 11.Complete bell work
distributed?
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Who will work together in 10:35 am

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?
Teacher reviews the exit ticket and the students reflect on the
lesson in their daily reflective journal.
10:40 am
The students work on the application problem of the day.
1. Students solve individually
2. Check with their academic partner
3. Teacher goes over common misconceptions
10:45 am
Sprints: Students work on fluency and complete a leveled
addition/subtraction list which contains 45 equations in under 3
minutes.
10:50 am
10:50 - Review rotation expectations and transition to center rotations.
1:05
Rotation 1
1:05 - 1:20
Rotation 2

1:25 - 1:40 Rotation 3

1:45 - 1:45 Rotation 4

AM Groups (heterogeneously paired)

Group 1 Group 2 Group 3 Group 4

Order of Order of Order of Order of

stations stations stations stations
1. Fluency 1. Teacher 1. Review 1. Problem
:Xtramath Station Station Set
2. Teacher 2. Problem 2. Fluency: 2. Review
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Station Set Xtramath station

3. Problem 3. Review 3. Teacher 3. Fluency:
Set Station Station Xtramath
4. Review 4. Fluency: 4. Problem 4. Teacher
Station 5. Xtramath Set Station
Academic Academic Academic Academic
Partners: Partners: Partners: Partners:
E.L. & C.A. A.N. & A.M. E.L. & K.Y. A.U. & M.I.

Academic Academic Academic Academic

Partners: Partners: Partners: Partners:
G.A. & D.A. C.M. & B.K. & M.H. M.A. & R.A. & B.R. S.M. & A.I.

Teacher Station
1. The teacher will ask one student to read the I Can
statement of the day.
2. The students will turn and talk about what I can use
square tiles to compose a rectangle, and relate to the
array model.
3. The students will share their answers and the teacher will
use their language to explain what the I can statement
means.
4. The teacher will begin the lesson by asking the students to
create 1 row of 10.
5. The teacher will ask How many do we have in each row?
6. Student: ten!
7. Teacher: So how many groups do we have
8. Students will respond.
9. The teacher will ask the students to add another row using
their square tiles.
10.HOTQ: Has the number of groups changed? and has the
number in each group changed?
11.The teacher will then write the matching repeated addition
sentence 10+10 because there are 2 groups of 10 square
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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tiles.
12.The teacher will make a point that the total isnt
necessarily the answer. The answer is what the question is
asking.
13.The teacher will repeat this process with the arrays 3
groups of 4, 6 groups of 2, 2 groups of 2 and 5 groups of 4.
The students must accompany the correct matching
repeated addition sentence.
What will you do if a student struggles with the content?

If a student struggles with the content then they will have individualized help at the
teacher station. If the students are in the other rotations then they will work with their
partners and groups. If the group does not understand then they may ask the teacher for
guidance.

What will you do if a student masters the content quickly?

Teacher Station:
The teacher will select appropriate questions if the group or certain students master the
content quickly. I.e.: Using larger numbers or applying the concept to an authentic
scenario.

Xtra Math:
Students may go onto either ZEARN.org or ABCmath.com. Zearn.org is a leveled website
that supports the Eureka curriculum and can fill in the gaps from a previous lesson or
preview the lessons ahead. ABCmath.com is an interactive game which challenges
students on the concepts of multiplication through a game. The target focus is an
understanding of equal groups.

Review Station:
If a student masters the content early then the student will play games that reinforce
addition and subtraction concepts.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Problem Set Station:

If a student masters the content early then the student will play games that reinforce
addition and subtraction concepts.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners An application problem which is based on real-life applications of arrays
Anna bakes two brownie pans. The first pan she cuts in 2 rows of 8. The second brownie
pan she cuts in 4 rows of 4.
a) Draw a picture of both brownie pans.
b) Write a matching repeated addition sentence for each brownie pan.
c) Write a matching array statement.

If applicable, how does this lesson connect to/reflect the local community?

N/a

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

Sprints:
All of the sprints are leveled A-E ranging from easiest to hardest. Once a student
completes sprint e they complete individualized fluency on Xtra math which caters to
their specific level.

Rotations:
Xtra math: In the rotations the students will be given an enrichment by working on Zearn
rather than Xtra math fluency in order to gain the appropriate math level.
Review station:
USF Elementary Education Lesson Plan Template (S 2014)
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Grade Level Being Taught: Subject/Content:
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Name:
Group Date of Lesson:
Size:
How will you differentiate instruction for students who need additional
language support?
TPR (total physical response)
Manipulatives
Visual Representation
AM Class
B.K. will receive instruction through ESE services in a small group setting.
C.M.: Will receive verbal encouragement and redirection.
A.N.: Will receive verbal encouragement.
PM Class
J.U.: Will receive redirection and verbal encouragement.
Teacher Station
Square tiles
Whiteboard
Dry erase markers
Review Station
Review sheet for review station
The Line (all pieces included)
Addition Tic Tac Toe (all pieces included)
Problem Set Station
Eureka Math curriculum problem set (lesson 11)
Addition war game (all materials included)
The Line game (all materials included)
Addition Tic Tac Toe (all materials included)
X-tra math
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

5 I-pads and/or laptops