Lesson Plan Format

Name: Kayla Patton

Grade Level: 2nd

Date: 2/20/16

Group Size: 6

Subject/Lesson Topic: Math/Equal Groups

Objectives: (TLW:) Short term, specific and observable

To create equal groups.

Standards/GLEs:
2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to
5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends
Contextual Factors: (What contextual factors were considered when planning the lesson)
Magnet school using the team teaching approach
There are 22 students; eight girls and fourteen boys
Classroom contains various special needs, including students with various levels of behavior,
developmental delays, and some students who are reading above level.
Teacher Materials/Resources: List everything the teacher and students will need for this activity
including materials, supplies and equipment.
Dry erase board
Dry erase marker
3 Ziploc bags
3 sets of 6 counters
Colored pens
Pencils
Notecards
Student Materials/Resources:
Dry erase board
Dry erase marker
Technology Integration: Include technology in the lesson, if possible.
N/A
Family/Community Connection or Extension:
The children will be encouraged to find objects at home that they can put in equal groups with the
help of their family.
Pre-Assessment: What data did you use to plan for instruction that meets childrens interests, needs, and
abilities? This may be formal or informal.
After coming up with my math lesson with my mentors, we discussed how one particular group
of children has a difficult time comprehending math. My mentors have been using pre-teaching to
keep these children on track with the rest of the class; therefore, I thought it would be a great idea
to also use this method for my lesson. I want the lesson to be engaging for the students so there
are dry erase boards and markers for them to use during the small group because that is
something that they enjoy using. I also looked up the standards that aligned with this lesson to try

and best meet the needs of all of the children in the classroom.
Pre-assessment: Have them answer on a note card What does equal groups mean? with a
colored pen.

Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or science)
Introduction: A brief activity that will introduce the lesson by activating students prior knowledge
and/or experience, interests them in the lesson, and sets a purpose for the lesson. (About 5 minutes)
I will start by swbating the students so they know what their objectives are for this activity. Swbat
means (S)tudents (w)ill (b)e (a)ble (t)o. This shows the students the purpose of the activity that
they are doing. The children will also be swbatted at the end of the lesson and this reaffirms the
objective that they meet doing the activity.
(SwabatrepeatSwabatrepeatstudents will be able torepeatcreate equal groups
repeatThank you, Thank youVery much)
Set expectations: For this activity, you are expected to raise your hand, stay on task, and try your
best.
I will show a full ten frame on the board and say, I want you to think in your head, How many
dots are shown?
Say when I snap say the answer but make sure you wait for the snap.
I will then snap my fingers signaling the child to respond quickly.
I will then instruct them to turn and talk about how they knew there were ten dots.
As students are discussing, I will assess by listening to their explanations and vocabulary the
students are using.
Activities: This is a detailed, step-by-step list of the activities. Include questions you may ask the
students, if applicable. Be very specific so anyone can follow the directions to conduct the lesson.
On my board I will write: There are __ groups of __ counters.
Each child will be given a baggie containing 6 counters.
I will watch the children as they are working to check and see if they are understanding the
information and help them as I see needed.
I will start by asking them if groups have to have the same number of counter to be equal?
With the children, I will show 6 counters separated into 3 groups of 2. I will ask them if they
think the groups are equal.
I will show them 4 counters in one group and 2 counters in the other group on my magnetic,
dry erase easel. I will ask them again if the groups are equal.
With their partner, I will then ask the children to take 4 counters out and put them into group
of 2.
I will ask, how many groups of 2 are there?
On my board I will write: There are __ groups of __ counters.
I will ask them to use their counters to make equal groups.
I will then say, there can be more than one way to make equal groups.
I will instruct them to use the sentence frame to tell their partner how many counters are in
each group.
Ask them if the groups are equal?
How did you make the groups equal?
Ask them if they all made equal groups the same way?
Ask them if we could make equal groups another way?

Closure: Briefly summarizes, reviews, or wraps up the experience. (About 5 minutes.)

Ask the children to orally explain what equal groups mean.
Post assessment: Have them answer the same question of their notecard that they used for the pre
assessment but this time have them write it in pencil so you can see their answer before and after.
SwabatrepeatSwabatrepeatstudents were able torepeatcreate equal groups
repeatThank you, Thank youVery much
Differentiation: How will you organize and manage instruction to meet the needs of each student?
(Special needs, behavior needs, different ability levels, cultural differences)
Special needs: Children will be allowed to ask any questions that they may have throughout the
lesson. I will pause various times throughout the lesson to ask questions, in order, to make sure
that the students are grasping what is being taught.
Behavior needs: I will compliment children who are on task in order to urge the children who are
off task to get on task. If they continue to have issues, I will move them to the front of the class so
there are fewer distractions for them. There are four students with behavior charts that I will refer
to if it is needed.
Different ability levels: I will ask both lower and higher level questions so that each child will
feel apart of the lesson. Children who need more challenge will be able to answer higher-level
questions. Whereas, children that are on a low level will be presented with lower level questions
that they are able to answer with confidence. For instance: I will use higher numbers for higherlevel students and lower numbers for lower-level students. These children will also be offered
assistance as needed especially since we will be in a small group setting.
Cultural differences: The lesson I used is anti-biased and it is something that is relevant to each of
the students lives. I used standards and activities that are developmentally appropriate for all of
the students.
Formative Assessment/Evaluation: How will you determine if the objectives were met? This may be
formal or informal.
I will observe the students work as they place the counters in equal groups and that will show me
who understood the objective.
Pre-assessment: Have them answer on a note card What does equal groups mean? with a
colored pen.
Post assessment: Have them answer the same question of their notecard that they used for the pre
assessment but this time have them write it in pencil so you can see their answer before and after.