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

Santiago________________
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/9/2017
1st grade S.O.1 (Balance/ equal sign) Size:
Whole
Group

Lesson Content
What Standards (national or MAFS.1.OA.4.7
state) relate to this lesson? Understand the meaning of the equal sign, and determine if equations involving addition and
(You should include ALL subtraction are true or false. For example, which of the following equations are true and which are
applicable standards. Rarely do false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
teachers use just one: theyd never
get through them all.) http://www.cpalms.org/Public/PreviewStandard/Preview/5313
Essential Understanding
(What is the big idea or essential Students will use flip cards with equations and determine if they are true or false.
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?
(Student-centered: What will Students will be able to determine the equations are true or false, and if it is false then they should be
students know and be able to do able to make it true with 80% accuracy.
after this lesson? Include the
ABCDs of objectives: action, Students will be able to determine that the equal sign means the same as with 100% accuracy.
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
USF Elementary Education Lesson Plan Template (S 2014) Name: _Wanda
Santiago________________
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/9/2017
1st grade S.O.1 (Balance/ equal sign) Size:
Whole
Group

need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this Teaching students how to balance out equations will help students learn multiplication and division.
objective? They will learn that balancing equations is not just for addition and subtraction but for multiplication
Where does this lesson fit and division.
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered Formative: Students will assess themselves with a rubric to see if they have understood the impact of
your objectives? students learning.
Address the following:
What formative evidence will
you use to document student Summative: Students will complete the unit 9 assessment test to determine if they understood the
learning during this lesson? content.
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is Teachers need to know that the equal sign means the same as.
necessary for a teacher to teach Teachers need to know how to balance number sentences.
this material?
What background knowledge is Students should be able to count to 100 by ones and by tens.
necessary for a student to Students should also be able to identify whether the number of objects in one group is greater,
successfully meet these less than or equal to the number in another group.
objectives? Students should know how to represent addition and subtraction with objects.
How will you ensure students
USF Elementary Education Lesson Plan Template (S 2014)
Santiago________________
Grade Level Being Taught: Subject/Content: Math
1st grade S.O.1 (Balance/ equal sign)
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this
content?
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
Name: _Wanda
Group Date of Lesson: 2/9/2017
Size:
Whole
Group
Students will add the numbers out, as oppose to place a box in both equations to find the sum.
Students will think that they can add or take away numbers that are not part of the problem.
Lesson Implementation
I will teach whole group to guide students to the correct answer. Then students will be placed
in three groups and work with a partner
Time 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
(Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;
Students)? Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).
10mins Students 1. Have students work on the problem of the day using the overhead
projector.
Students will work on the problem of the day in their math
notebooks and then use their plickers in the back of their math
notebook. Student B that will distribute math notebooks to
each student.
Students A will scan the plickers code with the teachers
USF Elementary Education Lesson Plan Template (S 2014)
Santiago________________
Grade Level Being Taught: Subject/Content: Math
1st grade S.O.1 (Balance/ equal sign)
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: _Wanda
Group Date of Lesson: 2/9/2017
Size:
Whole
Group
iphone. Then the student will say, Lets communicate, and
that is the signal where the students know that they have to turn
to their partner and tell their partner what they chose that
answer. Student A will then reveal the graph and the answer.
Go over the problem of the day with the students, ask, why the
equation is wrong or why the equation is true.
Call on students that arent raising their hands to engage the
students in accountability of their own learning.
5mins Teacher 2. Introduce what we are going over today in math.
Today boys and girls we are learning about equations that balance
each other out. We have been learning this for a while now and we
should all be masters of this topic.
3. Tell students that they will need to find the missing number in each
1 min Teacher math problem.
4. Students will have to work with their partners to identify if the number
sentence is true.
5. One of the partners will use and expo marker to write true and false on
their desks, with a line in the middle.
1min Both
a. Example. True False
6. Students will have 1 bag with number sentence squares, some false and
some true. The students will then place each number sentence flat side
1min Students down, where you cant see the number sentence.
Some partners will have easier equations and other partners will
5mins Students
have harder ones with three number sentences.
I have the list of partners that will go where on the desk.
7. The students will flip the number sentences and determine if it is true
USF Elementary Education Lesson Plan Template (S 2014)
Santiago________________
Grade Level Being Taught: Subject/Content: Math
1st grade S.O.1 (Balance/ equal sign)
What will you do if
What will you do if
Meeting your students needs as
people and as learners
Name: _Wanda
Group Date of Lesson: 2/9/2017
Size:
Whole
Group
or false. If it is true, then they will place on the true column. If it I
7mins Students false, then they with place the number sentences in the false column.
8. Students will do this until they are all done.
9. Once the students have placed all their number sentence squares on the
chart then they will make the false statements true.
10. I will call the students, class, class and students will say, yes, yes.
11. I will tell the students to stop what they are doing and clean up.
3mins Both 12. Students B will pick up the math notebooks and place them back
where they go.
13. Students will then complete a math exit ticket for self-assessment.
14. I will then call on students by, piano, drums, and guitars to line up. The
line must be silent and students have to have a bubble in their mouth
and feet straight.
15. I will then say, Feet check, Sound check, ready to rock, ready to
2mins Both roll. Students will go from the classroom door, to the lobby waiting
for the teacher to tell them to walk. The students are aware that they
need to stop at the paw prints every time.
16. Students will go to teacher designated P.E. for 25 mins.
1min Both
Students
a student struggles with the content?
I will work with students one-on-one to teach or re-teach the content.
a student masters the content quickly?
Students will find the missing number with 3 equations to balance the equation.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
Students from different cultural can connect because math is a global concept that is pretty
USF Elementary Education Lesson Plan Template (S 2014) Name: _Wanda
Santiago________________
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/9/2017
1st grade S.O.1 (Balance/ equal sign) Size:
Whole
Group

much the same and stay the same, however way you solve it.

If applicable, how does this lesson connect to/reflect the local community?
The lesson connects to the local community because the community is already aware of how to
balance 1st grade math equations and knows that the equal sign means is the same as. If
students do not learn this lesson, they wont be able to count or multiple money.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students will find the missing number with 3 equations to balance the equation.
How will you differentiate instruction for students who need additional language support?
The ESOL students will have a picture of a balance beam so that they can identify what a balance beam
is.
Accommodations (If needed)
(What students need specific The ESOL students will have a picture of a balance beam so that they can identify what a
accommodation? List individual balance beam is.
students (initials), and then explain
the accommodation(s) you will Visual learners will have the problem solved under the document camera and a balance scale so
implement for these unique that they see the relation between the concepts.
learners.)
Auditory learners will be able to hear the teacher as well as the students solve the problem and
explain their reasoning.

The kinesthetic learners will have manipulatives such as cubes and a balance scale.

Materials Timer
(What materials will you use? Why 1 worksheet with 3 number sentences used for enrichment
did you choose these materials? 1 worksheet with 2 number sentences.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Wanda
Santiago________________
Grade Level Being Taught: Subject/Content: Math Group Date of Lesson: 2/9/2017
1st grade S.O.1 (Balance/ equal sign) Size:
Whole
Group

Include any resources you used. 1 worksheet for students for students that need to be retaught.
This can also include people!) Expo markers
Picture of a balance scale.