USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

Lesson Content
What Standards (national
or state) relate to this
lesson?

MACC.3.MD.2.3- Draw a scaled bar graph to represent a data set with several categories.
Solve one- and two-step how many more and how many less problems using
information presented in scaled bar graphs.

MAFS.3.NBT.1.2- Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship between addition
and subtraction.
Essential Understanding
How can you use the strategy make a table to organize data in a frequency table and
solve problems?
Objectives- What are you
teaching?

Students will be able to organize data in tables and solve problems by using the strategy
make a table.
Students will be able to organize data in tables using a frequency table.
Students will be able to use the data in a frequency table to answer questions using how
many more and how many less.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

Rationale
This is the first lesson of for the unit, which focuses on the importance of tables and their
purpose. This particular lesson focuses on frequency tables in order to show students
that tables and graphs are used to display data. Students must be able to organize their
own tables and understand that they are useful when answering questions like how
many more and how many less.

The lesson is being taught this way to ensure that they first understand how graphs and
tables represent numbers. Once they have a grasp on this concept, they will be able to
form their own set of data and corresponding tables.
Evaluation Plan- How will
you know students have
mastered your objectives?

During the lesson students will complete one side of the notes on their own. They will do
this in groups as the teacher monitors their work. The teacher will be looking for the
students ability to explain their understanding and accept explanations from their
partner. The teacher will also assess how well they can make a frequency chart and
answer questions based on the data that the chart contains.
Students will complete an exit ticket following the lesson. The exit is designed to assess
the learners understanding of the lesson being taught.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
What Content Knowledge
is necessary for a teacher
to teach this material?

Name:
Group
Size:

Date of Lesson:

Teachers must have knowledge of the content that their learners have been taught
in previous years. In grades k-2 they learn to sort objects into groups which is a
concrete representation of graphing. Having knowledge of how much the student

What background
knowledge is necessary for
a student to successfully
meet these objectives?

knows will help the teacher establish a starting point for the unit.
Strategies for teaching addition and subtraction within 1000.
Words that tell students when to add or subtract (combined, more... than)
How to write an essential question/objective based on the unit being taught.

How to sort objects into rows, which represents them as a group in a set of sample

data.
How to add and subtract within 1000.
Identify the parts of a graph (title, data, rows, columns, etc.)
Read and answer word problems, while identifying important and useful
information.

Students will take a pre-assessment prior to the lesson. They will need to use these skills
to answer the questions on the pre-assessment. This assessment will also show me how
much they remember from previous years, which will inform my teaching.

Students: 9

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

Boys- 4
Girls- 5
ELL students: 3 (M.A., T.Z., K.A.)

There are only 9 students in this class because 5 students visit an AGP teacher for math
and science lessons. This class contains a mixture of high- and lower-level learners. The
three ELL students speak Mandarin, Turkish, and Spanish. The Turkish and Mandarin
speaking students visit an ESOL teacher for ELA lessons at the beginning of the day. The
Spanish speaking student has recently stopped seeing an ESOL teacher because she has
shown such growth in the past year.

Based on the pre-assessment, I know that this group of learners are ready for to create
graphs. They showed that they can identify the group being measured, the subject, and
the questions being asked. They have prior knowledge of adding and subtracting
numbers within 1000 and can show their understanding using graphics.
What misconceptions
might students have about
this content?

Students may struggle with the first part of this lesson. They are asked to create a
frequency table using the data from a tally chart. Some students have shown that they

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

cannot count tally marks when a fifth tally is included. This is something that must be
reviewed during the lesson.
Lesson Implementation
Teaching Methods
Teacher modeling- the teacher will work through the notes as the students work through
them using the ELMO.
Partner work- students will complete their own problem after the lesson using a partner.
Student-led demonstration- students will come up and show their work from their group,
while explaining how they came to that answer.
Independent work- students will complete their own word/graph problems.

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?

Time

12:10
12:45

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Student
Teacher/
Student

Students will switch from their homeroom class to start their second
block.
The teacher will write SS pg. 61 and 63 on the white board. This
will tell the kids to pull these pages out of their Go Math! Workbook.
Prepare the ELMO with these pages and wait until the class is ready
to start.
Grab student attention with give me five and explain that we will

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
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:
Group
Size:

Date of Lesson:

be starting a new unit this week.

This week we will learn about different graphs and how they display
data. Who can tell me what data is?
Students will turn-and-talk with their shoulder partners to discuss
this question.
Once they have had enough time to talk, the teacher will bring the
class back together and ask students to share what their group
discussed.
The teacher will listen to their answers and connect them to the
idea that data is information found in a graph or table.
Ask students how they can collect data in their communities.
Brainstorm some ideas and talk about how they could go about
completing a data table using the information.
This will lead the group into the lesson for the day.
The teacher will walk through the notes while filling in the blanks.
They will continue on page 61 by asking students questions.
First start by reading the question once with the class. Then, ask
them what important information we should note. They should say
students in Alicias class and how many more students chose
chocolate than strawberry? The teacher will ask the class to explain
why that information is important.
Probing questions:
What is special about a frequency table?
How is a frequency table different than a tally chart?
What information is important in this problem?

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

What are they asking us to find?

Who is our sample group?
Where did you find that information? How do we know that it is
correct?
What words tell us what we need to find?
Next, fill in the frequency chart. Have the students tell the teacher
what words and numbers belong in each box.
Explain how you know that they belong there.
Where did you get that number?

12:45
-1:05
pm

Student

1:05
pm

Teacher

Now, turn attention to the questions under the read the problem
column. Have students answer these questions, while also asking
questions to show their thinking.
How do you know?
Where did you find that information?
Once all questions have been answered, move to the solve the
problem column and finish the statements provided.
Students will answer these questions as a class, then pick one
student to explain their thinking.
Release students in groups to complete a similar problem on the
back of their notes.
Students will complete the back of their notes in groups of 2 or 3.
The teacher will create groups prior to the lesson.

1:15
pm

Student
Teacher

The teacher will ask one group to come to the elmo and share their
answers, along with how they found the answers.
Ask students around the room if their answers were similar to the
group at the elmo. Find one who doesnt have the same answer and

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

call them up to the board. As a class, walk through their process of

solving the equations and work through the misconceptions.
At the end of the lesson, hand out the post assessment problem
solving sheet.
Complete post lesson assessment.
Collect once it is completed.
What will you do if

a student struggles with the content?

If a student is struggling with the content, the teacher will go to them individually and
ask them where they are struggling. This will help them pinpoint an area where they are
getting confused. The teacher will ask them questions to guide their thinking. If the class
is struggling in the same area, then the teacher will address the question as a whole
group. The teacher will also reference the introduction to the lesson to refresh their
memories on past and present concepts.

What will you do if

a student masters the content quickly?

If a student masters the content quickly, they will have the opportunity to try a question
on their own. The workbook pages have extra supplementary problems for them to solve.
They will be useful when it is time for group work because they can be partnered with
other students who may be struggling a bit. By having them work with other students, it
is also helping them excel in the content.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of
your students?
This lesson is about analyzing data of flavors of ice cream. The class has shown an

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

interest in ice cream and will find it enjoyable, as well as relatable. The post lesson
assessment is about favorite school subjects so they can also relate to that on a personal
level.
If applicable, how does this lesson connect to/reflect the local community?
This lesson shows that a sample population can be used to create data table, such as a
frequency chart. This will show them that they can collect and create their own data from
their community to find out more about the people around them, while also using math.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students that need enrichment will have the opportunity to explain their thinking with
the group, essentially having a teaching role. The teacher will them inquiring questions
about their ideas and maybe have them illustrate for the class. This will help them clarify
the content and their thoughts. They will also be grouped according to further their
thought process and give them new ideas.
How will you differentiate instruction for students who need additional
language support?
These students will be seated close to the teacher. The teacher will use hand gestures
while talking so the ELL can understand what is being said. The teacher will make eye
contact and engage the student throughout the lesson to ensure that they are with the
group. During the group work, the ELL will be seated next to a classmate who is a highlevel learner. A high-level learner will have mastered the content quickly and have time
to assist the student with reading the question. The teacher will have provided a
dictionary and google translate to the ELL students for them to use a resource
throughout their learning.
Accommodations (If

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
needed)

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Name:
Group
Size:

Date of Lesson:

J.N.- this student has not been identified with ADHD, but her guardian has asked for their
child to receive certain accommodations. This student is seated in the front of the
classroom near the teacher to prevent talking. The desk of this student has been turned
around so that she cannot play in her desk, which limits distractions. She also receives
additional help from a paraprofessional that comes in during math lessons.

Go Math! Workbook
Elmo
Marker board
Pencil