USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 1st
Standards
Essential Question
Objectives
Evaluation Plan
Teaching Methods
Step-by-Step Plan
Name: _____Ellie Magnuson_________
Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18
Lesson Content
MAFS.1.NBT.2.2: Understand that the two digits of a two-digit number represent amounts of tens and
ones.
MAFS.1.NBT.2.3: Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
How can I compare numbers from left to right?
Given a set of numbers, the student will be able to compare quantities and numerals from left to right.
Formative: Teacher will ask students to complete several problems with their shoulder partner.
Summative: Students will complete the two-question exit ticket at the end of the lesson that states: “1.
Write the numbers in order from greatest to least” and “2. Complete the sentence frames using the
phrases from the word bank to compare the two numbers.” This exit ticket aligns directly with the
standard and what the students should know at the end of the lesson.
Lesson Implementation
Guided Release: I will be focusing on “I do, We do, You do,” which transfers instruction from teacher-
centered to whole group delivery to student-centered. This is great for first grade because they rely on the
thinking of their teacher before they can do it by themselves. Also, it is a way to put the Eureka model in
my own teaching style but not alter it completely.
Time Who is 1. The lesson is a majority of One Teach, One Assist model of co-teaching,
75 min responsible but it transitions to Alternative (differentiated) co-teaching during the
total (Teacher or small-group/math centers portion.
Students)? 2. State the student-friendly objective: I can compare two numbers using
greater than, less than, and equal to.
3. Fluency practice: Eureka requires a fluency practice to be done at the
5 min Student beginning of the lesson. For this one, we will be doing Beep Counting by
Ones and Tens (3 minutes): “Say a series of four numbers, but replace
one of the numbers with the word beep (e.g., 1, 2, 3, beep). When
signaled, students say the number that was replaced by the word beep in
the sequence. Scaffold number sequences, beginning with easy sequences
and moving to more complex ones. Choose sequences that count forward
and backward by ones and tens within 40. Suggested sequence type: 10,
11, 12, beep; 20, 21, 22, beep; 20, 19, 18, beep; 30, 29, 28, beep; 0, 10, 20,
beep; 1, 11, 21, beep; 40, 30, 20, beep; 39, 29, 19, beep. Continue with
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________
Grade Level Being Taught: 1st Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18

similar sequences, changing the sequential placement of the beep.”

(Eureka Math).
4. Application problem: Students complete an application problem
5-7 Student independently on a personal white board after it being read to them
min whole-class. It reads: “Anton picked 25 strawberries. He picked some
more strawberries. Then, he had 35 strawberries. (a.) Use a place value
chart to show how many more strawberries Anton picked. (b.) Write a
statement comparing the two amounts of strawberries using one of these
phrases: greater than, less than, or equal to.” (Eureka Math) When going
over, ask the HOT question:
a. “Which number in the place value chart told you that 25 was less
than 35?”
Less 5. Concept development:
than Both a. Teacher will display these two number sets on the board via
30 PowerPoint: “10, 11, 12, 13” and “40, 30, 20, 10.” We will go over
minute as a class how to compare the first set using our math language.
s “10 is less than 11, 11 is less than 12, and 12 is less than 13.”
b. Next, they will be instructed to look at the second number set.
“With your partner, come up with number sentences just like we
did to compare this number set.” Teacher will help students come
up with: “40 is greater than 30. 30 is greater than 20. 20 is
greater than 10.”
c. Students will get out their comparison cards (teacher will hand
these out already cut).
d. Partner A will make the number 13 using their tens-sticks.
Partner B will make the number 23 with their tens-sticks. Then,
they will use their comparison cards to compare these two
numbers.
e. Students will repeat letter d above for “3 tens, 5 ones and 2 tens,
8 ones.”
f. Turn and talk: “Why do we look at the tens place first when we
compare two numbers?”
g. We will go over how to put the following numbers in order: “29,
38, 7, 14, 24.”
6. Brain break: Greater than, less than, equal to video by GoNoodle:
https://www.youtube.com/watch?v=-Ldz0POzBoU This aligns with the
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________
Grade Level Being Taught: 1st Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18

standards being taught, but it also serves as a way for the first graders to
get their “wiggles” out.
7. Problem set:
10-15 a. We will color code the “greater than, less than, equal to” with
min Both three different crayon colors.
b. We will do 1a and 1b as a class. 1c, 1d, and #2 will be completed
in partner pairs. Write the letter in the crayon color, and write
the phrase in pencil.
c. We will go over the partner questions (debrief).
d. For questions 3-5: Color code “least” and “greatest” in each
question.
e. Start off helping students read #3. Start the problem with the first
two least numbers. Students will independently finish it.
Student f. Teacher will read #4. Students will independently finish it.
g. Teacher will read #5. Students will independently finish it.
h. Teacher will direct students to put the worksheet in their cubbies
when they finish and go to their math centers.
8. Math centers/small-group:
a. In order to have time for small group instruction for those who
10-15 need extra assistance in mastering the concept or an extra
min challenge in the concept, my CT and I have come up with a system
of math centers in order to meet student needs. The schedule for
math centers is posted in the room with student name clips on
there to tell students where their center will be for the day. The
centers are determined by the exit ticket from the day before or a
previous exit ticket or test that shows student understanding of
the module clearly. For this lesson, since the previous day’s
lesson exit ticket was on the same standard and topic as this one
(comparing numbers to show greater than or less than), students
who received a check minus for work that need improvement will
be placed in “Math with Mrs. N.” Depending on how many
students have needs improvement, students who demonstrated
that they need some extra assistance from the previous lesson
will be placed in “Math with Miss Magnuson.”
b. Math with Mrs. N: Mrs. N will have the Tier 2 students she works
with practice more concrete knowledge of greater than and less
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 1st
Accommodations (If needed)
Name: _____Ellie Magnuson_________
Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18
Both than. She will use greater than, less than, and equal to cards to
produce numbers for her students to practice with. They will use
linking cubes or tens-sticks and ones cubes (depending on the
needs of her students) to demonstrate greater than, less than, and
equal to. She will start off using easier numbers and move into
more difficult numbers.
c. Math with Miss Magnuson: Students in Miss Magnuson’s group
are students who are not Tier 2, but still need extra guided
practice in order to meet the standards. We will be playing a
place value game where they use their Hide Zero cards (made in
previous lessons) to create a number, and they flip over cards I
made to figure out who wins for that round. The cards will either
say “The winner is… the smallest number” or “The winner is… the
largest numbers.” We will tally points using the mini whiteboard.
d. Math with Computers: Students in this center may choose to go
on either Starfall Math to play games concerning addition and
subtraction, or play Prodigy Game that I have set up to their own
Student personal accounts and it is based on the standards we are
working on at that point in class.
e. Math with IPods: There are 4-5 IPods located in the class with
math applications on them. Students can play any of these games
as most of them go through sums and differences of numbers. If
there are not enough IPods, students may get the school IPads in
the middle of the pod.
f. Math Games: There will be math center games for students
located in the class. They go through sums and differences of
numbers while students try to beat the time.
9. Students will complete an exit ticket (no more than 5 minutes it should
5 min Student take)
B.D. A.T. & M.V.: These students will be pulled into Mrs. N’s small group. Since all three of them lack
concrete knowledge, I will plan an activity for them to complete that gives them hands-on interactions
with objects. Their exit ticket will be modified as well to fit their needs, which is writing less and focus on
practicing putting their answer on paper.
O.R.: He is registered with ADHD and is in the process of getting a 504. My CT and I give him consistently
reminders to stay on task and not distract others. He is allowed to stand and move while working. He is
not falling behind academically, however.
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________
Grade Level Being Taught: 1st Subject/Content: Mathematics Group Size: 19 Date of Lesson: 1/29/18

Materials  Comparison cards

 personal white board and expo markers
 ten-sticks and cubes
 Laptop, Powerpoint, and document camera
 CT to assist in small group
 Eureka worksheets: problem set, homework, and exit ticket
 White board (small ones for small group and class white board)
 Place value game
 Hide Zero cards
 iPods
 Math games
 3 Computers/1 iPad

References

Eureka Math: A Story of Units. (2016). Washington, D.C.: Great Minds.