Math Lesson Plan 3 ST

Name: Antoniea Prologo
Lesson Plan Title: EnVisions Topic 10 Math Review/Blooket
Grade Level: 1st
1. Standards/Objectives
• National, State or District Standards:1.NBT.C Use place value understanding
and properties of operations to add and subtract.
• Objective/s: Students will review for an assessment.
Blooms:Comprehension
Lemov Strategy: Engineer Efficiency
• Prerequisite learning and/or key concepts: 1.NBT Numbers and Operations in
Base Ten
2. Materials and/or Technology Resources

• Description, quantity: Student computers (21), whiteboard markers (21),
whiteboards (21), Blooket review game
• Distribution strategy: Students have all materials in desks.
• Collection strategy: No items need to be collected.
3. Procedures (Content Area Specific)

• Motivation/engagement: Today we are going to review topic 10 for our test
tomorrow, we are going to go over how to use an open number line as well as
play a fun game called Blooket! What strategies do you remember learning
about addition and subtraction?
• Developmental activity:
1. Review how to add using an open number line with students, making
emphasis on spacing and skip counting on the number line.
a. Sample problems to use with students: 28+40=?
i. What jumps can I make? Can I skip count by any numbers?
b. 15+6=?
i. What jumps can I make? Can I skip count by any numbers?
Should I count by ones?
2. Review drawing/ building numbers using tens and ones to add

a. Use whiteboards and use drawings to add.
i. 12+30, 50+19, and 57+12
1. What strategy could I use to solve the problems?
Play Blooket game with students to review skills from the topic.
Accommodation, modifications and differentiations for diverse learners:

● Students who use a sticker chart will receive a sticker for target behaviors
such as “quiet voice” or completing work.
● Students with behavior plans in place will earn behavior bucks when they
are on task and not disruptive to the class. Additionally, the student will
receive a strike for egregious actions. If the student receives three strikes
they cannot redeem bucks at the end of the day.
● For ELL students: Students will receive assistance as needed reading

questions.
● For students below grade level: Students will work on assigned lesson
matching performance level on the Freckle pathway program.
• Closure: After the Blooket game is completed ask students about skills they
have learned throughout the unit, which strategy do you like the best, which one
will you use the most to help you add numbers?
• Extension: Students can work on the Freckle pathway program with similar
questions to match the assessment.
4. Student Assessment/Evaluation (Formative and/or Summative)

• Formative assessment of learning: Blooket data will count as a formative
assessment of learning.
• Summative assessment of achievement based upon objectives: Assessment
on the following day will be a summative assessment.
5. Post Lesson Assessment and Reflection (to be completed after the lesson)
• Report the results (data) from application of assessments: Of three rounds
played with 30 questions ( and a 90 second time limit per question) 62% of
students answered questions correctly.
• Reflect on the following: Strengths: This math review was very fun for the
students to play, they were engaged and working hard to solve the problems.
Students who have shown significant struggle in the topic previously presented
some understanding in the topic with the game. I originally planned to have
students work on their pathway program after the game but due to a unanimous
request to keep playing the game that is what we did instead.
Concerns: Random guesses as an attempt to get ahead and win the game was
observed with some students and may have skewed the data. To avoid this next
time I would possibly do another game mode that does not focus on answering
questions quickly. Additionally I had not set the game up to display the questions
in random order and the same student won each round of the game most likely
due to his rote memory skills.
Insights:I definitely want to use this game again with students, they were
engaged the entire time and worked hard to get to the finish line. Next time when
I use this game again, I will choose another game mode not only to explore each
mode but also to avoid possible raid guessing issues to arise as frequently as
this round. Additionally, I will ensure questions are set to be in random order to
avoid any screen peeking issues as well as students winning depending on rote
memory in any following rounds.
Elementary Lesson Plan Template
I. Standards/Objectives
Curricular Standards: Please refer to the national, state or district standards,

and write the standard number(s) and the standard(s) that your lesson is
addressing: Nevada State Standards site.
Objective/s: Clearly state the objective(s) of the lesson. The objectives should
be SMART (student-centered, measureable, attainable, reasonable, and
teachable). What do you intend to teach? What do you expect students to
know, do, understand or perform? Begin each objective with an observable
verb, such as: model, explore, draw, diagram, write, predict, defend. (e.g.:
Model addition with regrouping using base-10 blocks; defend predictions using
story plot and illustrations.)
Prerequisite learning and/or key concepts: What previous learning

experiences and/or key concepts are essential for students to succeed in this
lesson?
II. Materials and/or Technology Resources
Description and quantity: List materials and/or technology resources needed

to teach this lesson. Consistently use a variety of modes and materials (e.g.
textbooks, web sites, handouts, teaching aids/supplies/manipulatives,
overhead transparencies, PowerPoint, videos, guest speakers, etc. during the
lesson?). Identify the quantity (e.g., 1 set of base-10 blocks for every three
students) needed. You may also need to state location and ensure that they
are working properly before instruction.
Distribution strategy: How are you going to get the materials out to the
students? Will student helpers pass things out; will materials be on desks when
students enter the room?
Collection strategy: How will you collect items?
III. Procedures (Content area specific)
Motivation/Engagement: Begin with an introduction to focus students'

attention. This should reference prior knowledge, and, if appropriate, may
serve as a pre- assessment.
Developmental Activity: List the activities you will use to teach the
objective(s)/concepts. Include, if appropriate, teacher modeling/ demonstration;
student modeling with teacher assistance; guided practice (individual and/or
group); and independent practice. How are the students going to engage in the
content (listening, observing, thinking critically, applying prior knowledge,
creating, etc.) You may wish to "script" parts or at least include key words to
Elementary Lesson Plan Description
IV. Student Assessment/Evaluation (formative and/or summative)
Formative assessment of learning: How are you assessing student

understanding as the lesson progresses? Are you using effective questioning
techniques? Are you also using higher-level questions to promote critical
thinking? Do the assessments include sufficient variety of assessments such
as Questioning models (e.g., Bloom, Elstgeest, Divergent, etc.), learning logs,
exit cards, etc.?
Summative assessment of achievement based upon objectives: How are

you assessing whether students have achieved the stated objectives? Do the
assessments include sufficient variety, e.g., traditional and alternative, to match
the stated objectives. The assessment tools should be aligned to the
instructional procedures and objectives of the lesson.
Data collection procedures for formative and summative assessments may

include observations, interviews, graphic organizers, performances, products,
tests, drawings, written communications, etc. Be sure to specify how you will
collect the data and what data you plan to collect. For example, if you plan to
"observe" students, be sure to identify what you are looking for and create a
checklist for record-keeping purposes. If you plan to interview them, develop
your questions. If you plan to assess an activity, product or writing, develop a
rubric.
V. Post Lesson Assessment and Reflection (to be completed after instruction)
Report the results (data) from application of formative/summative

assessments. How well did the students perform; did they achieve the
objectives? Note students’ strengths or weaknesses.
Reflect on the following: Strengths, concerns, and insights

remind yourself what to do. How will this lesson help students meet the
objective(s) of the lesson? (Information on instructional methods)
Accommodation, Modifications and Differentiations for Diverse Learners:

How are you accommodating diverse learners? (e.g. special needs, English
Language Learners, gifted, and, in general, students with differences in
learning styles, readiness levels, interests and culture)? What modifications are
you making for meeting the needs of diverse learners? How will you
differentiate instruction?
Closure: How will the lesson end? How are you ensuring student
understanding of links between current and prior learning? What can students
expect in future lessons?
Extension: If the lesson or some students finish early, how can you extend this
lesson to use the extra time productively? (e.g. an anchor activity) What
homework connection (independent study and/or enrichment) can be
incorporated?
1. Strengths: What went well? What would you do again? Why? 2.
Concerns: What needs improvement? What would you change? How? 3.
Insights: What did you learn about yourself as a teacher? What did you
learn about students as learners?

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Math Lesson Plan 3 ST

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Name: Antoniea Prologo

Lesson Plan Title: EnVisions Topic 10 Math Review/Blooket

Grade Level: 1st

2. Materials and/or Technology Resources

3. Procedures (Content Area Specific)

2. Review drawing/ building numbers using tens and ones to add

Accommodation, modifications and differentiations for diverse learners:

● For ELL students: Students will receive assistance as needed reading

4. Student Assessment/Evaluation (Formative and/or Summative)

Elementary Lesson Plan Template

Curricular Standards: Please refer to the national, state or district standards,

Prerequisite learning and/or key concepts: What previous learning

II. Materials and/or Technology Resources

Description and quantity: List materials and/or technology resources needed

Collection strategy: How will you collect items?

III. Procedures (Content area specific)

Motivation/Engagement: Begin with an introduction to focus students'

IV. Student Assessment/Evaluation (formative and/or summative)

Formative assessment of learning: How are you assessing student

Summative assessment of achievement based upon objectives: How are

Data collection procedures for formative and summative assessments may

V. Post Lesson Assessment and Reflection (to be completed after instruction)

Report the results (data) from application of formative/summative

Reflect on the following: Strengths, concerns, and insights

Accommodation, Modifications and Differentiations for Diverse Learners:

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