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Math Lesson Plan 3 ST
Math Lesson Plan 3 ST
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
• 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.
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.
I. Standards/Objectives
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.)
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?
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
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?