Lesson Plan 4 28 Math

Lesson Plan Format*
School of Education
The College of New Jersey
Planning lessons has two purposes: first, the process of planning encourages deep thinking about the
elements of a lesson; second, the plan guides you while delivering instruction. Experienced teachers may
plan more informally, but novices need to create thorough plans that support them in delivering
effective lessons. There is no one correct way to plan a lesson, but during your field experience your
plans should contain the following elements:
● Grade Level & Title of the Lesson

o Grade 1: Lesson 23
● Standard (select the one that is most relevant)
o 1.NBT.A.1 / 1.NBT.B.2 / 1.NBT.B.3
● Primary Lesson Objective (should match the standard)
o Estimate values by using observation and counting strategies.
● Secondary Lesson Objective (if relevant)
● What will you listen for, look for, and/or collect to assess if students met the objective?
o Look for students estimating correctly. Look for student collaboration.
● How do you know students are ready for this lesson? How is this lesson connected to what the
students are already learning, to their prior knowledge and/or their interests?
o This lesson follows a week of comparing groups of numbers, greater than and less than, and
mystery number activities.
● What new 1-3 vocabulary words will you teach or review?
o Compare / More / Fewer / less / Equation / Expression / Add to / Take from / Sum /
Difference / Addend
Lesson Structure Script out what you will say and do.
If you create a slideshow, attach/hyperlink it.
Beginning Warm-up
● Hook the students Estimation Exploration: Beans
● Contextualize the lesson
● Explain what you are going to teach Slides
them and why
-Teacher displays a visual of a collection of beans. 10 beans are
circled in a bowl of 27. Students are asked to estimate the
amount of beans in the bowl in threes (too low, about right,
too high).
-Students think, discuss, and share ideas.
_____________
- Student Responses
-Thumbs up/Thumbs down
Middle Activity 1: Count the Objects

● Teach the skill or strategy
● Give children hands-on work -Teacher models playing making estimates by using counting
● Review relevant responsibilities strategies and “Too low” “about right” and “too high”
● Think about early finishers -students engage in center
Synthesis: “Did your estimates get better with practice?”

- Student/Choral Response
- Partner Response
Activity 2: Quantities Card Sort

-Teacher introduces sorting center
-Students engage in center
Synthesis: “How do we know which estimate is bigger?”
- Partner Work & Response
Closure “Today we made estimates and counted groups of objects.

● Summarize the teaching point How did you use your understanding of tens and ones in
● Encourage students to reflect on two-digit numbers to help you with your work?”
their own learning
● Gather information on what they Independent Practice
have learned and/or are confused -Math Task Performance Screening
-Project Math
-DreamBox / SplashLearn / Zearn / Xtra Math
Review your lesson plan. Think about these things and add to your lesson plan as necessary:
● What multi-sensory and/or multi-media strategies will you use to help students understand
the material and engage with it?
o I will be using blocks, technology, and the text/slides. We will use the blocks as
manipulatives for the questions in the text.
● Describe accommodations and adaptations for specific students with special needs.
o Some students have extra space on the carpet in case they need to get their energy out.
There is also an exercise ball to the side that students are allowed to use. Those who
struggle academically have seats at the front of the carpet.
● How will you group students?
o Students will be grouped on the carpet. They can work in groups of 2-3 with the people
they are sitting with.
● What materials do you need?
o Connecting cubes
o Visual Lesson Slides
o Technology
● What are the potential tricky spots? How will you pro-actively address them?
o Some tricky spots are that students will count the blocks/beans before estimating so
they do not have to do the work of estimating. To avoid this, I will have to reiterate that
we are not counting the beans/blocks, we are estimating. What is estimating? And open
the question up to class discussion.
o Remind the students that it is okay to be wrong, estimates are just guesses.
● How will you manage transitions?
o We will manage transitions through asking questions like “how can we find out how
many X there are?” and “Are our estimates getting better?”
● How are you addressing cultural and linguistic diversity?
o Students will be able to discuss with each other. ESL students will be able to speak
Spanish with their classmates if need be.
● In what other ways will you need to differentiate for the range of students in your class?
o Whole Group (Visual Models, Preferential Seating, Repeated Instructions, Choral Repeat)
o Activity 1 (Choral Repeat, Visual Models, Hands-on Models, Student Models, Visible
Timer w/ 1 minute warning, Small Group Setting)
o Activity 2 (Discussion Frames, Hands-on Models, Visual Models, Visible Timer w/ 1
minute warning, Small Group Setting)

Lesson Plan 4 28 Math

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Lesson Plan Format*

● Grade Level & Title of the Lesson

Middle Activity 1: Count the Objects

Synthesis: “Did your estimates get better with practice?”

Activity 2: Quantities Card Sort

Closure “Today we made estimates and counted groups of objects.

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