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From claudioenrique
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From claudioenrique
Alyssa Rumsey Sue Schneider’sWednesday and Thursday (12:40 pm-1:20pm ) 2
nd
grade classLesson Plan to teach 1/28/09 and 1/29/09
Everyday Math 7-5: Exploring Weights, Equal Sharing, and Patterns.
Purpose/RationaleConnections to Standards/Benchmarks/Curriculum
Objectives: To provide experience with exploring weights in pounds on a bath scale,developing readiness for division, and exploring area and patterns.division.Pre-assessment- Before beginning unit 7 on 1/26/09, I passed out exit slips to theclass. I wrote the question: “There are five people. They want to share $8.00. Howmuch money does each person get?” on the board. I explained to students that I didnot expect them to know the answer, but that I want them to try their best so I can getan idea of what students already know to plan my math lessons. I stressed thatstudents would not be punished in any way if they were unable to solve the problem.I also told students who were having a particularly difficult time or became anxiousover the activity that they could turn their exit slip in blank if they had no idea how tosolve it. Majority of students had an idea of how to solve the problem. Many of them drew five boxes/circles/faces to represent the five people and them filled in eachwith one tally to represent how much money each person would get. Majority of thestudents got the answer 1 remainder 3. They correctly solved the problem if dollarscould not be divided up, but there were 0 students who thought to divide up thechange. My pre-assessment demonstrated to me that students are unaware how totrade dollars for coins to divide even further. It showed me that students need practice on trading and dividing money further than $1.00 ($1.00 for four quarters,one quarter for five nickels, etc).I know that dividing money up is a very difficult activity for most 2
nd
graders. I think that using centers to ensure that more students got one on one attention when learningthis strategy would have better results than teaching the lesson to the entire class atone time. I also think that students will better understand the lesson if they usemoney as a manipulative. I will sit at this station and work with groups of four or five students to make sure that all students are understanding the lesson.
What I did to prepare to plan and teach this lesson:What connected lesson preceded this lesson and what do you know aboutstudents based on that work that informs this plan?
Connection to grade book:
#11: Devises and uses strategies for finding sums of 2-digit numbers.#20: Mentally calculates sums and differences.#23: Finds missing values in open sentences using relationship between addition andsubtraction#36: Readings and writes money amounts in decimal notation# 37: Adds and subtracts money in mixed units
Connection to GLCE’s:
M.UN.02.07
Read and write amounts of money using decimal notations, e.g.,$1.15.
M.PS.02.08
Add and subtract money in mixed units, e.g., $2.50 + 60 cents and$5.75 - $3, but not $2.50 + $3.10d.
N.MR.02.08
Find missing values in open sentences, e.g., 42 + ■ = 57; userelationship
I gave students a pre-assessment to gather information on what students know aboutdividing money. I passed out exit slips to the class. I wrote the question: “There arefive people. They want to share $8.00. How much money does each person get?” onthe board. I also met with my cooperating teacher to decide the best way to teach theexploration lesson. We decided it was best to do centers for the three explorationsactivities and add a fourth center to have less students per center. My cooperatingteaching and I discussed how to gather materials and what materials to use. I madecopies of page 163 in their math journals for the hit the target center, gathered blank paper for the pattern center, and made worksheets for the money and weight centers. Ialso looked through the report card requirements with my cooperating teacher to findour focus objectives.In my first instructional cycle lesson (6-5), students made books using coin stamps toshow different ways of making $1.00 at a center. At another center, students did anactivity to prepare for division. I know that students are familiar with coins and canuse them in a variety of ways to form $1.00 and that they were comfortable with theintroduction division activity and also with simple division story problems, but I amnot sure if they can combine their knowledge to evenly share money.
Objective(s): The students will be able to…Materials needed to have ready:Management considerations:
To provide experience with exploring weights in pounds on a bath scale, developingreadiness for division, and exploring area and patterns.division.
For center 1, exploration A
: 1 bath scales, books of various weights, feather, shoe, phone, box of cereal, 22 weight estimation worksheets, 22 pencils.
For center 2, exploration B
: Variety of money: quarters, dimes, nickels, pennies,dollar bills, 5 dollar bills, 10 dollar bills, 20 dollar bills, 22 sharing money worksheets,22 pencils.
For center 3, exploration C
: 6 + Shape templates, 6+ clip boards, 40+ sheets of blank paper, crayons pencils, 22 pencils.
For center 4:
22 copies of page 163 in math journal (hit the target game sheet), 22 pencils
Assessment:
22 sharing money worksheets.I am going to be very specific in describing what students are to do at each center.I am going to tell students to return to their seats to complete previously assigned journal pages if they choose to use their time inefficiently.
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7-5 Lesson Plan Revised
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| Upload Date: | 03/30/2009 |
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