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Physical Activity Break

Assignment 7:1

Nicole Patterson

Course #79594

Professor Skipper

October 11, 2015

ASSIGNMENT 7:1

PAGE 10

Physical Activity:

PA 2: Since my 2nd grader always start to get a little wiggly on the carpet during lessons,

I decided to do a PA on using different motions and thinking before we started their math lesson

and at the end of the lesson to review skip counting. I thought that doing different motions as

they counted the numbers by 2s, 5s, and 10s would help them remember by each number being a

different movement.

Equipment: Powerpoint with different 2s, 5s, and 10s number sentences

Formation: Standing arms length away from anything or anyone

Directions:

Tell the students that today we will be doing an activity to get their brains moving before

they start the math lesson to review and before the students go back to their seats.

Explain to them that we will be doing a review on skip counting by 2s, 5s, and 10s. When

we count by twos, we will be clapping our hand while saying the numbers. When we

count by 5s we will be doing jumping jacks when we are counting by fives. When we are

counting by 10s, we will be hopping on one foot when we count.

We will be reading the different number sequences on the board and then doing the

different motions for each skip counting

We will do this activity for about five minutes

ASSIGNMENT 7:1

PAGE 10

Examples of what to do and say: I will count by twos and clap my hands 2, 4, 6, 8. Now I

am counting by 5s and doing jumping jacks, 5, 10, 15. Now I will be counting by 10, 10,

20, 30.

Safety and Management:

Explain to students that in order for this activity to work, we need everyone to be safe.

The students need to listen very carefully to ALL of the directions.

Explain that this is their first warning and that fooling around will result in an immediate

consequence. (Wont participate in the activity and go back to their seat.)

Tell students that when I say go, they will need to stand up and find a spot that they are

arms length away from anything or anyone, so no one or nothing gets hurt.

Explain and discuss expectations of activity by modeling each exercise and showing an

example. For example, Examples of what to do and say: I will count by twos and clap

my hands 2, 4, 6, 8. Now I am counting by 5s and doing jumping jacks, 5, 10, 15. Now I

will be counting by 10, 10, 20, 30.

I will reinforce positive behaviors by engaging in positive comments to the students. I

like how Max is showing us how to be safe by making sure she is arms length aways

from everyone and she is waiting for the next slide of numbers.

Modifications:

Physical: For this activity have the student with a physical disability play counting on by

sitting down in a chair doing movements with their hands and arms.

ASSIGNMENT 7:1

PAGE 10

Cognitive: For this activity, have a poster for the students to look back at to show what

you do for each counting on.

Reflection

The PA that I picked was a counting on review, and the activity went well with some of

my students. I picked an activity where they had to listen and move around at the same time

because recently my students have had an issue of not listening and following directions. The

students tend to get a little wiggly when they are at the carpet and I thought an activity right

before we started the lesson and before they went back to their seats would help them stay more

focused on their work. Some things that went partially well with this lesson was the students

followed the directions when it came to doing the right movements. My lesson also was around 5

minutes so it wasnt too short for the students. The students enjoyed doing the different

movements while saying the different counting sentences. My mentor teacher thought it was a

great idea to have them have a little bit of movement before getting back to their seats since they

only get 15 minutes of recess the whole day.

One thing that I would do different next time is walk around the classroom more. I did all

of the movements with the students but I didnt walk around the students as much as I would

have liked to. I think one reason I didnt walk as much as possible because I was too worried

about changing the slide for the powerpoint on time for the students. If I could find a different

way to change the slide or not worry about it as much next time, this could help with walk

around the classroom more. Positive praise was something I wish I would have used more during

this activity. For example, when if I saw a student following the directions at the beginning of the

ASSIGNMENT 7:1

PAGE 10

activity I said, I like how Max is showing us how to be safe by making sure she is arms length

aways from everyone. To manage student behavior I would used the hand signal, by raising my

hand. This is what we use in class to get the students quiet during lessons. I did not do as much

as redirecting the students as I should have during the lesson. The students were a little all over

the place during the lesson. Overall, most of the students participated and were on task during the

activity. I needed to enforce more behavior reminders to the students. I would do this physical

activity again with not as big movement. For example, instead of using jumping jack I could

have the students touch their shoulders instead. This lesson was also taught right before break

and I think the students had break fever and were not behaving as well as the students

normally do because they were excited for break. Some different things that I did different with

the students then the last assignment was have more movement with the students in the activity

by doing the jumping jacks and hopping on one foot. I also used the curriculum based activity

this time as well by having them review different skip counting they have been learning this

week.

ASSIGNMENT 7:1

PAGE 10

Teachers:

Nicole Patterson/Chris Hoon

Subject:

Second grade math- Two step word

problem

Standard:

2.OA.B.2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2,

know from memory all sums of two onedigit numbers.

Objective (Explicit):

Blooms Taxonomy Application

Evidence of Mastery (Measurable): SWBAT solve word problems that involve two steps

Student will complete the On My Own activity worksheet and Problem Solving on the back

with 5 problems that has 6 possible points. The first side of the worksheet is completing twostep word problem by showing their work. Each problems is worth one point. On the back of

the worksheet is three world problems and one hot problem on the bottom. The math

problems have to be completed by showing their work using the two-step process. Each

problem is worth one point. The hot problem on the bottom is to be worked on as a class but

no points are counted.

Level of Achievement

Exceeds

6 out of 6 points with the hot problem completed.

Meets

5 out of 6 points without the hot problem completed.

Approaches

3-4 problems without the hot problem completed.

Falls Far Below

0-2 problems without the hot problem completed.

Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT define a two step word problem

SWBAT identify a two step word problem

ASSIGNMENT 7:1

PAGE 10

Key vocabulary:

Add- join together sets to find the total or sum.

The opposite of subtract

Subtract- take away, take apart, separate, or find

the difference between two sets. The opposite of

add.

Materials:

Lesson presentation slides

Smart Board

Document camera

Mathbook

Opening (state objectives, connect to previous learning, and make relevant to real life)

Today, we will be learning how to use do a word problem using two steps. Does anyone

remember doing a two step problem in first grade or even this year? Put your thumb to your

chest if you do remember. If you do remember, can someone raise their hand and tell what

strategies you used to solve the problem? Now, today when we are learning how we can solve

two-step word problems, think about how this can help you solve problems in the future.

ASSIGNMENT 7:1

PAGE 10

Instructio Teacher

Student

nal Input Sub-Objective #1: SWBAT define a Sub-Objective #1: SWBAT define a two

two step word problem

step word problem

*Direct Instruction

S-Expectations

Explain what a two step word

Actively listening

problem is

Carpet expectations

Show an example of setting

up a two step word problem

*Academic Feedback (What should

students say and do)

*T-Models

How can using the boxes help you solve

Show a visual of a two step

a two step word problem?

word problem set up under

Thank you for sharing your answer, can

the document camera

you tell us how you got your answer?

Refer back to the two step

problem poster on the wall by

the Smart Board

*Check for Understanding:

Shoulder partners on the

carpet should explain what a

two step word problem is.

Partner closer to the window

will explain what a two step

word problem is and the other

partner will explain how to

set up the problem using

boxes

Give the students 30 seconds

to explain both answers

together

Call on two random students

to answer what their partner

explained.

Ask the students, Summarize

what your partner said about a

two step word problem and

How do you set up a two

step number problem?

ASSIGNMENT 7:1

PAGE 10

Co-Teaching Strategy/Differentiation

Sub-objective #1

Co teaching: Mentor teacher leads, teacher candidate observes

Differentiation: Students will sit by a partner based on their ability level. For

example, if partner A has accommodations, then partner B can be a meets

students to help keep the students on track.

Sub-objective #2

Co teaching: Mentor teacher leads, teacher candidate observes

Differentiation: Students will sit by a partner based on their ability level. For

example, if partner A has accommodations, then partner B can be a meets

students to help keep the students on track. On the SmartBoard the students could

see the a blank two step equation so they can look back at the boxes when

reading the word problems.

Modifications:

Physical: For this activity have the student with a physical disability play

counting on by sitting down in a chair doing movements with their hands and

arms.

Cognitive: For this activity, have a poster for the students to look back at

to show what you do for each counting on.

ASSIGNMENT 7:1

PAGE 10

Guided

Practice

Teacher Will:

Explain directions

Model first problem on the

worksheet to demonstrate

how to do the worksheet

Walk around to make sure

students are following

directions and to answer

questions

Did you use the the two step

equation to help you with the

math problems?

Go over answers as a class

Ask students to explain how

they got their answers

Student Will:

Listen to directions and exceptions

of the worksheet

Work on worksheet

Ask shoulder partner if they get

stuck or have questions

Ask teacher questions if both you

and partner are having trouble

Check answers

Prepare to be called on and explain

how they got their answers

Co-Teaching Strategy/Differentiation

Co Teaching: Mentor teacher observes, teacher candidate assist

Differentiation: Student 1 highlight the area that the student needs to write the

number and answer in. This is based on the students IEP.

Give the students a certain amount of time to complete the worksheet

If the students finish the worksheet early, they can work on the Enrich

worksheet

ASSIGNMENT 7:1

PAGE 10

Student Will:

ent

Review objective

Listen to directions

Practice

Give the directions on

Work independently on the

completing the worksheet

worksheet

On Your Own

Ask questions if needed

Explain the math writing

sentence on the bottom of the

page halfway through the

students working on their

worksheet

Ask a few students what they

think they should write

Walk around to see if students

need help with their work

Do you have any questions?

Did you make sure to use the

boxes when making your

equation? Double check that

you did

Co-Teaching Strategy/Differentiation

Co teaching: Mentor teacher leads, teacher candidate assist

Differentiation: Student 1 highlight the area where the student should put their

answers. On the word problem, show the student the number sentence and have

them draw a picture to represent the number sentence. If the students complete

the paper early, have them create their own problem using a the two step equation

and a word problem.

Closing/Student Reflection/Real-life connections:

Today, we used read two step word problems and created an equation to help answer the

problem. Now that you know what a two step word problem is and how to solve one, how do

you think this can help you solve problems in the future? On a fist of five, show me on your

fingers how well you understand two step word problems.

ASSIGNMENT 7:1

PAGE 10

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