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2nd

Math

Group

Date of Lesson:

Size: Whole October 24, 2016

Class (16)

Lesson Content

What Standards (national

or state) relate to this

lesson?

(You should include ALL

applicable standards. Rarely

do teachers use just one:

theyd never get through

them all.)

2.NBT.2.7 - Add and subtract within 1000, using concrete models or drawings and

strategies based on place value, properties of operations, and/or the relationship

between addition and subtraction; relate the strategy to a written method. Understand

that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and

hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or

decompose tens or hundreds.

2.OA.1 Represent and solve problems involving addition and subtraction.

2.OA.1.1 Use addition and subtraction within 100 to solve one- and two-step word

problems involving situations of adding to, taking from, putting together, taking apart,

and comparing, with unknowns in all positions, e.g., by using drawings and equations

with a symbol for the unknown number to represent the problem.

Essential Understanding

(What is the big idea or

essential question that you

want students to come away

with? In other words, what,

aside from the standard and

our objective, will students

understand when they finish

this lesson?)

Grade Level Being Taught: Subject/Content:

2nd

Math

teaching?

(Student-centered: What will

students know and be able to

do after this lesson? Include

the ABCDs of objectives:

action, behavior, condition,

and degree of mastery, i.e.,

"C: Given a sentence written

in the past or present tense,

A: the student B: will be able

to re-write the sentence in

future tense D: with no errors

in tense or tense contradiction

(i.e., I will see her

yesterday.)."

Note: Degree of mastery does

not need to be a percentage.)

Rationale

Address the following

questions:

Why are you teaching this

objective?

Where does this lesson fit

within a larger plan?

Why are you teaching it

this way?

Why is it important for

students to learn this

concept?

Group

Date of Lesson:

Size: Whole October 24, 2016

Class (16)

The students will be able to write a word problem to match a number sentence.

The students will be able to contextualize a number sentence into a real world scenario.

I am teaching this objective because it aligns with the standard they should be learning

for the week. This lesson is expanding their thinking of word problems by enabling them

to create their own word problems. They will scaffold based on previous knowledge of

word problems to create their own. I am teaching it this way because this is what the

second grade team created based on the curriculum. The students must learn this

concept because it allows them to think critically about word problems. It will help them

better understand word problems because they learned how to break them apart and

now theyre learning how to structure them. The first day we will review number

sentences and important words within a word problem then we will create a word

problem together (modeling). The second day the students will construct their own word

problem, individually after reviewing what we learned the day before.

Grade Level Being Taught: Subject/Content:

2nd

Math

you know students have

mastered your objectives?

Address the following:

What formative evidence

will you use to document

student learning during

this lesson?

What summative evidence

will you collect, either

during this lesson or in

upcoming lessons?

is necessary for a teacher

to teach this material?

Group

Date of Lesson:

Size: Whole October 24, 2016

Class (16)

During math instruction the week prior, I gave the students a pre-assessment, which was

two problems from the worksheet I would be giving them the following week. I told them

not to stress about it and answer the problems as best as they could. After evaluating

these two problems, I was able to guide my instruction based on their misconceptions. I

will know the students have mastered the lesson when I am able to compare their

answers before my lesson to the answers they have after my lesson. I will also be using

observation by walking around the classroom while the students are working. When we

work on them as a class, when someone answers I will have the students agree or

disagree by using their hands to see where the class stands. The first day I will have

the students complete the first half of their worksheet. I will then collect them to

evaluate what I need to review the following day. The students will complete the res of

the worksheet the following day for their summative assessment, which I will be able to

compare to their pre-assessment to see their growth.

I need to have an understanding of key words the students are currently using to break

apart word problems so I am able to help them use these words when forming their own

word problem. I need to be able to connect word problems to real-world experiences so

the students are able to make that connection to their learning. I need to be able to take

a number sentence then create a word problem based off my students interest.

Grade Level Being Taught: Subject/Content:

2nd

Math

What background

knowledge is necessary for

a student to successfully

meet these objectives?

How will you ensure

students have this

previous knowledge?

Who are your learners?

What do you know about

them?

What do you know about

their readiness for this

content?

What misconceptions

might students have about

this content?

Group

Date of Lesson:

Size: Whole October 24, 2016

Class (16)

My learners are the whole class. The students need to have an understanding of what a

number sentence is and what a word problem is. When they are able to understand how

to break apart a word problem by highlighting the key words, they will understand the

rest are just fluff words so they can get creative as long as they remember their root

words. I know they have had a lot of practice with making number sentences based off a

word problem.

The student might only pick out the number and not preform the correct operation or find

what the question is asking for. They need to take the whole context of the problem to

find the proper operation.

The students might think they have to use every number in the word problem, but they

really need to read the question to see what the problem is asking for.

Lesson Implementation

Teaching Methods

(What teaching method(s) will

you use during this lesson?

Examples include guided

release, 5 Es, direct

instruction, lecture,

Modeling I will model for the students the different steps of pulling apart a word

problem. I will model how to write a number sentence. I will model how to construct a

word problem.

Manipulatives I will have counters for the students that need them. They will be able to

use part-part whole or part to whole to find the missing number required to answer the

Grade Level Being Taught: Subject/Content:

2nd

Math

demonstration, partner word,

etc.)

Group

Date of Lesson:

Size: Whole October 24, 2016

Class (16)

question.

Whole class discussion When we are reviewing the problem, one student will call out

the answer (whoevers stick I pull to answer). If they know the answer, I will ask the class

if they agree or disagree by using thumbs up or thumbs down. If they do not know the

answer after the appropriate wait time, then I will ask someone to volunteer to help their

peer.

Turn and talk After going over the sample problems, I will have the students do one on

their own then turn and talk to their shoulder buddy about their answers. I will also have

them turn and talk when discussing key words in the word problems.

Peer tutoring For enrichment, if a student finishes early, then they have the option to

become a peer tutor for their classmates that are struggling. Before they become peer

tutors, they must get their work approved by me.

Step-by-Step Plan

(What exactly do you plan to

do in teaching this lesson? Be

thorough. Act as if you needed

a substitute to carry out the

lesson for you.)

Where applicable, be sure to

address the following:

What Higher Order

Thinking (H.O.T.) questions

will you ask?

How will materials be

distributed?

Who will work together in

groups and how will you

determine the grouping?

How will students

Time

Who is

responsibl

e (Teacher

or

Students)?

whichever plan is appropriate for the content taught in this lesson.

For example, in science, you would detail the 5 Es here

(Engage/Encountering the Idea; Exploring the Idea;

Explanation/Organizing the Idea; Extend/Applying the Idea;

Evaluation).

1. Transition the students from writing to math by taking out

their math journals.

2. Ask the students if they can explain to me the difference

between a word problem and a number sentence (a word

problem is words put together to make a question using

different operations. A number sentence is a series of number

telling you what to do ex: 2-1=1).

3. I will place a practice word problem on the board where the

students have to create a number sentence. We will go

through the first one together by having them pull out the key

facts and numbers then decide what the problem is asking.

Grade Level Being Taught: Subject/Content:

2nd

Math

transition between

activities?

What will you as the

teacher do?

What will the students do?

What student data will be

collected during each

phase?

What are other adults in

the room doing? How are

they supporting students

learning?

What model of co-teaching

are you using?

Group

Date of Lesson:

Size: Whole October 24, 2016

Class (16)

identify key words as addition, subtraction, or comparing.

5. The second problem we will pull the key words out together

then the students will solve independently. Once the students

seem to be finished, I will have them turn and talk with their

shoulder buddy to discuss the answer they got. I will then ask

someone to share what their partner got. The class will tell

me if they agree or disagree.

6. If the class seems to have a general understanding of number

sentences, I will ask a student to pass out the worksheets

they will be completing. If they need more practice, we will

continue to do more problems.

7. Once the worksheets are passed out we will go over the first

one so they understand how to complete it since it involves

matching.

8. I will then pass out counters to the students that need

them/ask for them. They will be instructed they are not for

playing with. If they are playing with them I will take them

away and clip them down. The counters are to help you, not

to play with.

9. After the first one I will have the students independently

practice so I can work with students that do not fully

understand.

10.Once the students have completed (I will give them 10

minutes), we will go over the worksheet together using the

agree or disagree technique. To call on the students I will

pull their sticks so different people are answering and it

allows for me to call on the lower level students that might

usually not answer. If the student isnt able to answer after

the appropriate wait time, I will ask the students who can help

their classmate.

11.I will then introduce creating word problems to them by

creating my own using the key words that are written on the

board and a number sentence given to me by the students to

Grade Level Being Taught: Subject/Content:

2nd

Math

Group

Date of Lesson:

Size: Whole October 24, 2016

Class (16)

12.I will give them an exit ticket with a number sentence on it

and challenge them to create their own word problem

(reinforcing that it is not for a grade, just to see what they

know) so I will be able to create a plan for the following day of

what needs to be reviewed while creating word problems.

13.I will have a student collect the worksheets. This will allow me

to see if they understand number sentences. This will also

ensure the student does not lose the worksheet to continue

working on the following day. I will be able to implement extra

review for students that still do not grasp the concept.

H.O.T. questions:

What strategy did you use to find the sum/difference?

What is a more efficient strategy you could use to find the

sum/difference?

Why do we need to be able to create a number sentence

from a word problem?

I will reflect back on the beginning steps with them and give them extra practice with

number sentences. Since the class will be doing independent work, I will be able to walk

around and assist those students that need help. If a lot of students have the same

question, I will pull the class back together to review that particular misconception.

I will ask them if they would like to be peer tutors and help other students who have a

Grade Level Being Taught: Subject/Content:

2nd

Math

Group

Date of Lesson:

Size: Whole October 24, 2016

Class (16)

misunderstanding. If they do not, I will instruct them to the enrichment process, which is

creating their own word problem (encourage from the current chapter book they are

reading) with no numbers given to them.

Meeting your students

needs as people and as

learners

If applicable, how does this lesson connect to the interests and cultural

backgrounds of your students?

The students will be able to create word problems based on whatever they want as long

as they follow the numbers they are given. This allows the students to write about

whatever they are interested in.

If applicable, how does this lesson connect to/reflect the local community?

Based on what the students write about, I can get insight to what they enjoy doing on the

weekends or after school. They are able to reflect on their community whether its sports,

vacations, or local activities the students take part in.

How will you differentiate instruction for students who need additional

challenge during this lesson (enrichment)?

I will have them create a word problem off the top of their head then they must pull out

the number sentence as well. If two need enrichment, I will have them switch problems

to solve.

How will you differentiate instruction for students who need additional

language support?

We will have a vocabulary chart that will help assist them in seeing the key words used in

a word problem.

Step-by-step instruction

Projecting the text onto the screen to provide enlarged words.

Grade Level Being Taught: Subject/Content:

2nd

Math

Accommodations (If

needed)

(What students need specific

accommodation? List

individual students (initials),

and then explain the

accommodation(s) you will

implement for these unique

learners.)

Materials

(What materials will you use?

Why did you choose these

materials? Include any

resources you used. This can

also include people!)

Group

Date of Lesson:

Size: Whole October 24, 2016

Class (16)

N, B, D, E have behavior desk charts to give them incentive to stay on task and finish

their work

Y, E, B- given step-by-step instruction so they have a clear understanding of what is

happening

Whole class- I will create a vocabulary chart for them to reflect back on. I will project my

work from the Elmo so they will be able to better see what I am doing.

The students have a worksheet to help guide them through the lesson because it starts

off with matching word problems then creates scenarios where students gradually build

up to creating their own word problem. The students will be able to use the counters to

help assist them being able to see and manipulate what they are saying to check if they

are setting up their word problems correctly using the proper terms. We will create a

vocabulary chart to keep on the board so if they forget one of their key words, they can

easily look to the board for assistance to build up their confidence using these words.

Using the Elmo will allow me to project what I am modeling for them onto the board.

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