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# Teacher Candidate Alexis Lewis

Name:
Subject: Math
Date:

## Millicent Atkins School of Education: Common

Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

CSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Understand the following as special cases:
CCSS.MATH.CONTENT.2.NBT.A.1.A
100 can be thought of as a bundle of ten tens called a "hundred."
CCSS.MATH.CONTENT.2.NBT.A.1.B
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,
four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.MATH.CONTENT.2.NBT.B.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.

## List the Learning Objective(s) to be addressed in this lesson. Use the

following format: Students will be able to

## Students will be able to add 3 digit numbers using sticker notations.

Students will be able to solve word problems using sticker notation.
Students will be able to write an addition equation.
Describe how the objective is relevant to students lives.
The objectives are relevant to students lives because its important for them to
know how to correctly add, write and solve equations that contain large numbers.
Its also imperative that students master this skill for future tasks and goals so
that they can successfully reach them.

List the words relevant to the content area that you will either introduce

## List the materials you will need to teach the lesson.

SMART Board
Worksheet
Marker boards
Markers

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

For the pre-assessment I will give the students a 5 questions worksheet. They
will write the number of stickers in sticker notation and then write an equation.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if
applicable)

## Describe the timeline as to when you plan to administer the pre-

assessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).
The pre-assessment will be administered 2 days before the lesson is
implemented.
Create and insert a table/chart/graph that shows the pre-assessment data
results. (if applicable)

Combining Stickers
Pre

25

20

15

10

## Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

The results from the pre-assessment will give me an idea of how well the
students understand adding three digit numbers and if they are capable of
showing their work through sticker notation.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment
you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

## APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

provides a model of the desired outcome.

## Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.

The SMART Board will be the main source of student interaction. An interactive
whiteboard activity will cover the new information that the students are going to
be learning. Through activities that are provided in the presentation, students will
be given multiple examples and non-examples of the appropriate way to solve a
three digit addition problem. Another source of technology that will be used by
the teacher is an iPhone. It will be used to randomly call on students to come up
to the SMART Board and complete the activity.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information

The teacher will have prior knowledge to any IEPs for individuals in the class and
will use differentiated instruction so that all students understand. For this
assignment, all the students should be able to accomplish the worksheet in its
original form. The SMART Board activity is accessible for all students.
MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

I will manage the class by keeping track of the students who are paying attention
and are actively engaged in the activities. At the end of the lesson, I will access
class dojo to give the hard working students a point, which will go towards a
reward. I will also manage the class by being actively engaged with the students
when they are working independently. This will include walking around the
classroom, redirecting inappropriate behavior and answering any questions that
students might have. If I have to redirect the whole class I will go over the
directions and my expectations from them when they are working independently. I
will also use call back ques to gain their full attention.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
While the students are at recess, I will put one of the following under their desk: a
sheet of stickers, a strip of stickers, or a single sticker. Once the students are
sitting quietly at their desks, I will ask them to look under their desk. Each student
will find a certain amount of stickers. They will group up according to the amount
of stickers that they have. After they are in their groups, the students will discuss
why they think they have the amount of stickers that they do and how they can
be used to help them add. This activity will introduce them to the lesson and
should spark their interest in learning the objective.
Describe how you will communicate (to students) how the objective is
relevant to their lives.
I will communicate to the students that adding 3 digit numbers correctly will help
them be more successful students now and in the future.
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
For the objectives of this lesson, I will use explicit teaching to get the information
across to the students. By showing multiple examples and non-examples, the
students should get a feel for what we will be doing in the guided practice. I will
use examples that the students can connect to real life situations so that they
understand that adding three digit numbers isnt something that they only do in
school. During this portion of the lesson, I will bridge previous information that
numbers together. I will inform them on where the hundreds, tens and ones are
placed in a number and how to properly write and equation. By showing them
examples of place value and how stickers can represent them, they will be able to
successfully complete the activities in the guided practice. I will also give them
information on the acronym D.E.A.L, which stands for draw, equation, answer and
label.
Describe how you will check for students understanding before moving on
to guided practice.
the information that is being introduced. This will give them the
opportunity to give me their ideas of how to add 3 digit numbers. I will also
ask open and close ended questions and pay close attention to the
reactions that the students are giving.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
Together the students and the teacher will complete the interactive SMART
Board activity that has been created for this lesson.
At the beginning of the lesson, the students will review what each sticker
stands for.
The activity for this will be writing the correct word next to the objects that
are provided.
Once the students have the words written in, they will drive the ice cream
truck in to check the answers.
The single sticker represents the tens place value, the stick of stickers
represents the tens place and the sheet of stickers represents the hundreds
place.
Once the students have reviewed and understand what each place value is
represented by, they will move on to their next activity.
This activity will be completed by 3 students. Each student will be called up
to the SMART Board.
The objective is to find the hidden number with the magnifying glass. Once
they have found a number, there will be 3 hidden, the class will use sticker
notation to show the teacher that they understand where each place value
is located. (Ex: 216, 2 sheets of sticker, 1 stick of stickers and 6 single
stickers)
For the next 3 slides of the activity, the students will complete 2 word
problems using sticker notation and writing equations for the numbers
provided the correct way.
The first word problem will be given in this form: Miss M. went to the sticker
store and bought this amount of ice cream stickers: 3 sheets of ice cream
stickers + 1 strip of ice cream stickers + 5 single ice cream stickers.
I will use call on a student randomly to come up to the board and show us
the sticker notation of this question.
Once they have finished that, I will then have them write an equation. The
student will be able to phone a friend if they are struggling to come up with
The second word problem is very similar to the first one, the only thing
different is the name of the person and the amount of stickers that were
bought.
The third and final word problem will be a combination of the first and
second word problem. The question will be asked in this form: Miss M. has
315 ice cream stickers. Her whole class has 654. How many stickers does
Miss. M and her whole class have together?
The task that will be given to the students is to write an equation for the
word problem.
Once each student has held up an equation on their white boards, I will
show them the equation that I have come up with on the board. (ex:
654+315=)
Before showing them the answer, I will ask multiple students how they got
the equation that they did.
While solving the problem, they will need to show me their drawing (sticker
notation), an equation, the answers and labels.
After discussion on the equation, I will slide down the screen on the
slide and show the students the magic tunnel.
Before choosing a student to slide the equation through the magic
tunnel, I will have them solve the problem using sticker notation.
After all the students have shown their work, the equation can then
be slide through the tunnel to reveal the answer.
The last slide on the whiteboard activity will be completed on their
white boards.
The students are to solve the three equations that are provided
through sticker notation.
Once all of the students have finished, I will call on students to come
up to the board and deliver the cones to the ice cream truck.
The student that I call on will explain to the class how they got their
The ice cream truck will either accept the correct answer or deny it.
The numbers will be provided in an ice cream cone.

Describe how you will check for students understanding before moving on to independent
practice.
To check the students understanding of the objectives, they will be randomly
called upon throughout the lesson to come up to the SMART Board and complete
a task. This will give them the chance to try out the new information before
moving on to their individual work. I will also answer any last minute questions
that they have. Before allowing them to start on their independent work, Ill
explain to them what my expectations are for the worksheet.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
After the lesson is done, the students will complete a 5 question worksheet to test
their knowledge on the learning objectives. The interactive whiteboard activity
will also be used as a source of independent practice. For the closing of this
lesson, I will give the students a notecard with an equation on it. Their task it to
solve the problem, on the back of the notecard, using sticker notation and writing
the answer that they come up with. They must correctly use D.E.A.L.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
After the students finish the worksheet, I will again review the information that we
went over. I will ask the students questions regarding place value and what they
are represented by and how three digit addition problems can be solved. I will
again remind them how important adding larger numbers are.
ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.
Combining Stickers

Student 17

Student 16

Student 15

Student 14

Student 13

Student 12

Student 11

Student 10

Students 9

Student 8

Student 7

Student 6

Student 5

Student 4

Student 3

Student 2

Student 1

0 5 10 15 20 25

Pre Post

## Insert an image of your table/chart/graph here.

Description: Above is the results from my pre and post assessments. I used a bar
graph to show the improvement amongst the worksheets.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
I feel that I did well with classroom management. All the students were
engaged in the lesson and followed directions. They responded to my cues
I also feel that the interactive SMART Board activity went really well
because I had a lot of input from my cooperating teacher. She gave me
ideas of what the students like and I worked around that.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
One of the most challenging aspects I crossed while planning my lesson
was making my lesson informational enough for the amount of time that I
was given. I had to make sure that the activities and information I was
implementing was important enough so the student could master the
objectives.
Another challenge that I came across was making the students post-
assessment. I had to make it short enough so that the students could finish
it in the time given. I struggled with limiting myself to a certain amount of
questions because I feel that its very important for students to practice a
new concept as much as possible.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.
I would alter how I presented my directions and would go into more detail
misunderstand what I wanted done on the worksheet and by further
explaining, more students might have done better.
I would also change the way I selected students to come up to the SMART
Board. I used a random picker on my phone and it chose the same student
over and over and slowed down my lesson. Instead of using that, I could
use Popsicle sticks so that they can be left out once that student has

## Pre-Assessment and Post-Assessment

Combining Sets of Stickers
Miss McCorkle has 248 stickers. Miss Lewis has 123 stickers.

## Sticker Notation: Sticker Notation:

Equation: Equation:
______+_______+_______= ______+_______+_______=
Miss McCorkles cat has 211 The students at May Overby have
stickers. 615 stickers.

## Sticker Notation: Sticker Notation:

Equation: Equation:
_______+_______+_______= _______+_______+_______=

If Miss McCorkle, who has 248 stickers, and Miss. McCorkles cat, who has
211 stickers, added all their stickers together, how many stickers would they
have total?

Combining Sets of Stickers

Miss McCorkle has 248 stickers. Miss Lewis has 123 stickers.

## Sticker Notation: Sticker Notation:

Equation: Equation:
200 + 40 + 8=248 Stickers 100 + 20 + 3=123 Stickers
Miss McCorkles cat has 211 The students at May Overby have
stickers. 615 stickers.

## Sticker Notation: Sticker Notation:

Equation: Equation:
200 + 10 + 1=211 Stickers 600 + 10 + 5 = 615 Stickers

If Miss McCorkle, who has 248 stickers, and Miss. McCorkles cat, who has
211 stickers, added all their stickers together, how many stickers would they
have total?
248 + 211 = 459 Stickers