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You are on page 1of 12

Name:

Grade Level: 2nd Grade

Subject: Math

Date:

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.

following format: Students will be able to

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

and/or review during your 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)

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

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.

provides a model of the desired outcome.

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

(Task I).

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

they have already learned on sticker notation, equations and adding larger

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.

To check the students understanding, I will answer any questions about

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 answer.

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

answer.

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

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

and followed along when reading from the board and answering the

addition problems.

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

about what I wanted from the students. I had multiple students

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

completed their task.

Combining Sets of Stickers

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

Equation: Equation:

______+_______+_______= ______+_______+_______=

Miss McCorkles cat has 211 The students at May Overby have

stickers. 615 stickers.

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?

Answer Key

Combining Sets of Stickers

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

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.

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

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