Dakota State University

College of Education

Name: Rachel Kegley

Grade Level: 2nd Grade, MCL

School: Dakota Prairie Elementary School

Date: February 27, 2019

Time: 1:00-2:00 p.m. (2 groups, 30 minutes each)

Reflection from prior lesson:

- I started out the prior lesson by giving the students a riddle similar to the one on the pre-
assessment. After giving the riddle the students seem to have a strong understanding of
the various place values that I was explaining.
- The students responded very well to the game “Beat the Teacher”. I wasn't sure how the
students were going to like the game, but they showed me that they enjoyed it and most
of them did end up beating the teacher with the higher number.
- A few students asked if we could continue to play this game, but we didn't have time so I
decided to incorporate this game in a future lesson.
- Keeping all students engaged in the activity was difficult because two of the students in
one of my groups feed off of each other and their attitudes.
- one of the students has been refusing to do the work in all subjects of school throughout
the day so my cooperating teacher and I have decided that he is not joining with math
groups quite yet until he can show that he is ready to learn. But as of right now he refuses
to do any work and sits at the table and is disrespectful to his neighbors, the teachers, and
the materials in the classroom.
- After the last lesson the students have shown me that they seem to have a strong handle
on the place value chart strategy in drawing circles on it in order to determine their
answer. I am curious to see how the students use this strategy in the future with
subtraction problems.
Lesson Goal(s) / Standards:

2.NBT.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.

2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

2.NBT.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.

2. NBT.8 Mentally add 10 or 100 to a given number 100-900

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

Lesson Objectives:

- By the end of today’s lesson, students will be able to organize a minimum of three
numbers into their hundreds, tens, and ones place values on a place value chart.
- By the end of today’s lesson, students will be able to choose and explain two solution
strategies that they used to solve one equation.
- By the end of today’s lesson, students will be able to add three digit numbers together
using the place value chart strategy, number bond strategy, or the make a ten strategy
with 80% accuracy.

Materials Needed:

- iPad (GoNoodle.com, Mega Math Marathon)

- Whiteboards (13)
- Whiteboard markers (13)
- Whiteboard erasers (13)
- Half sheet assessment for closure (13)
- Pencils (6)

Contextual Factors/ Learner Characteristics:

- There are 22 students in this classroom, 11 boys and 11 girls. Between the two MCL
groups that I am working with, there are 6 boys and 6 girls. There is one first grade boy
in one small group.
 - There are three students on IEPs. One student has an IEP for behavior, the second student
has an IEP in reading only, and the third student has an IEP for math, reading, and
writing, and she works with a special education teacher for 15-30 minutes each day in
these subjects.
- I will be teaching this lesson after the students have eaten lunch and gone to recess, so the
students may be antsy and chatty. I will keep this lesson interactive using technology to
wind them down and prepare for our lesson.
- I will be utilizing technology in this lesson because the students have been very respectful
and open to changing their math routines to work with me.
- I will allow students to choose their seat in our small group, but I reserve the right to
move the student if they are not on task.
- In the both groups, the students can be very chatty. I will explain to the students that if
they are following the instructions, we will work through the same GoNoodle video that
we practiced at the beginning of our group time.

A. The Lesson

1. Introduction (3-4 min)

- T: “We are in a new room today because we might get pretty noisy. You guys need to
promise me that you will stay in our group, and you won’t touch any of the things in the
room that we are not using. If you cannot promise me this, you will go back into the room
and work on some problems. Give me a thumbs up if you guys promise to follow the
instructions.”
- I will wait for all students to give me a thumbs up before I move forward.
- T: “Today, we are going to start out with a GoNoodle. This one is going to help us
practice our mental math skills. I need everyone to stand up and participate. We will be
running in place for this activity! Who is ready?”
- S: “Yeah!”
- This activity will take about 3-4 minutes.

2. Content Delivery (20 min)

- Instructional strategies: direct instruction, interactive instruction, prior knowledge

activation, group work, observation
- T: “What did you guys think of the GoNoodle?”
- S: “Good/fun!”
- T: “Maybe if we have time at the end and we are very respectful, we can play again!”
- T: “But for now, I want to know how you guys solved the problems in the GoNoodle.
Turn and talk to your neighbor and explain the different strategies you used to help you
solve the problems.”
 - Students will talk for 1-2 minutes and compare answers. Once students are quiet
or off topic, I will stop their talking by saying “one, two, three, eyes on me…”
- S: “One, two, eyes on you!”
- T: “Now, we are going to go in a circle and I want you to tell me what strategy that your
partner used and told you. We will start with you, student 1.”
- Students share in a circle while everyone else is quiet.
- T: “I heard various strategies used. Raise your hand if you used stack and add. (Pause).
Raise your hand if you used the Make 10 strategy. (Pause). Raise your hand if you used a
different strategy. (Pause).
- If students used a different strategy, I will ask what strategy they used and have
the student(s) explain their strategy.
- T: “You guys used multiple different strategies and were able to solve the same problem
using different strategies. We have worked with multiple different strategies over the last
few days, who can tell me what one is called?”
- S: “Number bond strategy! Make 10! Place value chart!”
- T: “Wow, you guys have great memories! I’m going to hand out some whiteboards for us
to work on. We are using the whiteboards as learning tools only, so if you are doodling or
doing anything other than our math problem on the whiteboard, I will take the learning
tool away and you will use paper. So, let’s refresh some of our friend’s memories. We are
going to work through the problem 470+390 using the number bond strategy!
- Let students work on their own and provide lots of wait time.
- T: “What would my first step be?”
- S: “Break 470 apart into 400 & 70!”
- T: “Then what?”
- S: “Subtract 10 from 70 and add it to 390!”
- T: “So, what’s our new problem?”
- S: “460+400 = 860!”
- T: “Awesome job. Now I want you to solve the next problem without me. Our equation is
124+492.
- Answer is 616.
- I will give the students plenty of wait time in order for everyone to complete the
equation. For students that finish quickly, I will ask them to check their answer
using a different method.
- Now let’s try the using the place value chart strategy. Our next equation is 334+293.”
- Students will work through the place value chart and tell me their answers when I
prompt them all at the same time.
- T: “What did you guys get for an answer?”
- S: “627!”
 - T: “Nice job, friends! We’ve already practiced two different strategies to solve one
equation. Now I am going to give you a problem and you need to solve it two separate
ways. Your equation is 209+332.”
- Answer is 541.
- Watch as students use various strategies that work best for them. Ask the students
what strategies they like best and what they will use.

3. Closure (5-7 min)

- T: “What questions do you have about what we just learned?”

- T: “We have one more math problem to solve, but you need to use two different
strategies to solve it. Please write your name on the paper, and solve the equation two
different ways.”
- Take a few work samples to add into portfolio, hard copy or photo
- Depending on how much time we have left, I will offer to play the GoNoodle
video again, but students are able to go back into the classroom if they’d rather do
that.

B. Assessments Used

- Observation: observe how the students work individually and what steps they take in
order to determine the solution. Also observe how students ask questions and work with
peers to enhance their learning.
- Exit ticket: Half sheet of paper with problem, the students will use two strategies to solve
the problem.
- Informal: thumbs up, down, or in the middle depending on level of understanding.

C. Differentiated Instruction

Remediation: I will work closely with students that are struggling during this lesson. I will offer
more assistance by asking specific questions that will guide the students thinking in order to
solve the problem. If they are still struggling, I will explain how to work through the problem
step by step, then have the student repeat the steps back to me to ensure that they know how to
work through the problem. I will also ask the group to take turns walking me through how to
solve the problem.

Enrichment: For students that are excelling in this activity, I will provide more practice problems
for the students to work through. If they would prefer to not work through more problems, I will
have them explain the steps taken to determine the solution in writing. I will also have the
students create their own equations to solve, so they work on building and solving equations on
their own.
 Right now, I do not have any students with special needs or an IEP in either of the groups
that I am working with. However, if I had one of my two students that have an educational IEP, I
would adapt the lesson to be at a slower pace and provide additional examples before moving
forward. I would encourage more conversation and explanation of steps to me, rather than having
the students work individually and becoming discouraged. If I was adapting my lesson plan for
the student who has a behavioral IEP, I would have him practice each new strategy once, but
allow him to use whatever strategy works best for him after trying the new strategy one time. If I
had a student that is an English Language Learner, I would rephrase some questions and
encourage the student to use the place value flipchart if needed. For some students,
understanding various place values can be extremely difficult, so I decided to provide multiple
examples on how to sort three-digit numbers into the place value chart.

D. Resources

Eureka Math – NYS Common Core Mathematics Curriculum

GoNoodle - https://app.gonoodle.com/activities/mega-math-marathon?s=PlusHub&t=game-on

Beat the Teacher idea - Teachers Pay Teachers

Exit ticket found below

Name: ________________________________

Solve the problem using two different strategies.

227 + 183 = ________

Strategy 1: Strategy 2:

Name: ________________________________

Solve the problem using two different strategies.

227 + 183 = ________

Strategy 1: Strategy 2: