Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Miss Chrisandra Bierne

Grade Level: Second Grade
Subject: Math
Date: Wednesday, November 15, 2017

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

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

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 solve problems with an unknown change and develop strategies for
solving a variety of addition and subtraction problems and recording work.

Describe how the objective is relevant to students’ lives.

This will allow students to see the relationship between addition and subtraction.

List the words relevant to the content area that you will either introduce and/or review
during your lesson.

Unknown change
hypothesis

List the materials you will need to teach the lesson.

Smart Board lesson, students’ math journals, Balloons and Children worksheet, cubes, Smart
Board, pencil, number line, hundreds chart

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 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.

The pre-assessment will have three problems with a missing space in each of them, the
student will need to find the correct number to go in the blank.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

☒ Appendix 1

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).

I will administer the pre-assessment on Monday, 2 days prior to the lesson. I will give the
students a few minutes to complete the problems.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)

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

The numbers on the x-axis represent the individual students and the y-axis represents how many
questions they got correct out of 3.
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.

I will use the results of the pre-assessment to determine where the students need the extra
help. Each of the problems in the pre-assessment will showcase where the students are
strongest (addition, subtraction, missing numbers) and will allow me to modify my lesson

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accordingly. A majority of the students did very well on the pre-assessment so I tried to make
the lesson a bit more challenging and have them draw connections between the pre-
assessment and the lesson and also connections between the questions on the worksheets.

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 2 Similar to the pre-assessment.

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

☒ Appendix 3

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

Smart Board

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).

I will move students who have not turned in their video release form or whose parents did
not want them in the video out of the way of the iPad while also placing them in range to be
an active participant in the lesson.

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 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 encourage students to try their best on the questions while also giving them
constructive guidance. I will use their class callbacks to gather their attention and redirect
their focus. I will walk around the classroom while students are working and redirect any off
task behavior.

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).
To start the lesson I will have the students come to the floor where they typically do math
and then I will have them do Quick Images, a ten-frame will flash on the screen and the
students will get two chances to figure out how many dots are in the ten-frame. This is an
activity that I have seen them do multiple times and will give them a familiar introduction to
start the lesson.

Describe how you will communicate (to students) how the objective is relevant to their lives.
I will explain to the students that this lesson will give them additional strategies to solve
complicated problems and also show them how their existing strategies (cubes, number line)
can also help solve them.

Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective. (cite theories/theorists)
I will talk over the pre-assessment with the students and ask them what they noticed about
the questions and then explain that we will be learning how to solve similar problems. I will
use echo reading where I will read the first story problem and then have the students read it
again with me. I will have the students think about the story problem on their own, not
solving it, and then have a few students explain what is taking place in the problem. I will ask
the students to think and share what information we already know from the story, what we
are trying to find out, and then I will have them hypothesis what they think the answer will
be. Then I will have the students solve the problem and brainstorm how they could model

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the situation and then I will have a few students share how they solved the problem with
cubes and then again with a number line. We will then brainstorm what an equation for the
problem will look like and write those examples on the board.

Describe how you will check for students’ understanding before moving on to guided
practice.
I will check the equations and the students’ work before moving on to the next problem. I will
make sure they understand that they can have multiple equations and they can all be right.

“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).
I will have the students solve the second story problem on their own, using a method of their
choice. After I have given the students time to solve the problem I will ask some of them
what they got for an answer and write it on the board. Then we will talk about the different
strategies the students used to find the answer and ask a few of them to demonstrate their
process on the board. We will discuss the methods and focus in on using cubes and a number
line while also talking about other ways to find the answer. We will then discuss how the two
problems we have done are related and I will ask the students if they can explain and/or
demonstrate the relationships.

Describe how you will check for students’ understanding before moving on to independent
practice.
I will check the students’ work from the second story problem and see what they are
understanding and where they might need extra help. I will go over the problem with the
whole class, talking through the steps we took to find the answer and talking about all the
various methods we could use to help solve the problem.

“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)
I will have the students complete pg. 29 and 30 from their Student Activity Book titled
Balloon and Children (appendix 4), they will do questions 1-6, and we will do the first page
together.

APPENDIX: Include a blank copy of your post-assessment.

☒ Appendix 2

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.).

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I will go over the questions from the “You Do” worksheet. I will talk about the different
strategies that can be used to solve the problems and others similar.

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.

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

Similar to the pre-assessment, the x-axis represents the individual students and the y-axis represents
the number of correct questions out of 3.
Description: Most students did the same and a few improved between the pre and post assessment.
There was one student who did worse on the post assessment and I think they just go mixed up on
the numbers, I’m not really sure what happened though. I had two students do significantly better
and it was nice to see that they understood the concept and they were able to make connections and
solve the problems.

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 REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
The students were always eager to share answers and strategies and it was able to move the
lesson along smoothly. I also feel it helped to use their “DEAL” strategy when working on
story problems, it gave them a familiar system in a new concept. I think I did a good job of
encouraging students to share their strategies and giving them positive reinforcement on
their methods or hypothesis on answers.

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
It was difficult to know the different strategies the students would come up with and how I
should respond. It was also a challenge to plan this so far in advance and not know for sure if
the students would be at that point by the time I came to teach my lesson. I also found it
difficult to know when to stop calling on students to come and share their answers. I didn’t
want to discourage them from sharing but I also knew I needed to move on so we weren’t
spending so much time on any one area. I also had a hard time telling the students no, I think
they just wanted the attention of coming to the board and I didn’t recognize or realize this
until it was too late, so that was a challenge.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.
If I were to teach this lesson again I would shorten the examples, most students did fairly well
on the pre-assessment and I think I could have spent a little less time on the examples. I
would also have the whole class do cubes or the number lines so we could see as a class the
different strategies. I don’t think I would have them go off on their own for both examples, I
should have had them independently solve the problem for one and then do the next few as
a class.

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Appendix 1

Pre-Assessment
Name_____________________________

1. 7 + ______ = 12

2. 12 - ______ = 7

3. 12 - 7 = ______

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Appendix 2

Post-Assessment

Name ___________________

1. 9 + ______ = 15

2. 15 - ______ = 9

3. 15 - 9 = ______

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Appendix 3

Post-Assessment Key

Name ______KEY__________

1. 9 + __6___ = 15

2. 15 - __6___ = 9

3. 15 - 9 = ___6__

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Appendix 4

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Appendix 4 (2)

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