Supervisor Observation #3 – Final
Grade Level Being Taught: 2nd
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.)
Understanding the standards
over time
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Name: Hannah Bishop
Subject/Content: Math Group Size: Date of Lesson: 11/4/19
Whole
Part 1: Lesson Content
Standards Mastery Review
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests and cultural backgrounds of my students because I made the
problems more interactive by utilizing their names within the problems.
How does this lesson connect to/reflect the local community?
This lesson reflects the community because they students will be given word problems that relate to
their actual problems. It also reflects the community because this math will continue to evolve and is
very important for in the real world.
MAFS.2.NBT.2.5 Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction
Trace the standard to the previous grade level. What have students already learned or been
exposed to related to this standard?
MAFS.1.NBT.2.3 – Compare two-digit numbers based on meanings of the tens and ones digits, recording
results of comparisons with the symbols > < =
Students have already learned the meanings of the tens and ones digits, and this number sense will be
very important during this lesson.
Trace the standard to the next grade level. What will students learn next related to this standard?
MAFS.3.NBT.1.2 – Fluently add and subtract within 1000 using strategies and algorithms based on place
value, properties of operations, and/or the relationship between addition and subtraction.
Students will learn next how to do the very same thing they are doing now but they will be expected to
be fluent within 1000.
 Strategies being used to solve
 How to regroup
 Sum and some
Students will be able to accurately solve word problems using partial sums.
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Supervisor Observation #3 – Final
Grade Level Being Taught: 2nd
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your
rubric here.
Name: Hannah Bishop
Subject/Content: Math Group Size: Date of Lesson: 11/4/19
Whole
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? APPLY
Which level(s) of thinking is/are called for in your objective? APPLY
Why did you choose this level(s) of thinking? I choose this level of thinking because the students will
be solving word problems around the room. They will be expected to be solving them fluently and
accurately, and that is why they are applying the material.
Describe your assessment plan:
I will be formatively assessing the students during the lesson and I will be pulling students that are not
understanding into a small group. I will also give the students an exit ticket that is leveled after the
lesson to see their confidence level on the material as well as compare their exit ticket to how they do on
standards mastery the following day.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative because the summative assessment is the following day on the computer. I made this decision
to be able to compare the two scores and see the accuracy between the formative and summative
assessments.
How does it align with your objective?
This aligns with the objective because students will be solving word problems using partial sums.
(+,=,-) This is something we use frequently in our classroom. + means I got it!, = means I’m almost there
but something I need more practice on, and – means I need more practice.
I will keep track of the data on my Ipad under each student so I can compare their assessment on this
review to their assessment on the standards mastery.
Part 2: Lesson Implementation
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Supervisor Observation #3 – Final
Grade Level Being Taught: 2nd Subject/Content: Math
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the
classroom, seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will
you have for the students?
How and when will you
communicate those to
students?
 What strategies will you
use if students do not
meet your expectations?
Are there specific
students who require a
more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)
Name: Hannah Bishop
Group Size: Date of Lesson: 11/4/19
Whole
 I will arrange myself and the students in multiple places around the room. We will begin the
lesson on the carpet, we will move into group work around the room, then come back to the
carpet, and end at our seats doing individual work. I will rotate around the class to reach the
students based on the location of them.
 I will use procedures that we use every day such as; table points, behavior sticks, bobcat bucks,
and positive reinforcement. For example, “I love how _______ is sitting quietly” to promote the
other students to follow their lead. I will communicate these procedures throughout the lesson as
needed and typically use them during transitions to get students to move faster.
 I will set very high expectations for the students at the beginning of the lesson. They will be
expected to use appropriate voice levels, follow cues on when to direct their attention to me, and
will be expected to be working hard when they are doing their planning and writing. These
students will be receiving reminders during the lesson when needed, as well as before they are
directed to move into a transition.
 I will use positive reinforcement strategies to redirect students, and I will use bobcat bucks for
those on task. I will use table points to reward full tables on task and create competition in the
classroom for students to try and out do their peers in a positive way. I will also have students
move to a quiet table if they are not meeting my expectations in their crayon group. If the
students are not meeting my expectations on the carpet, I will ask them to sit in their seats then
invite them back after they “control their bodies”
 Some students are on a management plan, and if they do not follow my expectations they will be
asked to put their binder on my desk.
 Students that will finish early will begin the “challenge” exit ticket once they have finished, and
after that they will read independently.
 Scoot sheets
 Pencils
 Problems displayed around the room
 Manipluatives
 Expo markers
 CT
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Supervisor Observation #3 – Final
Grade Level Being Taught: 2nd
Differentiating Instruction
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.)
Name: Hannah Bishop
Subject/Content: Math Group Size: Date of Lesson: 11/4/19
Whole
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will differentiate the lesson in various ways. I will be differentiating the product for some ELL students
that are not able to solve these problems. I will be giving them easier problems to solve to build their
fluency. I will also be having a small group of students practicing with support during this lesson. Last I
will be differentiating the exit tickets at the end. I will be assessing the students throughout the lesson to
gauge their fluency and giving them an exit that fits their needs, this is differentiating their readiness on
the material.
Which specific students will benefit, and why?
All students will benefit from this because all students will be getting the instruction that fits their needs.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: Students will be pulled into a guide math group for support during this
lesson. These students will be writing with expo markers on the table, and working out easier
problems.
 Early Production Level: These students will have a template scoot that makes it easier for the
students to fill in numbers instead of remembering the entire strategy and set up for the
problems.
 Speech Emergence Level: These students will be allowed to carry around cheat sheets during
this lesson. They can carry around a 100s board, the CUBES strategy, and the partial sums
strategy.
 Intermediate Fluency Level: These students will be getting to choose their exit ticket that fits
their needs.
What accommodations will you make for students who have an IEP or 504 plan?
My student with an IEP, has vision and hearing problems. I will be wearing a microphone for her to hear
me clearly, and then I will be allowing her to move closer to me or the front when needed to see better.
What accommodations will you make for students identified as gifted and have an EP (education
plan)? My gifted students will be paired with lower students and they will practice “teaching” the
material to them, this gives them more fluency if they are able to fully teach their peers.
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Supervisor Observation #3 – Final
Grade Level Being Taught: 2nd
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to
inspire lesson ideas.)
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 transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 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
Name: Hannah Bishop
Subject/Content: Math Group Size: Date of Lesson: 11/4/19
Whole
 Cpalms- Standard/trace to previous and future standards
 Hillsborough County Public Schools Guideline for teaching the standards
 Math book for example problems
1. What is the content area for this lesson? Math
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Partner
3. Step-by-step plan:
Time: Action Steps:
0-2min: I will ask the students to join me on the carpet, and I will thank my students that join me quietly
and quickly. I will be giving out bobcats for the students that are following instructions throughout the
lesson. I will then ask one student to read the objective of the day. I will then repeat the objective and
have the students begin brainstorming their previous knowledge about partial sums.
2-4min: I will refer to the steps on the chart and ask a few students to read the 4 steps out loud. I will
then write the problem (32+24+19=) on the board and ask the students help in solving the problem. This
is reminding the students about what is expected of them during the lesson. I will remind the students
how to be respectful and watch the review problem so they know what to do.
4-5min: I will then go step by step solving the problem and showing the students how important their
organization is when it comes to working out the problems. Step 1: Underline your tens, and circle your
ones. Step 2: add your tens. Step 3: add your ones Step 4: add your totals.
5-7min: I will then show the students what they will be working on for the remainder of math. I will tell
them it is just like the previous scoot that we have done, therefore the same expectations apply. They will
have a voice level of whisper, and they will only be working with their partner. Some students will be in
the back working with my CT, these are ELL students that need support and easier problems before they
can build their fluency.
GROUPS: CT: (Maria, Mia, Isabelle, Rachel, Ashley)
Partners: Daniel D. & Salome Emanuel & Arianna Emily & Justin Aleishka & Alice
Melanie & Tatiana Gamadiel & Sofializ Kayla & Sebastian
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Supervisor Observation #3 – Final Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Math Group Size: Date of Lesson: 11/4/19
Whole

supporting students’ 7-8min: I will call out the student’s partners and explain the rotation they will be moving in. I will
learning? explain to the students that they cannot move to a question that somebody else is on. There are 2
stations for each number problem. So 2 partners can be working on question #1 at the same time. I will
also explain their voice level and how many problems are expected to be finished. I will set a timer for 10
minutes and the students will be freely moving through the classroom answering the questions posted
up.
8-10min: During this time, students will begin getting settled into their first station to solve the problem.
I will be still repeating my expectations of the students during this time to ensure the students are clear
on what they are doing. I will then begin my rotations, as I will be visiting every partnership multiple
times to ensure they are solving the problems correctly.
10-15min: During this time, I will try and visit every single partnership to get an understanding of the
students that are still struggling. I will then pull a few partners down to the front carpet for a small group
if they are not understanding, if it is only one or two students then I will add them to my CT’s small group
in the back. I will try and pinpoint what step the student is struggling on so it is easier to clear up the
misconception. (I will also have the struggling student self-assess themselves to see if they know that
they are struggling or not in the lesson)
15-17min: I will do a half way check point with the students. I will ask them to stop where they are and
come back down to the carpet. I will ask the students to show me on their thumbs how they feel about
the lesson so far and if there is something about it that they do not understand. I will explain that this is
the day of practice so it is important that they ask their questions now so that their misconceptions are
cleared up for the standards mastery tomorrow.
17-27min: I will send the students back to the same stations they were at and allow them 10 more
minutes to finish the problems around the room. During this time, I will be doing a final walk through
assessing the students formatively on the lesson, this formative data will be used in giving the students
an exit ticket that fits their needs. (+,=,-) Students that finish the problems early will begin their
independent exit ticket at their tables. I will explain what they are doing one by one as they finish. If the
10 minutes is up prior to the students finishing, then I will bring them back down to carpet to explain the
exit ticket.
27-28min: I will explain to the students that all of them have different exit tickets because I am
challenging them all differently. I will show the + how to do their exit and then call them to grab the sheet
and go back to their seats. I will do the same for the = exit tickets, and then again for the – exit tickets. My
CT will do the same thing with her students in the back that she is working with.
28-33min: I will give the students 5 minutes to finish their independent exit tickets and then I will see if
they need more time or not. Students that are finished can read a book quietly until WIN at 10:40am. I

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Supervisor Observation #3 – Final Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Math Group Size: Date of Lesson: 11/4/19
Whole

will allow students that need more time work until WIN time and at that time I will collect the exits for
good to assess how they did on that comparing it to how they do on their standards mastery.

 At the teacher, I will be using many of the daily routines to keep the students focused on their
work. I will be repeating the directions many times, as well as walking around the room checking
that students are properly engaged and doing their work.
 Students will be transitioning themselves between the stations around the room, and I will send
students to open questions if I see them standing around not knowing where to go. Students have
done scoot before and should be accustom to this type of work.
 My CT will be hosting a small group of 5 in the back, and might send a pair of students off to join
in if needed.
 I am rotating around the classroom visiting pairs of students assisting them when help is needed,
I will also be assessing them on the accuracy of their answers as they are solving the questions.
 Papers will be given out at the beginning of the lesson, and students will glue it into their
notebooks.