SPED Lesson Plan

Name: Melissa Blue_____________________ University Supervisor: Deborah Wilson____________

Date:10-15-2020___________ Mentor Teacher: Ryan Finley_____________________________
Lesson Components Description
Subject: Description of Students: For this lesson, I will be pulling a small group of 5
students. All students took a diagnostic assessment to determine their
th
5 grade math strengths and weaknesses in math during the second week of school. All of the
students in this group demonstrated a need of focus on addition and
subtraction. Only two students from the group receive special education
services. Three students in the group receive ESL services.

Student 1- She is a 10-year old female with a specific learning disability. She is
Hispanic and receives special education services as well as ESL services. Her IEP
lists her modifications as: extra time to complete assignments, small group
instruction, and visuals. She is a quiet student and responds well to positive
attention. She enjoys drawing.

Student 2- He is an 11-year old African-American male. He receives special

education services for a specific learning disability. He is accommodated with
direct instruction in math. He is very outgoing, and usually keeps a positive
attitude. He is not currently in routine attendance; the reasons are unknown to
me.

Student 3- He is a 10-year old male that does not receive services. He was
included in this group based on his assessment scores. Typically, he is very
successful in math. He gets along well with his peers and works well in groups
on projects.

Student 4- He is an 11-year old Hispanic male student. He does not receive

special education services. He was also included in this group based on his
assessment scores. He does receive ESL services. He loves to make jokes in
class, and he enjoys the attention he receives from his peers. He is easily
distracted and sometimes needs prompting to stay on track. Typically, he is very
successful in math.

Student 5- She is a 10-year-old African-American female. She currently has no

IEP or 504 plan, but may benefit from these services if eligible. She does receive
ESL services. She is shy, and often keeps her head down, but she is still watching
her teachers. She is hesitant when called on during whole group and small
group instruction, but works diligently in a one-on-one setting. Assessments
have placed her below grade level on multiple math concepts.

(Number of Students, Student Ages, Disabilities, Ethnicities)

Instructional Purpose: Topic: Students will add and subtract three-digit numbers using an open
number line and base 10 strategies.

Standards Addressed: AR. Math.Content.2.NBT.B.7

 Students will 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
expression or equation.

Learning Goal:

Given a set of addition and subtraction problems with three digits, students will
compute the answer such problems with 90% accuracy on three consecutive
CBA measures.

Note: Because we are targeting a specific skill that is needed to learn additional
math processes this semester and in future math classes, I would like to set a
long-term learning goal for these students to correctly solve a set of three-digit
addition and subtraction problems with 99% accuracy on two consecutive CBA
measures by the end of the semester.

Learning Objective: 1. When given three-digit numbers, students will correctly solve a set of
addition problems with 90% accuracy.
2. When given three-digit numbers, students will correctly solve a set of
subtraction problems with 90% accuracy.

Monitoring Student Acquisition: Pre-Assessment: CBA Type(s) Survey or Untimed Focused or Timed Focused
(How will you determine where to begin your instruction?)

Students were given an untimed focus that contained five math problems
during whole group instruction. Each problem increased in difficulty by grade
level. For example, a one-digit addition problem (1 st grade) a two-digit
addition/subtraction problem (2nd grade), a three-digit addition/subtraction
problem (3rd grade), a two-digit addition/subtraction problem with decimals (4 th
grade), and a three-digit addition/subtraction with decimals (5 th grade). This
data was collected by the general education teacher.

Ongoing Assessment Methods Description:

(How will you determine if students are learning content?)

I will assess student knowledge during the guided practice portion of this
lesson.

Students will complete one problem using two strategies for me as

independent practice. Data will be collected based on accuracy.

Measuring Student Performance:

(How will you measure and graph student performance, ie., rate, percentage?)

The class is currently learning how to add and subtract three-digit numbers with
decimals. Performance will be assessed daily using exit tickets through Google
forms.
Materials/Equipment
Explicit Instructional Sequence:
1. Advanced Organizer
2. Modeling Instruction
3. Guided Practice
4. Independent Practice
(What materials, equipment, or technology will you use to support acquisition
and why have you selected these materials?)
Due to covid-19, we try to minimize the use of paper and pencils. Also,
whiteboards are more practical and efficient. Instead of using manipulatives, I
have chosen to use an open number line and base 10 drawings.
(When describing your instructional plan, be sure to include specific EBPs in
each step of the sequence. You must include the citation of one article for each
EBP which has described the EBP as an effective strategy given your student
population)
I will teach this concept using explicit instruction. This is all a review of second
grade concepts, so I expect my students to be familiar with both strategies. I
plan to model one open number line problem, and use guided practice through
the rest of the lesson. For social distancing purposes, I am trying to keep the
lesson to fifteen minutes or less. I may have to shorten or adjust this lesson for
the purpose of time, unless I can space everyone so that they are more than 6
feet apart. I have decided to only teach addition today, and next week we will
work on subtraction. Next week, I will use addition for my advanced organizer.
Advanced organizer:
“Last week I pulled you to work on new strategies to solve addition problems.
Today, we are going to work on subtraction, but I’d like to start by reviewing
the addition strategies before we move into subtraction. Next, we will learn
both strategies using subtraction. Finally, I’m going to ask you to solve two
problems using both strategies for me.”
“If you remember, Last week I asked you to solve 374 + 227 using an open
number line and base 10 drawings. Let’s start by solving this one on a number
line.” (draw the number line on the board)
“Can anyone remember which number I am going put on my number line first?”
(student response/explicit praise)
“Does it really matter which number I place on my number line first?” (student
response/praise) “It doesn’t’ really matter, I just like to start with my largest
number so that I don’t have as much to add on my number line. Either way, I
should still arrive at the same answer”
“Now that we have 374 on our number line, lets look at the number 227. I need
to break this number down so that it’s smaller and easier to work with, how can
I do that?” (student response, I am expecting that they will need some
prompting here)
“I can put the number in expanded form. 227 is the same thing as 200+20+7.”
“Now I am going to add on my number line. I want everyone to stop and think
about this, I’m going to call on someone to answer. What numbers should I add
first?” (student response/praise)
“I can add both of my hundreds first. 374 plus one hundred is… (student
response/praise) and plus one more hundred is… (student response/praise)
“Now I can add my tens. [call on a student], how many tens should I add?”
(student response/praise).
“[call on a student], now that I have added my tens, what is left to add?”
(student response/praise)
“I can just add the 7 ones, and I will land here at 601.”

“Now let’s work this problem using the base ten drawings. I am going to begin
by drawing a chart to help me keep everything straight” (draw chart)
“If you remember, last week I used a square to represent hundreds, a line to
represent tens, and a dot to represent ones.”

“Now we need to represent the numbers using drawings in our chart. [call on a
student] can you tell me how to represent the first number, 374?” (Allow
student response, and give praise)

“[call on a student], can you tell me how to represent the next number, 227,
using our drawings?” (student response/give praise)

“Next we need to add, [call on a student] How many ones do I have in my one’s
column?” (student response) “and what do I need to do when I have more than
10?” (student response/give praise)
“I will draw the one that I’m left with in my answer column. I will place the ten
we regrouped here in the ten’s place.”
“[call on a student] how many tens do I have in my tens place?” (student
response) “What do I need to do to represent that in my drawing?” (student
response/praise)
“I have to regroup again, don’t I? How many tens are in one hundred?” (student
response) “And how many tens do I have here?” (student response/praise)
“Now [call on a student], how many hundreds do I have?” (student
response/praise)

Modeling:

“Ok, now let’s take this same problem, and subtract on a number line. When I
am adding, which number do I like to start with on my number line?” (student
response) “Now, don’t blurt it out if you know, but think about which number
You would start with to solve this when we are subtracting, and I’m going to call
on someone to answer.” (call on a student).
“I’m going to start with the smallest number, and I will use addition to find the
difference. I will put 227 on my number line first, and add until I get to 374.”
“What do you think I can add first that make our number easier to work with?”
(student response/and guide them if needed) “I can start by adding 3. That will
take us to 330. Now, I can make one big jump by adding 100, and I will land
here at 330.”
“Now, what do you think I should add next?” (student response/praise) “That’s
right, I need to add my tens, how many should I add?” (student
response/praise)
“After adding four tens, I will land here at 370. What should I add next?”
(student response/praise)
“Correct I will add my ones. I like to add them one at a time, so that I don’t get
confused. So, 370 + 1 is 371, +1 is 372, +1 is 372, and +1 is 374.”
“Now that I have made all of my jumps on my number line, what do you think I
need to do to find the difference between 374 and 227? (student
response/help them if needed).

I’m going to add all the numbers I used to jump on my number line. So that
would be 100 + 10 + 10 + 10 + 10 + 1 + 1 + 1 +1 +1 + 1 + 1. I see four tens, which
is equivalent to 40. I also see 7 ones, which is equivalent to 7. 100 + 40 + 7 is
also the same thing as 147.”

Guided Practice:

“Now let’s solve this using base ten drawings. Does anyone remember how to
represent our numbers using drawings?” (student response/praise)
“Now I am subtracting, do I need to draw both of the numbers in my problem?”
(student response/praise)
“Which number do I need to draw?” (student response/praise)
“I only need to draw the largest, because I can cross out the number I’m
subtracting, 227.)”
“Everyone, stop and think, I’m going to call on someone to tell me how to
represent 374 using our drawings.”
“[call on a student], how should I represent 374?” (student response/praise)
“Now I can subtract. What should I subtract first?” (student response/praise)
“I’m going to subtract my ones, but I don’t have enough. What should I do, but
don’t blurt out the answer, raise your hand?” (student response/praise)
“I’m going to have to regroup, so I will borrow 10 ones from my tens place. I’m
going to cross out the ten that I regrouped to keep everything straight.”
“Now I can cross out 7 ones, and I am left with 7 ones in my answer.”
“Now, I can subtract my tens. [call on a student] how many tens do I subtract?”
(student response/praise)
“I will cross out two tens, which gives me four tens in the answer.
“Finally, we can subtract the hundreds. [call on a student], how many hundreds
do I cross out?” (student response, praise)
“I will cross out the two hundreds, leaving me with just one hundred in the
answer.”

Independent practice:

The students will solve 438-291 and 310-167 using both strategies
independently on a piece of paper. I will collect those as they go back to class,
and data will be assessed.
 Describe the modifications and accommodations used during instruction.

This small group instruction is an accommodation that is provided to anyone in

the class that demonstrated a need for extra practice in addition and
subtraction.

I am going to provide student 5 with a visual to guide her through the

mathematical process.

Describe the type (s) of grouping used throughout instruction.

Maintenance: (What methods will you use to ensure the maintenance of learning? How often
will you probe the skill, ie., weekly, monthly?)

These skills will be probed daily over the next nine weeks as the students learn
addition and subtraction of decimals.
 Lesson Reflection Sheet

Name ________________________________________________________________

School ________________________________________________________________

Grade Level ____________ Subject _______________________ Date _____________

1. As I reflect on the lesson, to what extent were students productively engaged?

2. Did the students learn what I intended? Were my instructional goals met? How do I know,
or how and when will I know?

3. Did I alter my goals or instructional plans as I taught the lesson? Why?

4. If I had the opportunity to teach this lesson again to this same group of students, what
would I do differently? Why?
Source: Dudzinski, M. (2001, November). Designing special education performance assessment systems to address accreditation standards.
Presentation made at the 24th annual Teacher Education Division Conference, St. Petersburg, FL.