Co-Teaching Lesson Plan

Teacher #1: Kelsey McFarland Teacher #2: Maria Oles

Class: 2nd Period Date: 11/18/21

Content Area: Math- Add/Subtract Decimals Co-Teaching Model: Parallel

Lesson Component/ Time Teacher 1 Role Teacher 2 Role

Activity Allotment
PA Core Standards:
CC.2.1.5.B.2 Extend an understanding of operations with whole numbers to perform
operations including decimals.
Lesson Objectives:
TSWBAT line up decimals in an addition and subtraction problem.
TSWBAT add and subtract decimals.
Materials:
 iPads
 Lesson 11 packet
 Lesson 7 review homework
 Decimal task cards
 Grocery flyers
Procedures/Activities:  Pull group of  Work with
students to students in
separate classroom and
classroom. virtual students.

10:38-  Review  Review

10:48 homework from homework from
previous night. previous night.

10:48-  Complete level 1  Complete level 1

11:10 problems from problems from
yesterday. yesterday.

11:10-  Introduce level 2  Introduce level 2

11:30 of the packet. of the packet.
Work through Work through
word problems word problems
with students. with students.

11:30-  Work through  Work through

11:48 shopping activity shopping
to practice real- activity to
life situations of practice real-life
adding and situations of
 subtracting adding and
decimals. subtracting
decimals.
11:48-  Students will  Students will
11:53 begin lesson 7 begin lesson 7
review review
homework. homework.
Assessment:
 Level 1 of the lesson 11 packet will show students ability to add and subtract decimals.
 The task card activity will show students ability to line up decimals and complete the
equation.
Differentiated Instruction:
 Process: Students will participate in the shopping activity to practice adding and
subtracting decimals related to real-life situations.
Modifications and/or Accommodations:
 Students will be participating in small group activities with the special education
teacher.
Self-Evaluation: I pulled the same seven students as yesterday to work in the learning support
classroom. I reviewed the homework from the previous night with students. I reminded them
that when looking for the value of a number they must line up the numbers by place value.
After reviewing the homework, we worked through level 2 of the lesson 11 packet. I worked
through more addition and subtraction problems that were not lined up for students. This
required students to physically line up their problems. They struggled with the first few but
then were able to line up the numbers by place value. The students tend to switch the order of
the numbers in the equation. I explained the importance of keeping the numbers in order (ex:
3.92 – 1.08). I corrected them each time they made this error. I moved into a few word
problems with students. I told them that there are logical answers to these questions. For
example, you would not say you have $7.9362. When we write amounts of money, we leave it
as two decimal places. I taught students how to explain their process of completing the word
problems. After this, I moved students into the shopping activity. I grouped them into pairs
and one group of three. Each group was given task cards with the same process but different
amounts of money. They each had a grocery store flyer to look through. Students had to add
up the money they had and find items to buy. Then they had to subtract their total from their
money and figure out if they have enough. The students were able to add their saved money
and find their items. Tomorrow, we will finish this activity. The students typically do not have
hands-on activities and rarely get to come up to the board. I gave these students opportunities
to come up and complete problems on the board with the help of their peers. I also picked
students that my students would feel comfortable around to complete the activity. The students
were engaged and excited to complete the shopping activity.

Cooperating Teacher Approval: _________________________________