Date: 11/17 Student Teacher: Kelsey

McFarland

Subject Lesson
State Standard: Assessment:
Pullout Math CC.2.1.5.B.1  Lesson 1 worksheet
8:35 – 9:50  Lesson 52 worksheet
Objective:
TSWBAT compare decimal numbers using greater than, Modifications/
less than, or equal to signs. Accommodations:
TSWBAT order decimal numbers from greatest to least  Group A: Read prompts to students for the escape room.
and least to greatest. Rounding rules will be written on the board. The place value chart
will be on the whiteboard.
Materials:  Group B: Read prompts to students for the escape room.
 Projector Rounding rules will be written on the board. Each student will
 Decimals digital escape room have a place value chart. Work through problems one piece at a
 Lesson 1 worksheet time. Eliminate answers.
 Lesson 52 worksheet

Lesson Development:
 Students will work on the decimal escape room
as a team
 Guide students through the escape room
 If frustration occurs, students will practice
rounding
 Independent work: Group A will complete
lesson 1. Group B will complete lesson 52.
 Differentiation: The escape room engages
students and gives them a purpose to decimal
practice. They will work as a team.

Planning -Complete self-reflections of lesson plans

9:51 – 10:36 -Make copies and prepare materials for MTSS
Push-in Math
10:38 - 11:53 See corresponding co-teaching lesson for procedures
and reflection.

Recess & -Monitor 5th grade recess

Lunch
11:54 – 12:45

State Standard: Assessment:

Math MTSS CC.2.1.5.B.1  Comparing decimals worksheet
12:47 – 1:42
Cooperating Teacher Approval: ____________________________________________
Self-Reflection:
Pullout Math: Today I began working with group B on the digital escape room. This escape room focused on comparing and ordering decimals
which the students have been working on for the past few days. Each task had a password which unlocked it to move to the next task.
Students had to write numbers from word form to standard form, compare numbers, match numbers to the correlating expanded form, and
order numbers. I explained each task to students and took it one step at a time. With this approach, the students were more confident in
completing the tasks. The students were excited to have unlocked all the rooms and complete the tasks. They began working on lesson 52 as
we switched groups. Group A began the class finishing lesson 1 in the next level of math skills. The students were able to complete the lesson
before switching. This group was able to complete more of the escape room without my assistance. They finished in quicker time than group
B without as much of my help. After this, we worked through an ordering decimals worksheet and practiced rounding then comparing
decimals.

Math MTSS: Today was the first day we split groups for MTSS. Group A remained in the classroom to work independently. I assigned IXL goals
and a comparing decimals worksheet. If students completed their work, they earned extra points towards the class reward. Group B came to
the learning support classroom during this time. I gave them more practice on ordering and comparing decimals for the quiz tomorrow. Being
able to work in a small group with these students was beneficial because they struggle to pick up on the skills as quickly as group A. Without
any other distractions in the room, we were able to practice more.

Push-in ELA: I walked around and assisted the teacher with this class. I scribed one student’s journal entry as requested. I helped students
complete their study guides in preparation for their test on Friday.