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USF Elementary Education Lesson Plan Template (S 2014) Name: ______Stephanie/Kayla______

Grade Level Being Taught: 2 nd

Subject/Content: Math Group Size: 18

Date of Lesson: 10/26/16

Lesson Plan Day 1What Standards (national or state) relate to this lesson?(You should include ALL applicable standards. Rarely do teachers use just one: they’d never get through them all.)

MAFS.1.OA.3.6 :Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.

MAFS.K12.MP.4.1 Model with mathematics.



MAFS.K12.MP.5.1 Use appropriate tools strategically.

MAFS.K12.MP.7.1 Look for and make use of structure.

Essential Understanding(What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?)

First Day:

Explain how ‘Making Ten’ can help you solve addition and subtraction problems.

How can I use the “make-a-ten-to-subtract” strategy using ten frames?

This lesson will teach students how to use the "make-a-ten-to-subtract" strategy using ten frames.

Objectives- What are you teaching?

Students will be able to decompose to subtract from a ten when subtracting within 20 and apply to one-step word problems with little to no mistake.

First Day: Student will be able to find differences using ten frames to develop the mental strategy of counting up by making a ten to find the answer.

RationaleAddress the following questions:

¨ Why are you teaching this objective?¨ Where does this lesson fit within a larger plan?¨ Why are you teaching it this way?¨ Why is it important for students to learn this concept?

Teaching this objective will provide the student with an additional strategy they can use to solve subtraction problems.

By teaching this lesson students will be able to move on to three digit numbers.

Teaching it in this form will allow students to comprehend the strategy better because they will be able to model it with the ten frame.

This concept is important for students to learn to be able to move on to three digits. Subtraction is used in our daily lives therefore, introducing students to an easier way to subtract will enhance their knowledge.

Evaluation Plan- How will you know students have mastered your objectives?

Address the following:¨ What formative evidence will you use to document student learning during this lesson?¨ What summative evidence will you collect, either during this lesson or in upcoming lessons?

First day Formative:Word problems (Sheet 2). Allow students time to work independently on the task. Teacher will take notes on which strategies students used and did not use.Summative:Exit Ticket: (Sheet 5) Explain how ‘Making Ten’ can help you solve addition and subtraction problems.

Summative Day 3For my Summative I will be teaching a whole group introduction reviewing the different models and tools students can use to explain their reasoning (Sheet 6). While students are answering the question I will monitor and ask questions guiding their thinking. Then each of us will pull a small group based on the data and student work we have collected from the first and second day formative assessments.

What background knowledge is necessary for the teacher to successfully meet these objectives?

● Know all combinations of two numbers that sum to 10● Know how to use ten-frames to create numbers.● Know how to use ten-frames for addition and subtraction.● Know how to use a number line for addition and subtraction.

What background knowledge is necessary for a student to successfully meet these objectives?

¨ How will you ensure students’ have this previous knowledge?¨ Who are your learners?¨ What do you know about them?¨ What do you know about their readiness for this content?

● Know combinations of two numbers that sum to 10.● Students should have knowledge using ten-frames to create

numbers to 20.● Students should also have knowledge using ten-frames to subtract

and add.● Students should have knowledge using a number line.● Students should have knowledge using a number line to make a ten

fact.

What misconceptions might students have about this content?

Students may overgeneralize the idea that answers to addition problems must be greater. Adding 0 to any number results in a sum that is equal to that number. Provide word problems involving 0 and have students model using drawings with an empty space for 0. Students are usually proficient when they focus on a strategy relevant to particular facts. When these facts are mixed with others, students may revert to counting as a strategy and ignore the efficient strategies they learned. Provide a list of facts from two or more strategies and ask students to name a strategy that would work for that fact. Students should be expected to explain why they chose that strategy then show how to use it.

Lesson Implementation

Teaching Methods(What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es,

Representation is present in the activity through the use of the recording sheet, counters, and double ten frames. Virtual manipulatives are offered when available (i.e., Online number generator).Expression is present in the activity through choices offered in how students record their solutions.

direct instruction, lecture, demonstration, partner word, etc.)

Engagement is present in the activity through the use of a task that allows for active participation and exploration.






MAFS.K12.MP.7.1 Look for and make use of structure

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 the students do?¨ What student data will be collected during each

Time

1 hour

Before Independent:Directions:-Present Question of the day on the overhead (Sheet 1). Give time to students to write the question and answer the question in their math journals.-Question of the day: 10 students are riding the bus to school. Some students are boys and some are girls. Write all the different possible combinations of boys and girls riding the bus.-Read the question aloud to students and instruct them solve the problem using any strategy they can think of. Inform students they will have 5 minutes to complete the question. And to make sure they are able to explain their answer.

- Allow time for students to work independently on the task.Circle around the room observing students work. Ask HOT QUESTIONS and look for students to share their answers.-Gather students together and have them share the different equations they recorded. Students will come up to the board and show the class how they solved.

Turn and Talk:Ask students, “What different strategies did you use to solve the problem?Allow time for students to share their strategies and ideas, asking them to ‘act them out’ with their partner next to them.Make a list of all the strategies that students employed, noting for upcoming instruction missing strategies that could be focused on during instruction.

phase?¨ What are other adults in the room doing? How are they supporting students’ learning?¨ What model of co-teaching are you using?

During: Whole group/model

Access Prior Knowledge: Introduce new strategy to the students. Using “make-a-ten” to subtract using ten frames. Ask students if they have heard of this strategy before and how have they applied it. Check for student understanding and misconceptions. Address these through modeling.

Teach and Talk:Read the following problem aloud.(There are 13 pages in my book. I have read 7 pages. How many more pages do I need to read?) Following and explaining the KWP word problem strategy.

Teacher: What do we know from the question?Students: That there are 13 pages in the book and you read 7.Teacher: What is the question asking?Students: How many more pages you need to read.Teacher: Do we need to add or subtract to solve?Student: Subtract

Model and Draw:

Write down the equation 13-7.Show on ten frames (Sheet 3). Think aloud: Well I know I need to take 7 away so I am going to place 7 red counters on the ten frames. I know that I need to get to ten to make a 10. I need 3 more counters but since I need them I will place 3 yellow counters. Oh now I made a ten. But I still need to get to thirteen. How many more do I need? Oh! 3 more, which makes 13. How many total yellow counters Did I place on the ten frames? 6!

Work through the model with students.

Ask students guiding questions through the problem. By redoing the problem including the students.Teacher: How many red counters are there?Students: 7Teacher: How many yellow counters did it take to fill the top ten frame?Students: 3

Teacher: How many counters do we still need to add to make 13?Student: 3Teacher: How many total yellow counters are on the ten frames?

With each step point to the ten frame. Show students how to record on the recording sheet (Sheet 4). Circling 7 dark circles and the 6 light circles on the mini ten frame. For the equation(number sentence): tell students well we know that 3+3=6 and based on the ten frame if we take 7 away from 13 we get 6. Which we come up with the number sentence 13-7=6.

Independent:-Pass out two Sheet 2(Questions), Sheet 3 (Ten frames), Sheet 4 (Recording Sheet) and counters.

-Explain to the students that now we will be solving 3 problems and we will have 5 minutes to complete each. We will go a problem at a time.

-Teacher: Instruct students to solve the first question using the ten frames to solve the question. Students will have 5 minutes to solve the problem.

-While students are working I will walk around and check for student understanding. I will also guide their thinking by asking HOT QUESTIONS.

After the 5 minutes are up, student might come to the front and explain and walk us through the problem.

(Repeat with questions 2 and 3).

EXIT TICKET: When we finish the two questions pass out exit ticket for students to fill out. (Sheet 5)Exit Ticket: Explain how ‘Making Ten’ can help you solve addition and subtraction problems. (Collect)

Summative Assessment Lesson Plan 2 Day 3Summative:For my Summative I will be teaching a whole group

introduction reviewing the different models and tools students can use to explain their reasoning (Sheet 7). While students are answering the question I will monitor and ask questions guiding their thinking. Then each of us will pull a small group based on the data and student work we have collected from the first and second day. Including the formative (pre-assessment).

Before Independent:

IntroductionDirections:· Distribute a copy of (Sheet 6): to each student.Question of the day: There are 13 oranges in a box. Spencer takes some oranges out of the box. Now there are 9 oranges in the box. How many oranges did Spencer take out of the box?

What is one way we can solve this using ten frames?

What is one way we can solve this using a number line?

What could be another way of solving the problem?

Read the question aloud to students and instruct them to model how to solve the question using one of the strategies they have been learning about. Inform students they will have 5 minutes to complete the question. And to make sure they explain and justify their answer.

- Allow time for students to work independently on the task.Circle around the room observing students work. Ask HOT QUESTIONS and look for students to share their answers.

-Gather students together and have them share the different equations they recorded. Three students will come up to the board to answer each of the questions.

Small Group: Independent/ Additional HelpEach of us will pull a small group based on the date and student work we have collected.I decided to choose 4 students for my small group in which based on data and student work I feel need more practice explaining their reasoning through models. I learned that it

confuses students when you tell them what strategy they must use therefore, for this summative piece I will be conducting with the small group, I will be guiding their thinking but students may use the strategy that best works for them. I will be making sure students are using the strategy they used correctly. Students may use models, drawings, number sentence, and show their work to explain their thinking.

DuringWe will have students in three small groups based on the data collected to support students.

These students based on the data are still struggling with using models to solve and explain the mathematical questions.

Kayla will have 4 students in her small group and I will have the 4 students mentioned above to work with.

The third small group of students is correctly modeling multiple strategies to solve questions, but need help explaining answers.

Small Group: Independent/ Additional HelpWithin my small group I will provide guidance to students who are struggling and provide them with questions to help them form their explanations to how they solved their problems. (Sheet 7)

Students will be reminded to use the KWP format before answering the questions.

I will practice with them using ten frames and using an alternative strategy.

I will provide students with manipulatives, visuals, and tools to help them solve the problems.

I will ask my students guiding questions to help them solve.

I will emphasize the importance of showing work and explaining our reasoning.

DATA Collection on Four Students:

The students I based on data collection are:

SH-I noticed even if some of his answers are correct he has a difficult time explaining and showing his work therefore, I will guide him in ways he can show his work.

RE- I noticed she has a difficult time using ten frames since she is doing it wrong her answers come out inaccurate therefore, I

will also practice with them using ten frames and using an alternative strategy.

SP- I noticed he has a difficult time identifying whether a problem requires addition or subtraction therefore, I will emphasize the KWP strategy in word problems.

SI-I noticed that some of his answers were correct and some of them were incorrect. This perhaps might be because he is not showing his work or explaining his reasoning therefore, I will emphasize the importance of showing work and explaining our reasoning.

I believe by working with them on the things I mentioned above will clear students misconceptions when explaining and justifying their thinking and using modeling.

Small Group Accommodations for four students:

SH:

I will guide him in ways he can show his work. Remind him to use KWP to solve problems. Guide him with HOT QUESTIONS to explain him

thinking. Let him know that he can use any strategy that best

works for him.

RE:

I will practice with her using ten frames. I will also mention she can use an alternative strategy. Remind her to use the KWP strategy. Use HOT QUESTIONS to guide her thinking.

SP:

I will emphasize the KWP strategy in word problems. I will ask guiding questions that will allow him to

identify if a problem requires addition or subtraction. Use manipulatives to explain and guide him through

the question.

SI:


Use manipulatives to guide him through the question and help with explaining thinking.

Emphasize the KWP strategy in word problems. Guide him with HOT QUESTIONS to explain him

thinking.

I believe by working with them on the things I mentioned above will clear students misconceptions when explaining and justifying their thinking and using modeling.

The following are Hot Questions we can use to guide student thinking

HOT QUESTIONS:1. What information will you need to solve the problem?2. What is the action you will take in the problem?3. What would be the best strategy to use? Why?4. What strategy did you use to find the sum/difference?5. Why did you use that strategy?6. What other strategy could you use to solve the

problem?7. Does your model match the action in the problem?

Why or why not?8. What does your model represent?9. How do you know your answer makes sense?10. What do your rows represent? What do the objects in

each row represent?11. What will the sum of doubles always equal?12. Will the sum of doubles plus one always be odd?

What will you do if… …a student struggles with the content?

Monitor students' understanding of all vocabulary words, and restate/define or translate any words they may not understand.

Gather struggling students into a small group setting for additional teaching.

What will you do if… …a student masters the content quickly?

● Students can list all of the different ways they can think of using a given number in an equation. Students may use subtraction or addition with two or more addends or subtrahends.

● Student may lead in a small group.

Meeting your students’ needs as people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?

Each student is differently just as the way we use different strategies to solve math problems.

If applicable, how does this lesson connect to/reflect the local community?

Working together to solve problems and helping each other find new strategies by forming discussions is a way to improve the classroom and local community.

How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)?



How will you differentiate instruction for students who need additional language support?


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.)

SP, SH, HA: placed in front of classroom for better comprehension and focus and quick help from teachers.

AL: Placed in front of classroom (wears glasses)

Small Group Accommodations for all our 8 students:

SH:

I will guide him in ways he can show his work.

Remind him to use KWP to solve problems.

Guide him with HOT QUESTIONS to explain him thinking.

Let him know that he can use any strategy that best works for him.

RE:

I will practice with her using ten frames.

I will also mention she can use an alternative strategy.

Remind her to use the KWP strategy.

Use HOT QUESTIONS to guide her thinking.

SP:

I will emphasize the KWP strategy in word problems.

I will ask guiding questions that will allow him to identify if a problem requires addition or subtraction.

Use manipulatives to explain and guide him through the question.

SI:


Use manipulatives to guide him through the question and help with explaining thinking.

Emphasize the KWP strategy in word problems.

Guide him with HOT QUESTIONS to explain him thinking.

TA: Remind to use KWP with an Action to help solve problems. Remind her to model using the strategies that work best for her. Remind her to explain thinking guide with HOT QUESTIONS. Have her first explain to me verbally and then have her record her

explanation.

HA: Remind to use KWP with an Action to help solve problems. Write

out equations. Provide manipulatives as visuals. Remind him to model using the strategies that work best for him.

Number line/ Pictures Remind him to explain thinking guide with HOT QUESTIONS. Have him first explain to me verbally and then have him record his

explanation.

AL: Remind to use KWP with an Action to help solve problems. Have her label and write out equations so she can visually see the

steps she is taking. Remind her to model using the strategies that work best for her. Remind her to explain thinking guide with HOT QUESTIONS. Have her first explain to me verbally and then have her record her

explanation. Provide manipulatives.

BR: Read the question aloud to student. Remind to use KWP with an

action to help solve problems. Use Key words like add or subtract. Have him write out equation so he can see the steps he has taken

and needs to take still to solve the problem. Provide manipulatives as visuals to help solve problems. Remind him to model using the strategies that work best for him. Remind him to explain thinking guide with HOT QUESTIONS. Have him first explain to me verbally and then have him record his

explanation.

Formative Assessment(Sheet 7)

Name:_______________________ Date:_________________

Directions: Use any strategy to explain your answer.

1) Hayden invited 7 friends over to his house for dinner. Three of them were unable to go because they had other plans. How many people were able to go to Hayden’s house for dinner?

2) Ms. Gruwell had 12 stickers to give away to her best behaved students. She gave away a few of the stickers and now has two left. How many stickers did Ms. Gruwell give away?

3) Ryan had some cookies in his lunchbox. He gave four cookies to Siddy and now has 5 cookies. How many cookies did Ryan have before he gave some to Siddy?

Day 1 Worksheets(Sheet 1)

Riding the Bus

Name __________________________

10 students are riding the bus to school. Some students are boys and some are girls. Write all the different possible combinations of boys and girls riding the bus.

(Sheet 2)

Questions:

Brandon had 15 pencils. He gave one to each of his 8 friends. How many pencils does Brandon have left?

Out of all 17 students in Ms. Smith’s class 9 ride the bus. The rest of the students are car riders. How many car riders are in Ms. Smith’s class?

There are 11 cupcakes on a table. All of a sudden Clifford the Big Red Dog came and ate 6 of them at once. How many cupcakes were left on the table?

(Sheet 3)Ten Frames

(Sheet 4)

Making Ten Recording SheetEquation 1:

_____ + _____ - _____

Equation 2:

_____ + _____ -_____

Equation 1:

_____ + _____ - _____

Answer:

_____ + _____ - _____

Equation 1:

_____ + _____ - _____

Answer:

_____ + _____ - _____

(Sheet 5)

Exit Ticket

Name: ___________________

Explain how ‘Making Ten’ can help you solve addition and subtraction problems.

Summative Day 3:(Sheet 6)

Question of the Day!

There are 13 oranges in a box. Spencer takes some oranges out of the box. Now there are 9 oranges in the box. How many oranges did Spencer take out of the box?What is one way we solve this using ten frames?



Summative Assessment(Sheet 7)

Name:_______________________ Date:_________________





USF Elementary Education Lesson Plan Template (S 2014) Name: ______Stephanie/Kayla______

Grade Level Being Taught: 2 nd

Subject/Content: Math Group Size: 18

Date of Lesson: 10/26/16

Lesson Plan Day 2What Standards (national or state) relate to this lesson?(You should include ALL applicable standards. Rarely do teachers use just one: they’d never get through them all.)

MAFS.1.OA.3.6 :Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).






MAFS.K12.MP.7.1 Look for and make use of structure.

Essential Understanding(What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?)

Second day:How does getting to 10 in subtraction help when finding differences?

How can I use the “make-a-ten-to-subtract” strategy using a number line?

This lesson will teach students how to use the "make-a-ten-to-subtract" strategy using a number line.

Objectives- What are you teaching?

Students will be able to decompose to subtract from a ten when subtracting within 20 and apply to one-step word problems with little to no mistake.

Second day: Student will be able to find differences on a number line to develop the mental strategy to decomposing to simplify facts.

RationaleAddress the following questions:

¨ Why are you teaching this objective?¨ Where does this lesson fit within a larger plan?¨ Why are you teaching it this way?¨ Why is it important for students to learn this concept?

Teaching this objective will provide the student with an additional strategy they can use to solve subtraction problems.

By teaching this lesson students will be able to move on to three digit numbers.

Teaching it in this form will allow students to comprehend the strategy better because they will be able to model it with the number line.

This concept is important for students to learn to be able to move on to three digits. Subtraction is used in our daily lives therefore, introducing students to an easier way to subtract will enhance their knowledge.

Evaluation Plan- How Second day Formative:

will you know students have mastered your objectives?

Address the following:¨ What formative evidence will you use to document student learning during this lesson?¨ What summative evidence will you collect, either during this lesson or in upcoming lessons?

Word problems. Allow students time to work independently on the task. Teacher will take notes on which strategies students used and did not use.Summative:Exit Ticket: How does getting to 10 in subtraction help when finding differences?

Summative Day 3For my Summative I will walk around while Stephanie teaches a whole group introduction reviewing the different models and tools students can use to explain their reasoning. While students are answering the question I will monitor and ask questions guiding their thinking. Then each of us will pull a small group based on the data and student work we have collected from the first and second day formative assesments.

What background knowledge is necessary for the teacher to successfully meet these objectives?

● Know all combinations of two numbers that sum to 10● Know how to use ten-frames to create numbers.● Know how to use ten-frames for addition and subtraction.● Know how to use a number line for addition and subtraction.

What background knowledge is necessary for a student to successfully meet these objectives?

¨ How will you ensure students’ have this previous knowledge?¨ Who are your learners?¨ What do you know about them?¨ What do you know about their readiness for this content?

● Know combinations of two numbers that sum to 10.● Students should have knowledge using ten-frames to create

numbers to 20.● Students should also have knowledge using ten-frames to subtract

and add.● Students should have knowledge using a number line.● Students should have knowledge using a number line to make a ten

fact.

What misconceptions might students have

Students may overgeneralize the idea that answers to addition problems must be greater. Adding 0 to any number results in a sum that is equal to

about this content? that number. Provide word problems involving 0 and have students model using drawings with an empty space for 0. Students are usually proficient when they focus on a strategy relevant to particular facts. When these facts are mixed with others, students may revert to counting as a strategy and ignore the efficient strategies they learned. Provide a list of facts from two or more strategies and ask students to name a strategy that would work for that fact. Students should be expected to explain why they chose that strategy then show how to use it.

Lesson Implementation

Teaching Methods(What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.)

Representation is present in the activity through the use of a number line where students can record and a number line visual representation in the classroom. Virtual manipulatives are offered when available (i.e., Online number generator).Expression is present in the activity through choices offered in how students record their solutions.Engagement is present in the activity through the use of a task that allows for active participation and exploration.






MAFS.K12.MP.7.1 Look for and make use of structure

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

Time

1 hour

Before Independent:Directions:Distribute packet with (Sheets 8, 9, 10, and 11): to each student.Question of the day: There are 16 marbles in a bag. Alaq takes some marbles out of the bag. Now there are 8 marbles in the bag. How many marbles did Alaq take out of the bag?

Teacher: What is one way we solve this using ten frames?

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 the students do?¨ What student data will be collected during each phase?¨ What are other adults in the room doing? How are they supporting students’ learning?¨ What model of co-teaching are you using?

Teacher: What is one way we can solve this using a number line?

Teacher: What could be another way of solving the problem?

Read the question aloud to students and instruct them to model how to solve the question using one of the strategies they have been learning about. Inform students they will have 5 minutes to complete the question. And to make sure they explain their answer.

· Allow time for students to work independently on the task.Circle around the room observing students work. Ask HOT QUESTIONS and look for students to share their answers.· Gather students together and have them share the different equations they recorded.· Record their equations on chart paper.

Turn and Talk:Ask students, “What different strategies did you use to solve the problem?Allow time for students to share their strategies and ideas, asking them to ‘act them out’ with their partner next to them.Make a list of all the strategies that students employed, noting for upcoming instruction missing strategies that could be focused on during instruction.

During: Whole group/modelAccess Prior Knowledge: Introduce the number line to model the subtraction fact 6-2=4. Demonstrate how to start at the first number, 6, and jump back by the second number 2.

Teach and Talk:Read the following problem aloud.(Scott has 13 crayons. He gives 3 crayons to Tyler. How many crayons does Scott have now?)

Teacher: Do we need to add or subtract to solve?

Student: subtract

Teacher: Have students circle the part of the line segment on the number line so that we start at 13. Next model and have the

students move backwards 3 to number 10 on the number line.

Read the next question aloud(Diane has 17 crayons. She has 7 crayons to Cassie. How many crayons does Diane have now?)

Model and Draw:In steps model and explain how to use a tens fact with subtraction. Use the number line to model and check answers.

Work through the model with students.Talk with students about what a tens fact is.Introduce the large number in the equation 14-6=?Teacher: If we have 14 and we need to make a ten what do we need to do?Students answer need to subtract 4.Subtract 14-4=10 Model on the number line on the ELMO having students follow along on their papers.Point out that we subtracted 4 but how many does the equation say to subtract.Students: Answer need to subtract 2 more.Teacher: model on number line.T: Why is 6 broken apart as 4 and 2?S: To get to 10, we need to subtract 4 from 14, 4+2=6, so we need to subtract 2 more.

Teacher & Student: Whole Group/Model: KWP: and ActionRead the question aloud. (Sheet 9)(Brandon had 16 pencils. He gave one to each of his 7 friends. How many pencils does Brandon have left?) Work through steps calling on students using HOT QUESTIONS to work through the question

Teacher & Student: Whole Group/Model: KWP (Out of all 17 students in Ms. Smith’s class 9 ride the bus. The rest of the students are car riders. How many car riders are in Ms. Smith’s class?)

Give students instructions to use the strategy that we’ve been practicing today to solve the mathematical question.

While students work independently walk around observing students work. Guide their thinking by asking HOT QUESTIONS.

Independent:Pass out three subtraction problems found on packet. (Sheet 10)

Teacher: Instruct students to solve the first question using a number line to make a ten fact to solve the question. The second question I will instruct students to solve the question by modeling using strategies and explain how they solved the question.

EXIT TICKET: As students finish the two questions pass out exit ticket for students to fill out. (Found on packet Sheet 11)Exit Ticket: How does getting to 10 in subtraction help when finding differences?

Summative Assessment Lesson Plan 2 Day 3SummativeI will walk around while Stephanie teaches a whole group introduction reviewing the different models and tools students can use to explain their reasoning.

While students are answering the question I will monitor and ask questions guiding their thinking questions.

Before Independent:Directions:· Help distribute a copy of Sheet 6: to each student.Circle around the room observing student’s work. Ask HOT QUESTIONS and look for students to share their answers.

Small Group: Independent/ Additional HelpEach of us will pull a small group based on the data and student work we have collected.

I decided to choose 4 students in which based on data and student work I feel need more practice using tools correctly to model and explaining their reasoning through models. Based on the data collected over the 2 lessons I learned that students like

to stick with strategies that work for them. The data also showed me that students are getting confused and not making a ten, but they are modeling strategies.

DuringWe will have students in three small groups based on the data collected to support students.

These students based on the data are still struggling with using models to solve and explain the mathematical questions.

Stephanie and I each will take a small group to work with.

The third small group of students is correctly modeling multiple strategies to solve questions, but need help explaining answers.

Small Group: Independent/ Additional HelpWithin my small group I will provide guidance to students who are struggling and provide them with questions to help them form their explanations to how they solved their problems. (Sheet 7)

Students will be reminded to use the KWP format before answering the questions.

I will provide students with manipulatives who need visuals to solve the problems.

I will ask my four students questions to help them explain their answers verbally first, and then have them records their explanations.

DATA Collection on Four Students:

TA: I noticed she understands the math but does not explain her answer at all. She used a number line correctly to find answers but does not show any of her work. Uses the make a ten strategy correctly but gets confused weather to add or subtract. Does not use KWP at all.

HA: Does not use KWP to solve problems. Used the make a ten fact correctly to solve question but does not use the number lines correctly to find answer. Doesn’t explain at all how he found the answer. Drew a lot of pictures to solve most problems. Does not use many other strategies to solve questions.

AL: She does not use KWP to help solve problems. Uses many

different strategies to solve equations and is using make a ten and the number line correctly. She does not show any work on some questions just the answer. No explanations provided as to how she solved problems.

BR: Does not use KWP to help solve problems. Is able to use the number line to solve problems but does not write out equation or explain how he solved problems. Correctly uses a ten frame the most to solve problems. Has all the correct answers but does not show word or explain. Needs help with word problems and knowing when to add and subtract.

Small Group Accommodations for four students:

TA: Remind to use KWP with an Action to help solve

problems. Remind her to model using the strategies that work

best for her. Remind her to explain thinking guide with HOT

QUESTIONS. Have her first explain to me verbally and then have her

record her explanation.

HA: Remind to use KWP with an Action to help solve

problems. Write out equations. Provide manipulatives as visuals. Remind him to model using the strategies that work

best for him. Number line/ Pictures Remind him to explain thinking guide with HOT

QUESTIONS. Have him first explain to me verbally and then have

him record his explanation.

AL: Remind to use KWP with an Action to help solve

problems. Have her label and write out equations so she can

visually see the steps she is taking. Remind her to model using the strategies that work best

for her. Remind her to explain thinking guide with HOT

QUESTIONS. Have her first explain to me verbally and then have her

record her explanation. Provide manipulatives.

BR: Read the question aloud to student. Remind to use

KWP with an action to help solve problems. Use Key words like add or subtract. Have him write out equation so he can see the steps he

has taken and needs to take still to solve the problem. Provide manipulatives as visuals to help solve

problems. Remind him to model using the strategies that work

best for him. Remind him to explain thinking guide with HOT

QUESTIONS. Have him first explain to me verbally and then have

him record his explanation.

HOT QUESTIONS:13. What information will you need to solve the problem?14. What is the action you will take in the problem?15. What would be the best strategy to use? Why?16. What strategy did you use to find the sum/difference?17. Why did you use that strategy?18. What other strategy could you use to solve the

problem?19. Does your model match the action in the problem?

Why or why not?20. What does your model represent?21. How do you know your answer makes sense?22. What do your rows represent? What do the objects in

each row represent?23. What will the sum of doubles always equal?24. Will the sum of doubles plus one always be odd?

What will you do if… …a student struggles with the content?


Gather struggling students into a small group setting for additional

teaching.

What will you do if… …a student masters the content quickly?



Meeting your students’ needs as people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?

Each student is differently just as the way we use different strategies to solve math problems.

If applicable, how does this lesson connect to/reflect the local community?

Working together to solve problems and helping each other find new strategies by forming discussions is a way to improve the classroom and local community.

How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)?



How will you differentiate instruction for students who need additional language support?


Accommodations (If needed)(What students need

SP, SH, HA: placed in front of classroom for better comprehension and focus and quick help from teachers.

specific accommodation? List individual students (initials), and then explain the accommodation(s) you will implement for these unique learners.)

AL: Placed in front of classroom (wears glasses)

Small Group Accommodations for all our 8 students:

SH: I will guide him in ways he can show his work. Remind him to use KWP to solve problems. Guide him with HOT QUESTIONS to explain him thinking. Let him know that he can use any strategy that best works for him.

RE: I will practice with her using ten frames. I will also mention she can use an alternative strategy. Remind her to use the KWP strategy. Use HOT QUESTIONS to guide her thinking.

SP: I will emphasize the KWP strategy in word problems. I will ask guiding questions that will allow him to identify if a

problem requires addition or subtraction. Use manipulatives to explain and guide him through the question.

SI: I will emphasize the importance of showing work and explaining

our reasoning. Use manipulatives to guide him through the question and help with

explaining thinking. Emphasize the KWP strategy in word problems. Guide him with HOT QUESTIONS to explain him thinking.

TA: Remind to use KWP with an Action to help solve problems. Remind her to model using the strategies that work best for her. Remind her to explain thinking guide with HOT QUESTIONS. Have her first explain to me verbally and then have her record her

explanation.

HA: Remind to use KWP with an Action to help solve problems. Write

out equations. Provide manipulatives as visuals. Remind him to model using the strategies that work best for him.

Number line/ Pictures Remind him to explain thinking guide with HOT QUESTIONS. Have him first explain to me verbally and then have him record his

explanation.

AL: Remind to use KWP with an Action to help solve problems. Have her label and write out equations so she can visually see the

steps she is taking. Remind her to model using the strategies that work best for her. Remind her to explain thinking guide with HOT QUESTIONS. Have her first explain to me verbally and then have her record her

explanation. Provide manipulatives.

BR: Read the question aloud to student. Remind to use KWP with an

action to help solve problems. Use Key words like add or subtract. Have him write out equation so he can see the steps he has taken

and needs to take still to solve the problem. Provide manipulatives as visuals to help solve problems. Remind him to model using the strategies that work best for him. Remind him to explain thinking guide with HOT QUESTIONS. Have him first explain to me verbally and then have him record his

explanation.

Formative Assessment(Sheet 7)

Name:_______________________ Date:_________________





Day 2 Worksheets(Sheet 8)

Question of the Day!

There are 16 marbles in a bag. Alaq takes some marbles out of the bag. Now there are 8 marbles in the bag. How many marbles did Alaq take out of the bag?

What is one way we solve this using ten frames?



(Sheet 9)Let’s Practice!

Brandon had 16 pencils. He gave one to each of his 7 friends. How many pencils does Brandon have left?

Out of all 17 students in Ms. Smith class 9 ride the bus. The rest of the students are car riders. How many car riders are in Ms. Smith’s class?

(Sheet 10)

Name: ______________________

1) 11 iPads were on the shelf. Some were checked out. Then there were 6 left. How many iPads were checked out?

2) Three lizards were sunning on a rock. Four more lizards climbed on the rock. How many lizards are on the rock?

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwigusr0t_nPAhVCVj4KHRYICEIQjRwIBw&url=http://lesson.website/how-to-use-a-number-line-2/&psig=AFQjCNF3EiBtTmT2Tv0YZnEnGaCFCkOZ5A&ust=1477604481820691

3) Ethan had some songs on his iPod. Over the weekend he downloaded 8 more songs. Now he has 12 songs. How many songs did he have at first?

(Sheet 11)

Exit TicketName: _________________

How does getting to 10 in subtraction help when finding differences with a number line?_________________________________________________________________________________________________________________________________________________________________________________________

Summative Assessment(Sheet 7)

Name:_______________________ Date:_________________





Documents

alookatmyclass.weebly.com€¦ · Web viewI will be teaching a whole group introduction reviewing the different models and tools students can use to explain their reasoning (Sheet