Math

Lesson Plan

Intern Name:  Emily Matteson

 Grade Level:  2^nd grade

Subject/Unit:  Math

Lesson Title:  Problem of the day, number of the day

Brief Description:  What will the students do in this lesson?  Every day during math the students work on a different number of the day and problem of the day.  They have a math journal where they put the piece of paper they are working on.  They work on various math patterns, concepts, problems, etc. utilizing that specific number.  The students will be using a 100s chart for the number of the day and manipulatives for the problem of the day.

Big Ideas or Essential Question:  What central idea or fundamental principles are the focus of this lesson? or What question will the students be able to answer at the end of the lesson?  The number of the day for my lesson is 77.  At the end of the lesson, students should be able to count by 10s, 5s, and 2s.  They will also review on how to write the number in standard, expanded, and written form.  The problem of the day will test their problem solving skills and their understanding of addition and subtraction.

Objectives:  What specific knowledge and/or skills do you want the students to learn, practice, or experience as a result of participation in this lesson?  The students will be practicing patterns with the given number, 77.  Leaving this lesson they will be able to use the 100’s chart for the number 77 counting by 2s, 5s, and 10s.  This practice will help them in the future when they are using a different number to begin with.  They will review the vocabulary of standard, expanded, and written form and will be able to write 77 in each of these forms.  All of the number of the day things will be using a 100s chart.  It would be ideal that students will eventually, with practice, be able to do the different problems without the 100s chart.  For the problem of the day, students will practice using manipulatives in order to solve the problem.

TEKS/PreK Guidelines addressed:  (4)The primary focal areas in Grade 2 are making comparisons within the base-10 place value system, solving problems with addition and subtraction within 1,000 [100] , and building foundations for multiplication. (A)    Students develop an understanding of the base-10 place value system and place value concepts. The students' understanding of base-10 place value includes ideas of counting in units and multiples of thousands, hundreds, tens, and ones and a grasp of number relationships, which students demonstrate in a variety of ways. (B)    Students identify situations in which addition and subtraction are useful to solve problems. Students develop a variety of strategies to use efficient, accurate, and generalizable methods to add and subtract multi-digit whole numbers. (C)      Students use the relationship between skip counting and equal groups of objects to represent the addition or subtraction of equivalent sets, which builds a strong foundation for multiplication and division. (2)    Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:  (B)     use standard, word, and expanded forms to represent numbers up to 1,200; (b)    Knowledge and skills. (1)    Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A)      apply mathematics to problems arising in everyday life, society, and the workplace;

Materials needed:  List all of the materials needed to teach this lesson.  Be as detailed as possible.  (Include any additional materials needed for differentiated instruction listed below.)  Each student must have a pencil, their Number of the day folder (Should be in their desk), their 100s chart, manipulatives for the problem of the day.

Preparation and set-up:  Describe how the materials will be prepared, set up, and organized.  Be as detailed as possible.  I will call out 3-4 students, chosen by me, to participate in a math lesson for the day.  I will ask them to bring a pencil, their math folder, and their 100s chart to a group of desks where I will be teaching.  I will provide the manipulatives.

Procedure:  Describe exactly what the teacher and the students do in the lesson.  Be specific.  Opening or introduction:  Once the students are at the group of desks, I will tell them to open to page 12.  I have attached a copy of the page I will be using to the end of my lesson plan. Number of the day and problem of the day are performed by Ms. Verkerk the same every day, as follows.  When they open to page 12 I will have them tell me what the number of the day is.   To review last weeks math lesson on even and odd, I will ask them if the number 77 is even or odd and why.

Guided Practice:  The next part of the lesson is for the students to write the patterns for the number by 2s, 5s, and 10s.   I have decided that I will help them with the first pattern in each group.  For example, 2 more/less than 77 one time, 5 more/less than 77 one time, and 10 more/less than 77 one time.  I will remind them what expanded and written form look like, but I will not give them the answer.  I will give them guiding questions such as how many tens and hundreds are there.

Independent Practice:  I expect the students to be able to complete the pattern problems by themselves.  But, I will be there to help them if they have any problems.  If they need help I will refer them to the 100s chart and go from there.  They are expected to write written form by themselves because they have each number written on their desks.

Closing:   For the end of my lesson we will work on problem of the day.  When doing problem of the day, I will have cubes grouped into groups of 10 for them to use.  I will read the problem for them aloud and ask them how they think they should solve it.

Evaluation:  How will you know that students met the lesson objectives?  How will you document their learning?  I will know through their worksheet and if they got the correct answers.  After the lesson I will also take a few notes as to who was understanding what and who was struggling in the different areas.

Differentiation Plan How will you modify the lesson to meet the needs of students working above and below grade level?  How will you make sure these students connect with the lesson’s Big Ideas in a meaningful, appropriate way?

Students above level Objectives:  How will you modify the lesson’s objectives to meet the needs of students working above level or who grasp the concept easily?  I will expect these students to work more independently .  Procedures:  How will you modify the lesson’s procedures to meet the needs of students working above level?  If the content seems too easy for them, I will challenge them to not use the 100s chart.  Another way would be to see if they can see the pattern in the 2, 5, and 10 more/less.  I will direct these questions to certain students.  If they finish the problem of the day quickly, I will provide an additional more challenging question. Evaluations:  How will know that students met the modified objectives?  How will you document their learning?  I will know if they met these modifications through observation.  I will take notes once the lesson is over.

Students below level Objectives:  How will you modify the lesson’s objectives to meet the needs of students working below level or have difficulty understanding the concept or objective?  I will provide more guidance and help using the 100s chart/manipulatives. Procedures:  How will you modify the lesson’s procedures to meet the needs of students working below level?  I will still make them do the tasks on the worksheet because these are things that they need to know.  But, I will be watching them more closely and helping them more by showing them how to use the 100s chart, and going step by step with them in the problem of the day.  I will also change the numbers in the problem of the day problem in order to simplify it. Evaluations:  How will know that students met the modified objectives?  How will you document their learning?  I will observe and take notes on the students who are struggling, what they are struggling with, what worked, and what didn’t work.

English Language Learners Objectives:  How will you modify the lesson’s objectives to meet the needs of English Language Learners?  Like students below the grade level, I will provide more support and guidance. Procedures:  How will you modify the lesson’s procedures to meet the needs of English Language Learners?  I will change the numbers in the problem of the day and provide manipulatives. Evaluations:  How will know that students met the modified objectives?  How will you document their learning?  I will observe and take notes once the lesson is over.