Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Channa Griham Lesson # 5 Subject/Grade: 2nd Date and Time of Lesson: 11/6/13 Learning Objective: (must support unit objectives identified in TWS 3) 2nd grade students should be able to identify 3-digit numbers and write them correctly in expanded form. Alignment with Standards: (must support unit standards identified in TWS 3) Common Core: 2.NBT.A.3- Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. EEDA Standard: Teacher candidates will identify instructional strategies that promote core values in the school community SSCA Element: During the lesson, students are expected to respect others opinions and feelings when communicating with each other. All children should sit quietly at their own desk and listen to the instructions that are given to them. There will be no blurting information out without properly raising his/her hand. Students will be able to express their opinions and work with others to get their points added to the assignment.

Developmental Appropriateness or Cross-curricular connections: (should parallel information in TWS Section 3) Students should be able to write a 3 digit number in expanded form. I will be working with students who need a little more help on understanding expanded form. I will be bringing these students to have a small group lesson so that I will have a chance to work with each student individually. Having this individual attention will help the students to better understand expanded form. Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3) What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) During this part of the lesson, I will monitor the students and make sure that they understand how to write a number in expanded form. I will use these observations to clear up any confusion that the students are having. When students are given the 3 digit number to solve, I will have them show me their final answer. I will review their answer to make sure that they understand how to Use of Formative Assessment (TWS section 7) From my observations that I gain from this lesson, I will be able to see what students are mastering the concept of expanded formation and what students need more help to understand the topic. When students are working on their final problem on their own, I will individually check to make sure that that child understands how

Using cups with expanded form written on them, students will be able to understand how to correctly write a number out in expanded form.

Using prior knowledge from previous lessons, students will be able to give 3 digit numbers and solve them on their own by writing them in expanded form.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

correctly write the number in expanded form.

to write a number in expanded form.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data) While teaching this lesson, there are going to be many students who are going to need accommodations. Also, there may be children in the classroom who have learning disabilities or special needs that will be addressed. When developing the lesson, I will take in consideration of each level of learning that the children in the classroom are on. I will base my lesson around each of the children to make sure that everyone is capable of learning the information. If the classroom contains students who are hard of hearing or have vision problems, I will make sure that I present my lesson in a way that will accommodate these needs. For example, if a student has trouble hearing the instruction, I will move them closer to me so that they can hear the content information. This will accommodate the students needs and allow them to learn more effectively. Also, if I have students that take longer to analyze and think of reasons to the questions that I ask, I will work with them to figure out a correct response that has quality information that pertains to the questions I have asked. Materials: Cups with expanded form, pencils, dry erase board, notebooks Procedures: Include motivation techniques, grouping, instructional strategies (steps in the lesson), probing questions*, and lesson closure. Refer to rubrics for specific items that should be included in every lesson plan. 1. I will begin my lesson by explaining to the students that we will be reviewing expanded form. For this lesson, I will be working with a small group of students who do not fully understand how to write words in expanded form. 2. Once I have explained to the students what we will be doing, I will begin by giving the students numbers to write in expanded form using the cups. 3. Students will put the cup on their hands and they will move the cup to the number that I have assigned to them. They will then spread the cups out, which will show them the expanded form of the number. 4. I will then have the students write the number out by hand on their paper. 5. I will ask the students questions about the problem: Why does this number go in the ones place? How many hundreds are there in this number? How many tens? How many ones? Why do we write the number in this order? 6. Once we have done this a few times, I will have the students give me numbers for them to work out. Students will all have a chance to give me a number to work out. 7. After each student has given their number, everyone in the group will write the number out and show me the number in expanded form by using their cups. Students will then be asked to write the number in expanded form in their notebooks. 8. At the end of the lesson, I will have a final number that I will have all of the students complete. When doing this number, the students will complete it independently. After each child has solved the number by writing it in expanded form, I will check it and make sure that the student is able to solve the problem on their own. 9. At the end of the lesson, students should better understand how to write a number in expanded form. Students should be able to write a number in expanded form correctly. 10. I will collect the work that the students have completed to check for mastery on how to write a number in expanded form. I will use this information to address any misconceptions that the students may have. Activity Analysis: (must support TWS 3 and show use of TWS 1 data)

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: One of the activities that I plan to complete with the students is using the cups to show how a number is written in expanded form. By using the cups, students are able to see a visual representation of what the number will look like when written in expanded form. The students that I am working with are having trouble understanding the concept, so I am hoping that using the cups will help by seeing a visual example of what the number should look like when it is written out. I will make sure that during this activity I am available to each student whenever they need helping solving a problem or help understanding. Another activity I am doing is having the students give me numbers that everyone in the group can work out. By giving the students a chance to create their own problem, I will be catering to their interest in the topic. If the students are able to choose what number they work out, they will be more interested in finding the answer to the problems because they were the one who chose the problem to answer. By doing this, the students will be able to understand that there is a purpose to doing this activity In this lesson, I will not be using any technology. There is no reason to use technology because everything we are doing for this lesson will be hands on. If I used technology for this lesson, there would be no reason to have a small group lesson because it could interfere with the others in the class who get the concept.

References: All references that were used are from my clinical.