DIFFERENTIA Name: Marina Culhane

TED LESSON PLAN FORMAT Grade / Subject Area: 2nd Grade Mathematics

Type of Setting: PS 19 Bronx, New York 2nd grade classroom 24 students with 1 IEP student Date of Lesson: November 13,2013

1. PURPOSE (concepts-Essential

Questions):

Problem solving is an important strategy both in math and real life. In this lesson, students will be able to use problem-solving strategies, such as acting out the problem to solve for equal groups. This strategy is a foundation for multiplication because students should make a connection between repeated addition and multiplication

How can acting it out help when solving a problem about equal groups? What strategies can I use to form equal groups? What is an array? What is repeated addition? How will skip counting help us solve repeated addition problems? How can we model repeated addition with an array?
& KEY TERMS:

2. VOCABULARY

Problem solving is the process of working through details of a problem to reach a solution. Equal groups is having the same number of units or objects in each group Acting out is to represent in action or a drawing. Repeated addition 2+2+2=6 Skip counting

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Array a picture representing the Sum

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3+3+3+3

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An array uses symbols to create rows and columns

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=6

Repeated Addition

Arrays can help people count or multiply more easily. Instead of counting objects one by one, we can organize the objects into equal groups and count the groups. Think about skip counting, by 2's 2, 4, 6, 8, 10 or How about by 5's 5, 10,15,20,25. We see arrays all over the place without even realizing that we do. We see arrays at the grocery store. An egg carton is actually an array. The carton has two rows and six columns. To make an equation 6 + 6 = 12. A box of soda has an array,

Can you tell me what the array looks like? That is a rectangular array, because it is in the shape of a rectangle. You can draw arrays, create them with different objects, or see them within everyday items.

3, SKILLS: Problem Solving Speaking Applying Reasoning Working collaboratively Acting out Skip counting 4. OBJECTIVE lesson): (S) (performance indicators-what the learner will be able to do as a result of this

Students will solve problems involving equal groups by using the strategy act it out. Students will respond to grouping and sharing questions by drawing, making, acting, guessing checking and retelling.

Students will explain or demonstrate how an answer was obtained. are being addressed within

5. COMMON CORE STANDARDS (identify which learning standards this lesson): Work with equal groups of objects to gain foundations CC.2.0A.4: for multiplication.

Use addition to find the total number of objects arranged in rectangular arrays with up to 5

rows and up to 5 columns; write an equation to express the total as a sum of equal addends 6. PRE-ASSESSMENT (how you determined (1) that the objective(s) is/are appropriate for the

learner(s) or (2) at what level the learner(s) may be expected to meet the objective(s):

Students have previously experienced skip counting and addition. Although the students have been practicing these skills, they need more practice.

7. LESSON PRESENTATION: a) SET-INDUCTION (how you will get the learner(s) iuterested and attentive and how you

will activate prior knowledge:

Hook: Teacher will have children brainstorm objects that come in twos (pairs) and list their suggestions on chart paper. Students may list hands, feet, ears, and eyes, Teacher will ask students to point to items that come in pairs in the classroom and say the words aloud, Teacher will ask for 5 student volunteers to stand at the front of the room. Teacher will then ask students how many shoes these students are wearing, Once the 5 children have

taken their seats, the teacher will ask students to work out the problem in pairs. The teacher will tell students they may use counters, drawings, or notation. Teacher will ask students to show their work in their mathjournal. b) PROCEDURE (detailed description of what you and the students will do during the lesson-this should include a description of activities, organization of the lesson, Provision for individual differences, process and products, tiered assignments and essential questions): I will call groups of students to the back of the room where I have placed 10 hula hoops on the floor and I will instruct the student to form groups of two in each of the 10 hula hoops, Once the students are in place I will ask: Are all the groups equal? How do you know? How can we find out how many students are in the 10 hula hoops altogether? How did you get that answer? I will direct the students to work in pairs and draw a picture to represent what is in each hulahoop at their desks. I will then ask them to write the numbers that represent the number of students in each hulahoop. And write the numbers underneath in an addition equation, e.g.

2+2+2+2+2+2+2+2+2+2=20
I will call on students to share and show their work responses and talk about the strategy they used to come up with the responses. I will repeat the same procedure with different groups of students to come up and act out the same strategy with 4 students in each of 4 hula hoop, then 5 students in each of 4 hula hoop, Each time adjusting the number of hoops for the students to stand, Students will act out, draw, represent the drawings with numbers and use repeated addition to solve their number equations, come up with their responses, In pairs, students will show how to write a repeated addition problem by solving the problem "4 groups of five's equals 20" with 100% accuracy in their journals and the students will verbally share their solution and how they found it with their partner. Students will know that tbey can use multiple strategies to solve the same problem by participating in a whole class discussion on how they solved the problem of "How many Students will share and show, talk strategies that they used to

fingers are there on four hands?" and by verbally sharing at least one strategy they used with another student. Expect a variety of strategies: count by 1's; count by 5's; add 5's; double 5 and then add 5; some children might draw pictures or use tallies. Individually, students will be able to demonstrate their understanding of equal groups and the phrase "groups of" by drawing one picture that has at least three equal groups in it (e.g. a picture of a garden with 4 rows of flowers that each contains 5 flowers) and including a descriptive sentence under their picture that uses the phrase "groups of" In pairs, students will be able to make the connection between equal groups by writing one repeated addition sentence in their journals and having their partner represent that sentence using manipulative or a drawing,

Closure (what you will do or say to close the lesson and clarify objectives): I will read parts of the book, Each Orange Has 8 Slices modifying the text for 2nd grade group of students who are not expected to multiply at this point. On the first page, 3 red flowers are seen, each flower has 6 petals. As you read the story, stop, pose the question and have students use the strategies learned in this lesson of acting it out by drawing, using numerical representations, repeated addition etc, to come up with their responses and explanations. Give them the teacher made worksheet that has the pictures that correspond to the objects in the book that you are posing questions about. 8. MATERIALS and RESOURCES needed: Book, Each Orange Had 8 Slices by Paul Giganti, Jr. Workbook p.71 Math Journal Teacher Made Worksheets Hula Hoops Counters manipulatives Drawing paper Pencils, crayons, markers

9. FOLLOW-UP

ACTIVITY

OR ASSIGNMENT:

Using the skill taught, the student will do the following: Problem solving activity on page 71 of their workbooks

10. EVALUATION/ASSESSMENT

(how you will determine

and lor record whether,

or to what

extent the learner(s) met the objective(s) Students can be assessed in the following ways: Informal Assessment: Teacher will observe how the students solve the problem and the strategies they use, and then record it next to their names on the roster. Assessment Criteria: Checklist Assessment: The teacher will be looking for the students to use the methods to solve the equal group problems including: Using counters, cubes, or picture to represent the groups in each problem Whether the students physically counted the objects by ones Whether the students were able to skip count by 2, 3, 4, or 5 Whether the students represented the problem using a repeated addition sentence Whether the students wrote out the "groups of' to solve the problem Teacher will observe students and ask questions about how they found the solution. 11. DIFFERENTIA TED-have you made accommodations for different learning styles and

disabilities? (Specify what strategies you incorporated

to differentiate,

and attach):

For ELL and IEP student: Flexible grouping. Students can continue to use their counters throughout the entire lesson if they need the help of visuals and rnanipulatives. Teacher will ask students to point to their hands, feet, ears, and eyes as their classmates list objects that come in pairs. Teacher will also give the student a flashcard that visually shows the meaning of the word, Teacher will pair an ELL student with a on level student who can help them draw pictures of the items on the charts that their group generates of things that come packaged in groups. This same partner will help scaffold the words "equal groups", and "repeated addition" by pointing to the types of problems as they are written in their journals and explicitly helping the ELL student use these phrases while describing their strategy for solving the problems, Teacher will visually model the concept of the word "groups" as it connects to repeated addition. For middles grouping students: Flexible grouping, Have students create an array to model the story problem from the story problems in book that you have read, Extension Activity for Students above grade level: These students should be encouraged to create as many arrays as possible with the same number of items. Have students write story problems about their arrays.

Works Cited "C&1." Common Core Learning Standards: P-12: NYSED, N.p., n.d. Web, 11 Nov. 20]3, Giganti, Paul, and Donald Crews. Each Orange Had 8 Slices: A Counting Book. New York: Greenwillow, 1992. Print, Go Math Grade 2. N.p.: Houghton Mifflin School, 201 L Print.

Resources

SEE ATTACHED

Completc the addition number sentence and the related multiplication number sentence.

Addition and Multiplication Pictures

Student Resource 3

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Narne.

Each Orange Had 8 Slices

Ms. Culhane

3 red flowers with 6 pretty petals. How many petals

were there?

80 09
2 clowns each holding 5 balloons. How many balloons were there?

3 yellow houses.Each house had 3 flower pots in front. How many flower pots were there?

Name

------------------------Checklist for Equal Group Assessment

Ms Culhane

Checklist Assessment: The teacher will be looking for the students to use the following methods to solve the equal group problems including: Strategy Observed Student used counters, cubes, or picture to represent the groups in each problem Student physically counted the objects by ones Student represented the problem using a repeated addition sentence Student wrote out the "groups of' to solve the problem Student explained how they found the solution
Evident No! Evident Not Evident Not Evident Evident Not Evident

Red Rose Petal

Evident Not Evident

Trycycle
Evident Not Evident

Clown with 5 balloons

Evident Not Evident

3 Planters
Evident Not Evident

Evident

Evident

Total

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Name

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P~08lEM

lesson 3910
CC2.0A.4

SOLVaNG

COMMON CORE STANDARD foundations

Work with equal groups of Objects to gain

Act out the problem"

for

mUltiplicotion.

Draw to show what you diet I. Mr. Anderson has 4 plates of cookies. There are 5 cookies on each plate. How many cookies are there in all?

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2. Ms. Trone puts some stickers in 3 rows. There are 2 stickers in each row. How many stickers does Ms.-Trone have?

cookies

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3. There are 5 books in each box. How many books are in 5 boxes?

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