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PA State Standards
Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards
CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
using drawings and equations with a symbol for the unknown number to represent the problem.1
CCSS.Math.Content.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.1
CCSS.Math.Content.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols
appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Objectives
Objectives correspond with PA State Standards listed above.
Students will be broken up into two groups. One group will be working on 1st and 2nd grade word problems at
their seats to see if they can figure it out. The other group of students will work with me at the back table. I will
take them step-by-step through each problem to make sure they are understanding the action needed to solve the
problem and they arent grabbing numbers or doing the wrong math action.
Activities/Procedures: (25-30min)
Lesson Plans are conducive to student achievement and focus on PA State standards and objectives
Higher group of students will be given a packet with 1st and 2nd grade word problems to do independently at
their seats. I will give them options to choose the correct math action for each problem and I will provide them
with the outline for a bar model to help them figure out the answer independently.
The other group working with me will start with K level word problems. I will also provide them with options
Administrators initials: _____________
for the math action and they will also be given the outline for a bar model to help them with their equations. I
will read each question to them as we talk about what the math action could be and why/why not. We will then
fill in the bar model with the correct numbers and talk about what our equation will be. I want them to solve the
equations independently for math practice and then we will go over the answer together. We will go through this
guided practice routine for a few questions all at the K level before letting them work independently and
increasing the complexity of the questions.
I will be paying attention to participation from the group I work with and making sure that they stay focused. I
will be collecting the work that we do together and any independent work that they get to. I want to make sure
their work is complete and their math is all correct.
After checking everyones work I want to see where anyone needs additional support so that can be addressed
after intersession.
Materials/Resources
List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets
Text Book: Other:
Graphic Organizer/Handouts(s): word problems
Technology:
Accommodations
Word problems will be read to those that need it. Options will be provided for math action.
A bar model will be provided on the worksheet to help
them solve the problem if needed.
In accordance with Neumann University educational guidelines for emergent teachers please describe how the
following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.
INTASC Principles
Interstate New Teachers Assessment and Support Consortium
INTASC 6: Communication/knowledge
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Evidence/Reflection:
INTASC 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Evidence/Reflection: