Sunteți pe pagina 1din 4

Teacher: Hofer

Grade: 2nd
Content Area: 4.8 Model With Math

1. Content and Standards:


a. 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationships between addition and subtraction
b. 2.NBT.B.6 Add up to four two-digit numbers using strategies based on place-value and
properties operations
c. 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and
the properties of operations

2. Prerequisites: Prior to this lesson the students have worked with regrouping addition within 100

3. Essential Questions: Given, Colt has 34 pencils. Zoey gives him 12 more. Colt now has 46
pencils. Explain the steps needed to take in order to come to the conclusion of 46 total pencils

4. Materials and Equipment:


i. Smartboard- math unit videos
ii. Whiteboards and markers
iii. 17 copies of 4.8 envision work packets
iv. 17 copes of pre-lesson practice

5. Instructional Objective: At the end of the lesson the students will be able to:
a. Add three or four 2-digit numbers, independently (goal of 3 separate problems) Commented [LH1]: This relates to the assessment section
of domain3- D using assessment in instruction. During the
6. Instructional Procedures: group time the students complete the unit problems and
 Before: To begin the lesson, I will start by having the students come to the carpet. I’ll have my goal was to have them be able to complete 3
independently.
my essential question on the board-Given, Given, Colt has 34 pencils. Zoey gives him 12
more. Colt now has 46 pencils. Explain the steps needed to take in order to come to the
conclusion of 46 total pencils. The students will have a copy of this question and others with
them on the carpet. The students will think, pair, share this question with their neighbor and
then we will discuss it as group. I will go through the question step by step after, having the Commented [LH2]: Here is an example of domain 3c. The
students answer simple questions to get through the steps. students have their own copy of the problems where they
 During: Together I will draw out the equation using place value blocks and lining up the are able to copy down the steps as we complete it as a
numbers. I will emphasize starting with the ones and then moving to the tens. Additionally, group
we will focus on the idea that we can not have more than ten in one column. I’ll explain how
we read the problem to find the information needed. To add a visual, I will be using tens and
ones to prove the answer. Then we will look at a problem using the idea but without the sum.
I’ll have the students work with a partner to see if they can work through the steps. Then I
will pick a student or partner (depending on who is comfortable) to explain their thinking to
their peers. The next problem will show a chart where they will find the information they Commented [LH3]: Again here shows 3c engaged
need. The students will think pair and share to figure out the steps needed to be taken to get students, but it also demonstrates 3a discussion. The
the given sum. Again, a student or pair will come to the board and explain their thinking to students are working with peers and discussing with their
their peers. thought process. The students are also checking with each
other to ensure they are following the steps.
 After: To complete the lesson the students will independently complete this problem- Four
friends brought in marbles to play with at recess. The chart below shows what was brought
in. How many total marbles did the friends have?
Mikenna 17
Tristan 22
Halle 9
Lillee 10
I will chose a student to come up and explain their thinking to their peers. Their peers will ask
questions and decide if the proper steps were taken. Then the students will break into their groups
to complete the 4.8 unit questions.

7. Assessment: For this lesson there will be one assessment. Can all of the students complete three
problems correctly without assistance? This will be noted during their unit packet group time. Commented [LH4]: This is a simple informal assessment.
Demonstrating 3d, assessing within instruction. During the
8. Differentiated Instruction: For this particular lesson, I will differentiate in a few ways. I will students work on their packets, they are in small groups
model each activity so they have an idea of what I am expecting. I will also vary work as with a teacher.
individual, pair, and whole group. For all math group work, the students are placed into one of
three groups based on skill level where they are able to receive one on one time with a teacher if
needed.

Pre-Lesson Math Questions-

Commented [LH5]: These are the questions I used for the


whole group instructional time.
Reflection-

This lesson was part of an eight part unit that taught the students how to add two digit numbers
with and without regrouping. The lesson was the last in the series and had the students focus on
how they can use this skill and apply it to different word problem scenarios. Prior to this lessons,
the students were doing exceeding well with regrouping and two-digit addition. However, many
of these students are lower level readers, so I knew that the word problem format would cause
them much anxiety, even though they had the tools they needed to succeed.

To start the lesson, I brought the students to the carpet with their whiteboards, a pencil, and a
copy of the math problems I had in a smartboard presentation. I had the students put their pencils
beside them and read the problem with me. After I finished reading, I asked them how was this
problem different from the problems they usually see? Right away hands shot up to tell me that
the problem did not have a question and there was an answer. It was then I explained the focus of
our lesson today was to complete the steps needed solve a problem or to show how the problem
was solved. This is the first part of domain 3- communicating with students. I made sure to
explain that they had the tools needed to solve all of the problems they would see today. This
was important because it helped to build their confidence, even though they would have to read
the problems. Additionally, the problems with the answers, I explained to them were to help Commented [LH6]: Here I explained how I let my
them develop the steps they needed without them worrying about the right answer. Again, I students know of our goal for the day and the difference
between the problems. As well as ensuring them, they could
wanted to communicate my expectations, so they knew what our goals were for the lesson.
do it even if they had to read.

The next step was to read through the first problem. Since the group in general struggles with
reading I kept the words simple and for fun used different student names. Once we read through
it I did the problem on the board. My first question was how do I set up the problem? Can I set it
up without lining up my ones and tens? After we established the setup, together we added the
one’s column and then the ten’s. To ensure we added correctly we modeled the numbers with
tens and ones blocks. I stopped here and asked if everyone felt comfortable, I had them give me a
thumbs up if so. There was one student who stopped me there and wanted to know why we did
not move over a number. I asked if a classmate could explain why we did not need to regroup.
The class was more than happy to help. Here demonstrates the idea of domain 3c. The students
are all engaged. They were actively writing down the steps we took, responding to questions,
asking questions, and explaining the steps to their peers. The next problem demonstrated this Commented [LH7]: During this paragraph I explain how
even more because they students worked with a neighbor to complete it. doing these steps and having them explain to each other
was domain 3c

Every student was engaged and worked well with their neighbor. After they finished, I asked the
students if they could tell me what was different about this problem, to which many hands shot
up to tell me there was no solution given. I picked a partner group who during the TPT, were
really working well and using the vocab (addends, sum, regrouping, tens, ones), but made one
miss step. The students wrote out their steps and then explained how they got the sum. After they
were finished, the group was to give a thumbs up if they agreed with all of their steps. Here I had
another student explain where they had gone wrong, why we do not subtract, and how it changed
their answer. This demonstrates domain 3b. The students discussed with each other how to solve
the problem and worked out where the pair went wrong and how they could fix it. Commented [LH8]: Domain 3b- the students were
discussing with little interference from me. They asked their
own questions and helped to answer what they could
The next two problems used a chart which was something that the Envision curriculum
emphasized this math model. It was the last problem, I knew would trick some of the students,
but I wanted to see how well they would do with 9. In earlier practiced where to place the single
digit number did throw off some students. I made sure to emphasize this and then made sure my
student teacher wrote the problem correctly aligned for their peers when they solved it on the
board. Again this demonstrated domain 3a, I made sure to point out a spot where many students
struggle. I asked the question what does 9 stand for? 9 ones or 9 tens? Following the last problem
we broke into our groups based off of skill level.

Overall, I felt this lesson was a success. The students were engaged and loved reading the
problems with their names in them. Every child had a chance to explain their work and thinking.
Additionally, the students loved listening to their peers and deciding whether their method was
on track or not. However as with all lessons there is definitely room for improvement. In a future
lesson I would like to find ways to promote more discussion. The students definitely were
excited to tell me how the steps they took, but when I would ask if the students had a question or
concern I did not get as many hands. I’m not sure if the students who had questions were
embarrassed/uncomfortable or if they really did not have them. Something I would like to create Commented [LH9]: Here I would like to improve
in a future classroom is a parking lot system where they student can write questions they may discussion with all students. I discuss the idea of a parking
lot type system, but this is something I am still working on
have and as a group we will take time to go over them. This helps with off topic questions as
well, but I think it will provide these students who may need an outlet for questions without the
spotlight on them. The other area I would like to improve on is doing better with informal
assessments. During this whole group time, I often see a lot of things I want to document, but
feel like I do not have time to do it while I am teaching. I have talked with mentor teacher about Commented [LH10]: Again here is an improvement in
this and she suggested a clipboard to drop quick notes which I can make more formal later. This domain 3. I definitely want to work on an informal
assessment tool during whole group.
would definitely help with the next day’s lesson to see where the students where struggling.

S-ar putea să vă placă și