adrianarodz.weebly.com · Web viewThere will be 4 columns labeled “During Lesson”, “After Lesson”, “Release” and “Exit Ticket Score”. The teacher will mark how well

USF Elementary Education Lesson Plan Template Name: Adriana Rodriguez Grade Level Being Taught: 2nd Subject/Content: Mathematics Group Size:

15 Date of Lesson: 11/8/17

Lesson ContentWhat Standards (national or state) relate to this lesson?(You should include ALL applicable standards. Rarely do teachers use just one: they’d never get through them all.)

MAFS.2.NBT.1.2- Count within 1000; skip-count by 5s, 10s, and 100s.

Essential Understanding(What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?)

How do you use patterns in place value to find 10 more or 10 less within 100?

Objectives- What are you teaching?(Student-centered: What will students know and be able to do after this lesson? Include the ABCD’s of objectives: action, behavior, condition, and degree of mastery, i.e., "C: Given a sentence written in the past or present tense, A: the student B: will be able to re-write the sentence in future tense D: with no errors in tense or tense contradiction (i.e., I will see her yesterday.)."Note: Degree of mastery does not

Students will be able to use patterns in place value to find 10 more or 10 less within 100.



need to be a percentage.)

RationaleAddress the following questions: Why are you teaching this

objective? Where does this lesson fit

within a larger plan? Why are you teaching it this

way? Why is it important for

students to learn this concept?

It is important to know how to skip count when counting money. Working with number patterns supports number sense development which is applied throughout mathematics. Next year in third grade, students will learn how to skip count by equal groups to make sense of multiplication. It is also important to help students move from calculating by counting by ones to using number facts.

Evaluation Plan- How will you know students have mastered your objectives?

Address the following: What formative evidence will

you use to document student learning during this lesson?

What summative evidence will you collect, either during this lesson or in upcoming lessons?

Formative AssessmentTeacher will collect anecdotal notes. The notes will have all students name on the left side. There will be 4 columns labeled “During Lesson”, “After Lesson”, “Release” and “Exit Ticket Score”. The teacher will mark how well the student understood the lesson by marking an “✔” if they got the lesson, a “/” if they sort of got the lesson and an “X” if they did not get the lesson.

Students will be given a handout with two questions that they must solve individually.

Summative Assessmen t Exit Ticket with 2 questions each worth 1 point with the following questions:

1. Anthony was counting numbers in a pattern. He counted 38,48,58. What are the next three numbers in his pattern?

2. Marisol has 64 pieces of candy. Alayna took 10 pieces from her. She then gave 10 pieces to Astin. Juan also wanted candy so she gave him 10 pieces. She then decided to give Ryan 10 pieces of candy. How much candy does Marisol have left?



What Content Knowledge is necessary for a teacher to teach this material?

Place value of a digit when given a number. The digit in the tens place increases by 1 as you add ten and decreases by 1 as you take

away ten while the ones place stays the same. 10 can be thought of as a bundle of ten ones - called a "ten." The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six,

seven, eight, or nine tens (and 0 ones). Definition of skip counting.

What background knowledge is necessary for a student to successfully meet these objectives?

How will you ensure students’ have this previous knowledge?

Who are your learners? What do you know about

them? What do you know about their

readiness for this content?

Students must be able to identify the place value of a number Students must know what a digit is and what a 2-digit number looks like Students must know what the value of a number is according to its place value Ex. In the

number 39 the value of the number 3 is 30 because it is 3 tens. Bundle of ten tens is also 100- “hundred”.

What misconceptions might students have about this content?

If you skip count up by 10’s and down by 10’s then all digits will be different. You can only skip count by ten when the ones digit is a 0. You can only skip count by 10 when you are counting up to 100 and not when you are counting

down from 100.



Lesson ImplementationTeaching Methods(What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.)

Guided release

I will introduce the topic of skip counting to the students. I will model how to skip count by 10 using a 2 digit numbers. Once students understand the topic of skip counting, the teacher and the students will work on a math problem together. The students will then answer questions on their own that are similar to the problems that were worked out together as a class.

Step-by-Step Plan(What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.)

Where applicable, be sure to address the following: What Higher Order Thinking

(H.O.T.) questions will you ask?

How will materials be distributed?

Who will work together in groups and how will you determine the grouping?

How will students transition between activities?

Time Who is responsible (Teacher or Students)?

Each content area may require a different step-by-step format. Use whichever plan is appropriate for the content taught in this lesson. For example, in science, you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

1. “Today we will be focusing on skip counting. Raise your hand if you have heard of skip counting before. Skip counting is when you count groups instead of counting by ones. When you skip count, you are skipping over certain numbers.” For example, if I skip count by 5’s to get to 30, I am going to say 5,10,15,20,25,30 instead of starting at 1 and counting to 30.

2. “We will be focusing on skip counting by 10’s today within 100. You can count to 100 by 10 and you can also count down from 100 by 10.”

3. We will watch a video that shows us how to skip count up to 100 and down from 100 by 10. https://www.youtube.com/watch?v=7stosHbZZZg(Stop at 2:34).

https://www.youtube.com/watch?v=7stosHbZZZg

https://www.youtube.com/watch?v=7stosHbZZZg



What will you as the teacher do?

What will the students do? What student data will be

collected during each phase? What are other adults in the

room doing? How are they supporting students’ learning?

What model of co-teaching are you using?

4. “I want you to think about why it is important to know how to skip count. I want you to turn and talk to a partner and discuss your thinking.”

5. Give students about 30 seconds to discuss with a partner.6. Ask students to share what they and their partner discussed.7. Tell students that it is important to know how to skip count because it

can help when counting money. If someone gives you 4 $10 dollar bills, you are able to count those bills faster to see how much you have instead of counting from 1 to 40. You can count by saying 10,20,30,40 to know that you have $40.

8. “Now that you know how skip counting works, we are going to focus on two-digit numbers that do not have a zero in the ones place.

9. On the projector, write down a 2-digit number (13). “What number is in the ones place? What number is in the tens place?” Tell students that I will count up to 53 starting at 13 and skip count by 10. Tell students to pay close attention how I skip count because they will be doing it by themselves.

10. Model to students: 13⤵ 23⤵33 ⤵ 43⤵ 5311. “As you look at the numbers what pattern do you notice” Take student

responses.12. “As I look at the skip counting that I just did, I increased my counting

and noticed that the digit in the tens place increases by 1. I also notice that the digit in the ones place (3) stays the same. When you count up, the digit in the tens will always go up by 1.

13. “Now let’s start at 53 and count down to 13 by skip counting by 10.14. 53⤵ 43⤵33 ⤵ 23⤵ 13. What pattern do you see here? Take

student responses.15. “As I look at the numbers, I notice that the digit in the tens place goes

down by 1 and the digit in the ones place stays the same. When you count down, the number in the tens place will always go down by 1.

16. Thumbs up if you see the pattern when you skip count by 10’s? Take notes of students who got it and students who do not.

17. Display the hundreds chart on the projector.



18. “I want everyone to carefully examine this chart?”19. “Raise your hand if you have seen this chart before? This chart is

called a hundreds chart and it’s a 10-by-10 grid with numbers from 1 to 100 printed in squares.”

20. “Can anybody tell me the pattern that they see in this chart” Take students response.

21. “As I look at the chart, I notice that when you take ten away you move up on the column and when you add ten you move down on the column. This chart can help us skip count by 10’s. We are going to use this chart to solve a problem together.”

22. Peter caught 27 fish on Monday. He caught 10 more on Tuesday then he did on Monday. How many fish did he catch on Tuesday. Pete caught 10 more fish on Wednesday then he did on Tuesday. How many fish did he catch on Wednesday? If the pattern continues, how many fish did he catch on Friday? The teacher will solve this problem together with the students.

23. Teacher will record the information in a table and will help see the



changes of the digits in the tens place. Teacher will also make an open number line to help students see the pattern in a linear fashion.

Once the answer is solved, have students go back to their seats and have them take out a pencil. Students will be given a hundreds chart to help them solve problems.

Pass out worksheet with two questions. Students will work individually to solve the problems.



Explicitly tell students that they need to show their work either with a table or a number line.



As students start to finish their work, review the question and answer as a whole group.

Teacher will collect all handouts. Students will be given an exit ticket with 2 questions:

1. Anthony was counting numbers in a pattern. He counted 38,48,58. What are the next three numbers in his pattern?

2. Marisol has 64 pieces of candy. Alayna took 10 pieces from her. She then gave 10 pieces to Astin. Juan also wanted candy so she gave him 10 pieces. She then decided to give Ryan 10 pieces of candy. How much candy does Marisol have left?(Each question is worth 1 point)

Exit tickets will be collected.What will you do if… …a student struggles with the content?

A small group could be formed to help students understand how to solve the problem. In the small group, the teacher will guide students into the first step in solving the problem. The teacher will use the hundreds chart to help students visually see how to skip count.

What will you do if… …a student masters the content quickly?

Give students the attached chart and ask them to cross out the numbers that do not follow the pattern of skip-counting by 10s. They could be asked to write the correct number over the crossed-out number.



Meeting your students’ needs as people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?

The word problems relate to the interest and culture of the students. Ex. Candy, Money, and Books

If applicable, how does this lesson connect to/reflect the local community?

Skip counting is important when dealing with money which is something students see in the real world.How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)?

Students can be presented with three-digit number pattern in a 1000’s chart. Students can begin to get an idea of the patterns in 3-digit numbers as you count by 10’s.

How will you differentiate instruction for students who need additional language support?

Provide English Language Learners with translations and/or definitions of unfamiliar



vocabulary. Have English Language Learners sit next to a native student, so they can work together on the

problems. Explain directions to students to make sure that they know what they are looking for.

Accommodations (If needed)(What students need specific accommodation? List individual students (initials), and then explain the accommodation(s) you will implement for these unique learners.)

E.H.- Hearing Aid- This student wears hearing aids throughout the day. Teacher must wear the students FM system so that the student can hear the lesson.

ESE students will work with the ESE resource teacher in small group.M.R.- Large print handouts for her visual impairmentS.M., M.M., L.R. - Additional time for assignments. These students need additional time to complete their work because it takes them a while to understand math concepts.R.B.- Reduction of distractions- This student is diagnosed with ADHD and Autism. This student is easily distracted which can affect his learning as well as other students learning. This student has to be seated next to the teachers desk away from table groups.

Materials(What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!)

Projector Laptop to play the Skip Counting by 10’s video Hundreds Chart Handouts/Exit tickets 10 rods if needed ESE resource teacher

Documents

adrianarodz.weebly.com · Web viewThere will be 4 columns labeled “During Lesson”, “After Lesson”, “Release” and “Exit Ticket Score”. The teacher will mark how well