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LESSON PLAN NUMBER 1
Teacher Education Candidate Supervising Teacher UWG Supervisor
Drew Moon
School: Date of Implemented Lesson Plan:
Block No. Subject: Math Grade Level: 2
Teaching Skills Focus for This Lesson: Providing Feedback and Reinforcement
Stage 1 The Desired ResultsStandards M2N2. Students will build fluency with multi-digit addition and subtraction.
a. Correctly add and subtract two whole numbers up to three digits each with regroupingSpecific Learning Objective(s)
The students will be able to subtract three digit numbers by regrouping.
How do you subtract using regrouping?Stage 2 Assessment Evidence Assessment Instrument
(Ex. Test, Poster, Presentation, Picture, etc.)Students will be able to regroup and solve problems using three digit subtraction. Evaluation (Grading) Instrument
(Ex. Point System, Rubric, Checklist, etc.)The students will be able to solve the problem through regrouping up to three numbers.Stage 3 Learning PlansMaterialsPromethean BoardSequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce and Guide Lesson *The teacher will ask the students if any of them have ever eaten cookies from a jar. The teacher will tell the students that when you ate the cookies, you subtracted them from the whole number of cookies.
*The teacher will finish the unit but tying it to addition and how it is related with addition. It is the opposite of addition.
*The teacher will model for the students a problem or two. The teacher will start out with just two digit subtraction for the first couple of days. The teacher will teach the students the rhythm to help them know when to borrow by telling them the rhythm of When there is more on the floor you gotta go next door, but when there is more on the top, you aint got to stop.Sequence of Student Actions
*Explain How Students Are Engaged During Lesson
* Explain How Students Discuss or Present Results of What They Did During the Lesson *The students will answer and respond to the teachers guided questions.
*The students will be called upon to help the teacher solve a subtraction problem on the board and teach their classmates.
Teachers Lesson Closure/Wrap-Up/Transition The teacher will tell the students what we will do tomorrow using base ten blocks and how you are borrowing ten when regrouping. Adaptations for Exceptional Students (Anyone who requires modifications for their needs)Some students my need assistance learning the sequence of subtracting and learning the rhythm.Related Activities/Extensions
(What can students do who need more than is in the lesson? Should be related to lesson.)The teacher will ask the students to think of their own problems and try and solve them on their own. Connections to Other Disciplines
Science
Candidates Reflection After the Lesson:
Agenda:
Opening question
Model subtraction problem
Teach rhythm
Call upon students assistance
Closing
LESSON PLAN NUMBER 2
Teacher Education Candidate Supervising Teacher UWG Supervisor
Drew Moon
School: Date of Implemented Lesson Plan:
Block No. Subject: Math Grade Level: 2
Teaching Skills Focus for This Lesson: Providing Feedback and Reinforcement
Stage 1 The Desired ResultsStandards M2N2. Students will build fluency with multi-digit addition and subtraction.
a. Correctly add and subtract two whole numbers up to three digits each with regroupingSpecific Learning Objective(s)
The students will be able to subtract three digit numbers by regrouping.
How do you subtract using regrouping?Stage 2 Assessment Evidence Assessment Instrument
(Ex. Test, Poster, Presentation, Picture, etc.)Students will be able to regroup and solve problems using three digit subtraction. Evaluation (Grading) Instrument
(Ex. Point System, Rubric, Checklist, etc.)The students will be able to solve the problem through regrouping up to three numbers.Stage 3 Learning PlansMaterialsBase ten blocksSequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce and Guide Lesson *The teacher will hold up a base ten block and ask if the students know what they are and have they ever used them before.
*The teacher will review the previous day using subtraction and the rhythm.
*The teacher will call students to back table during small group to work with the students more intimately (around 4-5 students at a time). The teacher will introduce what base ten blocks are used for and how they represent what you are actually borrowing ten when regrouping. The teacher will review this for a little bit and then give the students some problems to work out on their paper. The teacher will help guide the students through their work and make sure they understand what regrouping is. Sequence of Student Actions
*Explain How Students Are Engaged During Lesson
* Explain How Students Discuss or Present Results of What They Did During the Lesson *The students will have a hands-on activity to do with the understanding of regrouping.
*The students will manipulate with the base ten blocks to demonstrate that they understand the concept of regrouping for subtraction. The students will be able to work out a problem on paper but given the base ten blocks as a visual to assist them if needed. Teachers Lesson Closure/Wrap-Up/Transition The teacher will explain that using the base ten blocks are the same as doing a subtraction problem on a piece of paper when regrouping and borrowing. Adaptations for Exceptional Students (Anyone who requires modifications for their needs)Students who need help subtracting and understanding will get guided questions and assistance from the teacher as well as using base ten blocks as a visual if needed. Related Activities/Extensions
(What can students do who need more than is in the lesson? Should be related to lesson.)The teacher challenges the students to doing a three digit subtraction without even going over it. Connections to Other Disciplines
Science
Candidates Reflection After the Lesson:
Agenda:
Introduce base ten blocks
Let the students manipulate the blocks and use them
Give students problems to solve with base ten blocks
Close the lesson with a challenge
LESSON PLAN NUMBER 3
Teacher Education Candidate Supervising Teacher UWG Supervisor
Drew Moon
School: Date of Implemented Lesson Plan:
Block No. Subject: Math Grade Level: 2
Teaching Skills Focus for This Lesson: Providing Feedback and Reinforcement
Stage 1 The Desired ResultsStandards M2N2. Students will build fluency with multi-digit addition and subtraction.
a. Correctly add and subtract two whole numbers up to three digits each with regroupingSpecific Learning Objective(s)
The students will be able to subtract three digit numbers by regrouping.
How do you subtract using regrouping?Stage 2 Assessment Evidence Assessment Instrument
(Ex. Test, Poster, Presentation, Picture, etc.)Students will be able to regroup and solve problems using three digit subtraction. Evaluation (Grading) Instrument
(Ex. Point System, Rubric, Checklist, etc.)The students will be able to solve the problem through regrouping up to three numbers.Stage 3 Learning PlansMaterialsPromethean BoardSequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce and Guide Lesson *The teacher will ask the students if any of them have tried a three-digit subtraction problem and if so was it hard?
*The teacher will explain that doing a three-digit subtraction problem is the same steps as a two-digit problem except you just have one more number. No step will change, it just goes further.
*The teacher will place a two-digit subtraction problem on the board for review and get a student if not students to help solve the problem. After a problem or two, the teacher will place a three-digit subtraction problem on the board and model the first one and show how it is the same steps to two-digit subtraction. The teacher will place many different problems on the board for students to come to the board and work on while the others check their work from their seat. If there is a mistake made, let the student make the mistake and have another student come and correct it so the students can see to check their work. Sequence of Student Actions
*Explain How Students Are Engaged During Lesson
* Explain How Students Discuss or Present Results of What They Did During the Lesson *The students will participate in the problems that are getting solved on the board.
*The students will be introduced to a three-digit subtraction problem through a model. The students will then be called on to solve their own problems on the board to see if the concept is understood. Other students will be checking their work to help the concept sink in.Teachers Lesson Closure/Wrap-Up/Transition The teacher will explain to the students how what they did today (three-digit) is the same as solving a two-digit subtraction problem and it is not more difficult.Adaptations for Exceptional Students (Anyone who requires modifications for their needs)Students that need help solving a three-digit problem can be assisted by the teacher or they can call on a classmate to come and help them at the board.Related Activities/Extensions
(What can students do who need more than is in the lesson? Should be related to lesson.)*The students could try and solve a four-digit subtraction problem to try and get the concept that the regrouping steps will stay the same. Connections to Other Disciplines
Science
Candidates Reflection After the Lesson:
Agenda:
Review a two-digit problem
Explain that a three-digit problem is the same
Model a three-digit problem
Allow students to solve their own problems
Challenge the students to do a longer problemLESSON PLAN NUMBER 4
Teacher Education Candidate Supervising Teacher UWG Supervisor
Drew Moon
School: Date of Implemented Lesson Plan:
Block No. Subject: Math Grade Level: 2
Teaching Skills Focus for This Lesson: Providing Feedback and Reinforcement
Stage 1 The Desired ResultsStandards M2N2. Students will build fluency with multi-digit addition and subtraction.
a. Correctly add and subtract two whole numbers up to three digits each with regroupingSpecific Learning Objective(s)
The students will be able to subtract three digit numbers by regrouping.
How do you subtract using regrouping?Stage 2 Assessment Evidence Assessment Instrument
(Ex. Test, Poster, Presentation, Picture, etc.)Students will be able to regroup and solve problems using three digit subtraction. Evaluation (Grading) Instrument
(Ex. Point System, Rubric, Checklist, etc.)The students will be able to solve the problem through regrouping up to three numbers.Stage 3 Learning PlansMaterialsIndex cards with random numbers (single digits)Sequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce and Guide Lesson *The teacher will ask the students if they want to be the teacher for this lesson?
*The teacher will ask the students to say the rhythm for regrouping and if a two-digit problems steps are the same as a three-digit problems steps.
*The teacher will call students to back table during small group to work with the students more intimately (around 4-5 students at a time). The teacher will model the way to set up a problem using the index cards. After the teacher makes a problem for the students to solve, the students will be given the opportunity to make their own problems that they would like to solve as a group and become the teacher. Let the students work together to make their own three-digit subtraction problem. Sequence of Student Actions
*Explain How Students Are Engaged During Lesson
* Explain How Students Discuss or Present Results of What They Did During the Lesson *The students are manipulating the index cards to make and solve their own subtraction problems using regrouping. The students are acting like a teacher to their classmates and learning from one another.
*The students will be introduced to the math problems using index cards. After the students know how to make their own problem, the students will be given the chance to be the teacher and make their own problems with their classmates. Teachers Lesson Closure/Wrap-Up/Transition The teacher will brag on the students for being an excellent teacher to their fellow classmates.Adaptations for Exceptional Students (Anyone who requires modifications for their needs)The teacher may have to ask guided questions to a student that is having difficulties understanding the concept.Related Activities/Extensions
(What can students do who need more than is in the lesson? Should be related to lesson.)The teacher will encourage the students to make their own cards at home and practice their subtracting by showing their parents what they have learned in class. Connections to Other Disciplines
Science
Candidates Reflection After the Lesson:
Agenda:
Review the regrouping rhythm
Review how two-digit and three-digit subtraction are the same
Model how to use the index cards and make their own problem
Allow students to be the teacher and solve problems
Encourage students to make cards at home and use
LESSON PLAN NUMBER 5
Teacher Education Candidate Supervising Teacher UWG Supervisor
Drew Moon
School: Date of Implemented Lesson Plan:
Block No. Subject: Math Grade Level: 2
Teaching Skills Focus for This Lesson: Providing Feedback and Reinforcement
Stage 1 The Desired ResultsStandards M2N2. Students will build fluency with multi-digit addition and subtraction.
a. Correctly add and subtract two whole numbers up to three digits each with regroupingSpecific Learning Objective(s)
The students will be able to subtract three digit numbers by regrouping.
How do you subtract using regrouping?Stage 2 Assessment Evidence Assessment Instrument
(Ex. Test, Poster, Presentation, Picture, etc.)Students will be able to regroup and solve problems using three digit subtraction.
The students will show how they subtracted by going though the proper steps going through a subtraction problem on paper. Evaluation (Grading) Instrument
(Ex. Point System, Rubric, Checklist, etc.)The students will be able to solve the problem through regrouping up to three numbers.Stage 3 Learning PlansMaterialsConstruction paperSequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce and Guide Lesson *The teacher will tell the students they are going to make something to place in the hall to show others students what they have learned and how smart they are.
*The teacher will review doing word problems that were used previously when showing an addition problem.
*The teacher will explain to the students they are to create their own word problem on a piece of construction paper using at least a three-digit number by subtracting using regrouping. The teacher will explain not only do they have to make a word problem but each student must show the actual problem on the paper and show the steps. After the students know what they are to do, the teacher will give each student a piece of colored construction paper to write their word problem and solve their subtraction problem using regrouping.Sequence of Student Actions
*Explain How Students Are Engaged During Lesson
* Explain How Students Discuss or Present Results of What They Did During the Lesson *The students will be writing and solving their own problem on construction paper.
*The students will present their results of subtracting using regrouping by making up their own word problem and solving the word problem with a subtraction problem of at least three-digits.
Teachers Lesson Closure/Wrap-Up/Transition The teacher will tell the students what a good job they did on their paper and will be placed in the hall for everyone to see.Adaptations for Exceptional Students (Anyone who requires modifications for their needs)The teacher will help guide the students with their word problems if needed or giving base ten blocks if needed to manipulate their word problem.Related Activities/Extensions
(What can students do who need more than is in the lesson? Should be related to lesson.)Each student will be encouraged to realize when they are subtracting in everyday affairs. Connections to Other Disciplines
Language Arts
Candidates Reflection After the Lesson:
Agenda:
Review word problems
Explain what is expected
Let students write and solve problems
Hang in the hall way
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