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Lesson Plan – 2nd Grade “Borrowing”By: Megan DowneySubject: MathGrade: 2ndLesson Topic: Borrowing (Regrouping)Introduction: (Identify relevant IEP goals and Content Standard(s), focus learner, create bridges from past learning, behavior expectations, provide rationale.)Introduction: The 2nd grade students will be learning and revisiting the concept of regrouping or borrowing in regards to subtraction in Math. The students will be building upon their previous knowledge of subtraction of one and two digit numbers. The students have already been introduced to the concept of borrowing and increased comprehension and skill level is expected. Students will simply be building upon previous knowledge of the concepts and revisiting the methods to show greater comprehension of borrowing in Math and increased skill level. The lesson will be an easy transition for the students because of their previous knowledge and background on the subject. I will be teaching the information of the lesson in various ways in order to ensure that each individual learner has the opportunity to take in the information in his or her own way. All of the students are functioning at a 2nd grade level in regards to Mathematics, with several students who are above grade level and functioning at a 3rd or 4th grade levels. Behavior Expectations:Students are expected to follow classroom rules and procedures throughout the lesson. I will be reinforcing behavior expectations before each part of the lesson. I will also be enforcing good behavior throughout the lesson and making examples out of the students who are paying the most attention in class. Content Standards:2.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.2.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.2.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.Goals: Students will be able to recognize when to use borrowing methods within various subtraction math problems. Students will be able to utilize the concepts of borrowing in order to subtract 2 digit numbers. Students will be able to recognize and understand new vocabulary such as “difference” when reading subtraction problems.Rationale:Students will be revisiting the concept of borrowing within subtraction math problems because it is a skill that must constantly be revisited in order for students to build upon their previous knowledge. Subtraction is one of the most basic and necessary concepts to learn and to retain in order for students to move forward in learning harder mathematics concepts. Reinforcing the key concept of subtraction through borrowing or regrouping through the use of new vocabulary will allow them to understand when to use subtraction in a real life situation. The students will have a chance to learn the information of the lesson in a variety of ways. The reasoning behind presenting the material in a number of ways is to accommodate each learner in the classroom. The students will first learn the material in its most basic format with guided instruction from the teacher and then have a chance to be challenged as the lesson progresses. The students are operating at a 2nd grade math level and a challenge is necessary for them to continue to grow and evolve their subtraction math skills. The goals of the lesson reflect the core state standards for second graders in mathematics. The goals also reflect a greater understanding of the concepts of the material, as this is not the first time the students have been exposed to the concept of borrowing in regards to subtraction. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure mastery of the outcome? Include objective and subjective data to show outcomes)Outcomes & Objectives:Students will learn how to identify when to use the methods of borrowing within various subtraction problems presented within multiple circumstances. The students will be able to properly subtract numbers up to 2 digits. The students will learn how to use the concept of borrowing in real life situations. In order to show mastery of the concepts students will be assessed through classroom participation, observation, and fact sheet assessments. I will be constantly monitoring student progress throughout the lesson by asking questions and making observations of which students seem to be grasping the material quickly and which students need extra help. The students will be presented with a challenge that will allow them to use the information learned in the lesson in real life situations. The advanced activity following the initial lesson, will allow me to challenge the students who are progressing at a faster rate then the rest of the class, and at the same time allow me to focus on the students that need more help on mastering the concepts. Rationale:The students will be able to demonstrate their level of understanding of borrowing by actively participating throughout the lesson and answering questions throughout. I will be informally assessing the students through observation and then following the lesson the students will be challenged by an activity that addresses what we had learned in the initial lesson. It is crucial that students are able to grasp the concept of borrowing so that they are able to move forward and master the concept of subtracting 2 digit numbers. The students must be able to demonstrate that they effectively understand the information from the lesson in order to increase their level of understanding of the core concepts and accomplish the goals of the lesson.I will be assessing the students in a variety of ways because it is important to see which students are truly grasping the concepts and which students are falling behind or need extra attention. The students in the class need to be challenged, which is the primary reason why I decided to extend the lesson and include a challenge following the initial lesson. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner Outcome and prescribe instruction accordingly. Consider: linguistic background, academic language abilities, content knowledge, cultural and health considerations, interests and aspirations, physical development, social development, emotional development.)Pre-Assessment Activity:In order for students to achieve the learner outcomes of mastering the concepts of borrowing in regards to subtraction, it is crucial that their previous knowledge on the subject is continuously revisited as well as assessed. The students are given weekly tests to assess their level of understanding of new math concepts, which are built into the Saxon math program that is utilized within the 2nd grade curriculum. The tests help the teacher to understand which concepts the students are properly grasping and which concepts need to be revisited in upcoming lessons. The students are given a district math assessment per trimester, which like the weekly tests reflect their level of understanding of core math standards and concepts. Linguistic Background:Students are all from English language speaking households. Academic Language Abilities:Students are all able to converse fluently and follow instruction in the English language. One student does have an issue with his speech, in that he has difficulties breathing while conversing. This has not affected his ability to grasp the mathematics concepts. Content Knowledge:Students are familiar with the concept of borrowing in regards to subtraction of 1 and 2 digit numbers. Mastery of the content knowledge is yet to be achieved and is one of the expectations following the lesson. Cultural & Health Considerations:Students are all healthy with little to no health considerations. Student do not possesses any severe allergies that may affect their learning outcomes. Interests & Aspirations:Student’s interests range from various team sports to art and music. Manhattan Beach is a very health conscious city and living an active lifestyle is held in high regard in the majority of the student’s households. The majority of the students come from high-income households, where earning an education is a high priority. Student’s interest in mathematics is high, which is reflected by the students overall scores on various assessments as well as several of the students scoring above grade level. Physical Development:The majority of the students are all of normal physical development stages. Two students were held back and are returning students to the second grade, but no physical limitations have been observed. Social Development: The student’s social development is of what is to be expected for 2nd grade and no real issues have been observed. All students work amazingly well with one another and enjoy all social group activities when they are presented throughout the lessons. Emotional Development: All of the students in the class seem to have a normal emotional development for 2nd grade. The two students that are returning to the 2nd grade were held back for emotional reasons and have exhibited no behaviors, which would indicate any cause for concern. Rationale:In order to make sure that each student is progressing at a steady rate and understanding the material of the lesson it is crucial that they are assessed prior to each lesson. The reasoning behind having weekly assessments is to make sure that each student is not falling behind or to recognize which areas need to be revisited in the following weeks lessons. Having students complete district assessments following each unit is crucial for to make sure that the core standards and goals for the unit have been met. If a concept is clear that it has not been understood it will be revisited in the following units. The information that is learned throughout the second grade math curriculum must be mastered because students are continuously building on each concept throughout the lessons. In terms of students linguistic background, academic language abilities, content knowledge, cultural and health considerations, interests and aspirations, physical development, social development, and emotional development students are all operating at a normal second grade level or higher. The students will be revisiting the concept of borrowing and there are no red flags that would prevent any student from achieving the goals and core standards of the lesson. Differentiation, Adaptation & Accommodation Strategies: (Based on the IEP goals, pre-assessments, modify Learning Activities based on learner characteristics to meet the needs of all students including ELL, special needs students, highly achieving students and low achieving students) Differentiation, Adaptation & Accommodations:In order to differentiate instruction it is crucial that I deliver the information from the lesson in a variety of ways so that each kind of learner is accommodated. The first part of the lesson will be through guided instruction as well as calling on students to help with particular math problems. They have independent work with worksheets that I will be able to observe and assess at same time. I will also be able to help out any individual students who may need extra help grasping the concepts from the lesson. I will provide the class with a challenging activity, which is meant for advanced students. Extra credit is giving to highly achieving students. Low achieving students will be sent home with added worksheets to go over with their parents as well as any added assessments that would help reinforce the material learned in class. As soon as a student is falling behind the parents are notified in order to be proactive in making sure the student’s needs are accommodated as best as possible. The same goes for advanced students in order for them to be continuously challenged. Tutoring is available to any student who may need extra help mastering any concepts. Students who are both high and low achievers have the option of using math tile worksheets, which help can challenge as well as aid in grasping core concepts depending upon how they are applied. Small group instruction will allow struggling students to revisit important skills as well as allow the higher achieving students to help out their peers. The material is constantly reinforced for both high achieving and low achieving students. Rationale:The lesson must be differentiated in order for each learner to be accommodated. The first part of the lesson is guided in order for the core concepts to be reinforced and for the teacher to be able to deliver the information to the students in as clear of a way as possible. The students are monitored throughout the lesson and are called upon to help reinforce the lesson in order for the teacher to measure their level of understanding. The next part of the lesson has students doing independent work in order for the teacher to be able to walk around observe, assess learning, and help out any students that may need further instruction. The challenging activity at the end of the lesson is meant as an extension of learning in order to challenge advanced students and at the same time allow me to focus on students that need more help grasping the information. Students who are high achievers as well as low achievers have tools that they are able to utilize in order for them to reinforce the material as well as challenge them if it is necessary. Student’s needs are accommodated in a variety of ways that will allow the information from the lesson to be properly reinforced. The student’s parents are a big part of instruction. They are able to do extra work at home if they are falling behind as well as if they are ahead, which challenging exercises. It is crucial to support the students at every learning level so that mastery of the subjects and lessons are achieved. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)Resources:Smart Board (regrouping activity)White boards with dry erase markersSubtraction “Wrap-Ups”Subtraction worksheet (Saxon Math Facts)Guided Practice WorksheetsChallenge Activity Worksheets“Ms. D’s Store Front” materials (Various objects are pictured with prices bellow for challenge activity following the lesson).Rationale:I will be utilizing the Smart Board to display various math borrowing subtraction problems. This will give me an opportunity to show the problem using the Math Base Ten Blocks in subtraction. Students will be able to learn the material numerically as well as visually for various types of learners to be accommodated.Students utilize their white boards during the first part of the lesson as they are following along with the guided lesson at the front of the room. This allows the students to learn how to align the problems correctly and allows the teacher assess learning at the same time.The subtraction “Wrap-Ups” are utilized in order for students to have a hands on experience while practicing their subtraction facts.The worksheets for both subtraction facts and guided practice allow the students to have practice reinforcing the material learned in the lesson as well as some independent practice. The teacher is able to assess learning and help out individual students with any help or clarification they may need from the lesson.The challenge activity utilizes “Ms. D’s Store Front” as a tool for students to reference when completing the challenge worksheet. The challenge worksheet is made up of problems that are meant for advanced learners, but is given to the entire class for added practice reinforcing the material from the lesson. It also allows me to see which students are in need of further assistance with the concepts of the lesson. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for Understanding)Learning Activities/Teacher Instruction:I will greet the students and have them come sit on the carpet in front of the white board with their own personal white boards and dry erase markers. The students will be first asked to sit on their white boards so that they do not get distracted and start drawing on the boards for the first part of instruction.I will explain to the students that we will be practicing subtraction by using the concept of borrowing.I will model two example problems on the Smart Board in front of the class and complete them with the students. This will be guided instruction that the students will be able to follow along and complete with the teacher.Next, I will have the students utilize their white boards and complete several problems collectively as a group. I will be modeling how to complete the problem on the board, but have the students first have a chance to complete the problem. This will give me an opportunity to see which students are grasping the concepts at a fast rate and which students seem to be struggling and need more practice.I will be calling on students to help me go through the step-by-step process of borrowing in subtraction. I will show the students first how to set up the subtraction problem numerically and then using the Base Ten Blocks for a visual representation of the problem.I will put up 2 more examples of subtraction problems that the students must complete on their white boards and then I will check for understanding as they complete the problems.Examples of Problems: 35 – 17 = 18 23 – 15 = 8 42 – 26 = 16I will then have students complete a couple work problems that will have them utilizing borrowing in real life situations:“Let’s pretend that we have 30 boxes of candy hearts for Valentine’s Day, but we only have 23 students in our class. How many extra boxes of candy hearts will we have?”30 – 23 = 7 boxes of candy hearts“Let’s pretend that we have 25 pieces of Hershey’s chocolate and 33 pieces of Laffy Taffy. What is the difference between pieces of Laffy Taffy and pieces of chocolate? 33 – 25 = 8There are 8 more pieces of Laffy Taffy then Hershey’s chocolate. Students will return to their desks and asked to complete their “Wrap-Up” activities for subtracting 6 and 7. Students will do the 7 subtractions twice. This is a timed activity with 1 minute for each wrap-up.Students will complete a fact worksheet, which has the students subtracting utilizing the numbers 6 and 7, as well as a guided practice worksheet with work problems and borrowing problems.As the students are completing their worksheets I will be checking for understanding by walking around and observing students and helping students who may need it.Upon completion of the lesson students will have an opportunity to be challenged with an added exercise. Students will be given a worksheet with several word problems asking them to calculate the difference between items in a store. The store will be set up as “Ms. D’s Store Front”. The students will have to reference the correct items in the store to come up with the answers to the worksheet. Throughout the lesson I will be observing the students and checking for understanding throughout each task. I will be asking questions to make sure students are paying attention and grasping the material that I will be presenting. I will have an opportunity to visit with the students throughout their independent work as well as throughout the challenge activity.Rationale:The learning activities that the students will be completing will be through guided instruction and modeling, independent practice and an extension to their learning to challenge the class. The first part of the lesson has the students modeling the teaching through out each example so that they know how to set up a problem correctly and perform the actual problem itself. I have the students utilize their white boards so that they have an opportunity to try the problem themselves in front of the teacher so that I can check for understanding and make sure that each student is grasping the information correctly. I have the student’s first work on the problems numerically and then visually with the base ten blocks in order for them to have a visual representation of the subtraction problem. There are many different kinds of learners in the classroom and it is crucial that as a teacher, I present the information in a variety of ways so that each learner is accommodated.It is important to incorporate real life situations into the lesson in order for students to recognize when they need to be able to utilize the concepts of subtraction in their every day lives. It also allows the students to recognize new vocabulary terms that would indicate when to use subtraction in certain work problems or real life situations.Students will complete independent work at their desks. The “Wrap-Ups” are timed in order for the students to work on their speed accuracy when subtracting with the numbers 6 and 7. This is a hands-on activity that provides the students with another resource to practice their subtraction.Students will complete two worksheets, one with math facts and another with word problems and borrowing. I want to provide the students with as much practice on the concepts as possible. The more the concepts are reinforced and practiced the more students will be able to grasp the material. This also provides students with the opportunity to once again learn the material in another way.I am checking for understanding throughout each activity to see if any students are falling behind and need further assistance and which students are ready for another challenge.The challenge exercise is an extension of learning that is provided to the students. The challenge activity will extend the students learning on the concept of borrowing as well as provide them with another opportunity to learn the information in real life situations. The challenge exercise is useful for the advanced students because it allows them to have a greater understanding of the concepts and added practice. It provides the students that are struggling with additional reinforcement of the lesson. Even though the addition activity is challenging the most important part to gain from it is how they set up the problems. The vocabulary that the students learned in the lesson is reinforced and the correct answers to the mathematical problems will be the next step in mastery. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide feedback and re-teaching)Learning Activities:Guided Practice: At the beginning of the lesson students are engaged in a guided learning activity as they follow along with the teacher at the front of the room. The students have an opportunity to learn from the teacher as I model examples of each borrowing subtraction problem. The students are following along with the examples before they have an opportunity to try the problems on their white boards. I am constantly guiding the students throughout each step of the learning process in order for the information of the lesson to be reinforced.I am constantly checking for understanding throughout the guided practice of the lesson. I am making sure that students are following along with their white boards and asking them questions to make sure they are grasping the material of the lesson. Observing the students during the extended learning activity and helping them with the difficult problems allows me to see where the students are at in regards to mastering the subtraction concepts.Collaborative Practice: The students learn collectively as a group at the beginning of the lesson with the Smart board and then are encouraged to work together during the extended learning activity at the end of the lesson. As students work together as a whole group they are able to socialize with one another and help each other with the math problems and concepts. During the extended learning exercise they are able to work with a partner because the material is so advanced it may be too confusing for one student to do on their own. I am checking for understanding throughout and seeing with groups are working well together and understanding the material and which groups need more guidance. Individually I am able to see which students are progressing and which students need more attention. Rationale:Guided Practice:Modeling the information of the lesson for the students is the first part of the lesson and the most crucial for their understanding. The students are receiving guided practice with the material and I am able to answer any questions that the students may have about the material. I am checking for understanding throughout each exercise by measuring participation levels, asking questions, and through careful observation. Collaborative Practice:The students are learning together as a group during the beginning of the lesson in order for me to be able to model the proper way to set up the borrowing subtraction problem as well as check for understanding simultaneously. At the end of the lesson during the extended learning activity the students have a chance to work in partners in order to complete the exercise. The students are able to choose their partner’s, which gives them the freedom to work with one of their classmates and solve the problems that may be too challenging for them by themselves. It is important that students are able to communicate about the lessons they are learning and therefore will be able to get a different perspective on how to solve the problems and possibly a greater understanding of the material as a whole. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities are assigned assuming that students understand the concept well enough to work on their own.)Independent Practice:Students will be working independently during “Wrap-Up” portion of the lesson, where they will have to work with the tool in order to practice their subtraction of both the numbers 6 and 7. This is a timed activity in order for the students to get practice subtracting both numbers at a faster pace. The students are also performing independent practice during the worksheet portion of the lesson. The students are giving two worksheets to complete, which help them reinforce the lesson through practicing subtraction facts as well as word problems with borrowing.Rationale:Independent practice is essential for each student to practice the information from the lesson on his or her own. The students need to be challenged to see what exactly they are able to understand and take from the lesson and which areas need more clarification. I am able to check for understanding throughout the independent practice portion of the lesson by observing and answering any individual questions that the students may have. This is a good opportunity for me to see which students are grasping the material and which students need more help.Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning. Describe differentiating assessment strategies you will use for ELL, special needs students, highly achieving students and low achieving students. Link the assessment to the stated Student Outcomes.)Assessment and Evaluation:Students will be assessed based on participation, through observation, classwork, and homework. I will be able to measure student’s progress based on how they are performing on their fact practice sheets as well as written practice worksheets. Throughout the lesson I am constantly observing to see which students are paying attention and are engaged throughout the learning process, as well as actively participating. The students who seem to be shy to respond and have a difficult time with the worksheets gives me a good indication that that particular student needs extra guidance and help in the classroom as well as at home. The students who are advanced have an opportunity to extend their learning with the challenge activity at the end of the lesson. The students who are struggling are able to receive added guidance from the teacher as well as work with one of their peers to help them grasp the concepts. Students are assessed on their homework that is due every night. Rationale:Students are constantly assessed and evaluated throughout the lesson through observation. I am observing students as they are actively participating in the lesson, throughout independent work, as well as during the challenge activity. Making sure that each student is able to have the opportunity to grasp the information in a variety of ways will allow the material to be properly reinforced. The homework that is given is evaluated daily for completeness and then assessed to see which students finishing the work and which students are struggling. Having multiple ways to assess your students gives you a well-rounded and complete way to assess how the student is grasping the material. Because the material is presented in so many ways it gives the teacher multiple ways to assess their learning. Closure: (Describe how students will reflect on what they have learned.)The students will be able to reflect on what they have learned throughout each step of the lesson. Students are able to measure their progress level by the process of trial and error during the Smart Board portion on the lesson. The students model the teacher and then have an opportunity to try the subtraction borrowing questions on their personal white board. Students are able to reflect on their understanding of the initial lesson before they move forward on the independent portion of the lesson. The students have homework, which is due before the beginning of class the following day that reinforces the lesson of the previous day. The homework is on the back of the worksheets that are given out for independent practice and students are able to use the side of the worksheet completed in class as a reference tool. Students can reflect on their understanding of the material learned in the lesson in order to complete their homework. The vocabulary that is learned throughout the lesson continues to remain on the board in order for students to reference throughout each lesson. The reflection process is ongoing and goes hand in hand with learning the information of the lesson.Lesson Reflection/Assessment: (Collect student learning data to determine: What went well? What needs to be changed? Were learning outcomes met? What activities will you add, change, modify in the future? What can be done to follow up on the learning from this lesson? Who needs additional help? Who needs enrichment or higher level work?)Following the lesson I felt that as a whole it was a success. I was able to teach the material of the lesson in multiple ways in order to accommodate each individual learner in the class. I felt like I had a good flow to the lesson and the students were genuinely interested in each step of the learning process. I think I did a good job thinking on the spot and modifying the lesson when needed. What needed to be changed was that the visuals that I used for the “Ms. D’s Store Front” exercise were not large enough for the students to see. It was difficult for them to understand the questions without all crowding around the visuals. The visuals that I chose to use for the store were outdated and needed to be items that were more current and relatable for the students. I forgot to include the realistic life situation examples with the Smart Board exercise. I think the questions would have been a great transition into the extended learning challenge at the end of the lesson. The learning outcomes were met and students were able to demonstrate their understanding of borrowing in several ways throughout the lesson. Throughout the lesson students showed that they were able to properly set up a subtraction problem, identify vocabulary that pertained to subtraction word problems, and correctly subtract 2 digit numbers without much confusion. In the future I would use the idea of “Ms. D’s Store Front” not only as an extension to the lesson, but as a lesson itself. I like the idea of students interacting and being about to use real world examples to show borrowing in subtraction problems. I would also make sure that the visuals that I would be using can be seen by the entire class, in order to eliminate any chance that I would be having my back turned to the classroom. In order to follow up on the learning of the lesson I will be checking the homework that was assigned to the class and seeing which areas the students seem to be collectively understanding and which areas need to be revisited. Only a couple students seem to not completely understand the information of the lesson. Those particular students were also the ones who seem to get a little lost with the extension part at the end of the lesson. Those students I will be checking up on and going over their classwork with them to shed some light on any areas that were missed in the lesson. The students who are at a higher level of learning will continue to be engaged with the extension portion of the lesson. Only a few students seem to understand the material at a much faster rate then the rest. Addition extra credit worksheets are available to them in order for them to be continued to be challenged after the lesson. I really enjoyed teaching the lesson and finding creative ways to engage the students. ................
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