Lesson plan for observations 2-4



Lesson Plan for Observations 2-4 Student Teaching Semester: Planning Instruction and AssessmentTeacher Candidate: Chad ClevelandSchool District and School Name: Pana School District at Washington SchoolGrade Level and Age Range of Students: First Grade and ages 6-7Cooperating Teacher: Laura SchmitzUniversity Supervisor: Jude LaneDate of Observation: 1-26-15Central Focus of the Lesson and/or Lessons: Using Symbols to Compare NumbersPart 1: Context for Learning A. General Context:Name the textbook used for instruction: My Math Grade 1: Volume 1Name the textbook publisher: McGraw-Hill EducationName the date of publication: 2014Name the time spent daily/weekly on literacy instruction in your classroom: 1.5 hours per dayB. What standards must be addressed when planning to address the central focus?Name the applicable Common Core Standards:1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones, recording the results of comparisons with the symbols >, =, and <.C. Central Focus/Content Focus and Objectives: a description of the important understandings and core concepts that you want students to develop within the learning segment (see the edTPA Handbook included in your LiveText account for a complete definition and examples)Name the central focus of the learning segment: The central focus of this lesson is to understand place value of numbers and operations in Base Ten. This focus will be achieved specifically for this lesson through the use of comparisons of two two-digit numbers.Name the essential content related strategy: The content related strategy for this lesson will the use of greater than, less than, and equal to. This strategy will be taught based on knowledge learned in previous lessons one what digits represent tens and ones. Students will be familiar with the use of base ten blocks previous to this lesson. Using the combined skills of two digit numbers and their base ten block representations, students will be able to compare two numbers and classify them as greater than, less than, equal to.How does this relate to your curriculum?This lesson and skill set directly relate to the curriculum approved. The skills relate to the students curriculum because of the natural progression in math concepts to prepare for the second grade. With the skills learned in the curriculum students will be ready to compare numbers of larger value quickly, even those into three-digit’s. The skill also relates to curriculum as in younger grades students are learning life skills that impact their every day out of school lives. With the skills of learning greater than, less than, and equal to, students will be able to understand the concept of money (using place value and decimals eventually) and the concept of amounts of any object.Name the learning objectives you have identified that will support the central focus Students will understand how to identify two-digit numbers as greater than, less, than, and or equal to when compared to another two-digit number as measured by their ability to complete appropriate work book pages. Students will have correct answers by the end of the lesson so as to be able to use this assessment as a resource on their homework.Students will understand how to identify numbers as larger, smaller, or equal based on the tens value as scaffolding will be removed as the lesson progresses as measured by the students ability to correctly answer questions without the use of manipulatives or drawings.Students needing a boost will need more scaffolding and will be directed to begin supporting their work using manipulatives, drawings, or their own form of visual aid that will benefit their learning. Students will then need to be shown again how the representations relate to the tens and one’s place values.Stopping after two pages to allow student to work on the third page independently. Students will then be checked for comprehension and understanding of material before being instructed to continue to the final page. Students who are struggling this will receive the proper scaffolding so that they too succeed at the lesson.What do you want the students to understand?I want students to understand that when two two-digit numbers are presented one may be larger or smaller than the other and they need to recognize that. I want students to understand how important this skill is in everyday life whether that be through money or any other numerical value.I also what students to understand that there are always strategies for finding out the solutions to any problem. Students are offered multiple scaffolding strategies to solve problems; they just have to figure out what works for them.What do you want the students to do independently once the lesson has been taught?Once the smart board lesson is complete students will need to return to their seats with their math work books. After students have torn out the top three pages, one placed in their mailboxes for homework and the other two stapled for the next part of the lesson, we will begin to work through the papers together. If students finish early, or while I work with some students individually, students are to work on the final problem, write math. The write math portion does not count as a part of the grade but will give students a chance to reflect on what they have learned as well as practice their handwriting.What academic language is essential for mastery of this content?Students will need to understand the terms tens and ones, base ten blocks, and the greater than, less than, and equal to concept and their corresponding symbols.Tens and ones: students will need to understand which place value is which and then locate them in a table.Base Ten Blocks: students will need to understand what rods and cubes represent, ten and one respectfully. These will be used if students begin to struggle.Greater than: one number is larger than the other and is represented using the > symbol.Less than: one number is smaller than the other and is represented using the < symbol.Equal to: one umber is the same as another number and is represented using the = symbol.D. Prior Knowledge and Cultural and Community Assets:How will your students’ prior knowledge and cultural and community assets affect your instruction of this content?The student’s prior knowledge of previous lessons will affect the entirety of the lesson. For two lessons previous to this, students will have been working with the concept of comparing two two-digit numbers. The students understand the transition of learning the lesson on the smart board and then transitioning into the work book pages. This routine was set up at the beginning of the year.Part 2: Diverse LearnersHow will you meet the needs of the diverse learners in your classroom related to this content? Please address all applicable categories.Special Needs Students: CategoryNumber of StudentsAccommodations Students with IEPs0Student A:Student B:Other:English Language Learners0Gifted05040Other:2Multiple forms of material (both visual and verbal)The use of manipulatives if neededAllowing more time for individuals to think to allow participation or completion of work page.More time will allow students to come up with the correct answer and confidently participate in class discussions without falling behind causing stress for the student to attempt to keep up.Part 3: Instructional FocusA. Planning Instruction: What is the sequence of your lesson? Include pacing guidelines.12:45 – Math Centers (Students will rotate centers at 1:00 and 1:15 making three rotations)Students will be instructed be already seated after taking a break (bathroom and drink).Students will be instructed and gathered into three centers: One with Mr. Cleveland, Mrs. Schmitz, and Mrs. Mahnke. Students will be called by each instructor over to the appropriate center.Schmitz Center: Rocket Math and review how to tell if a number is larger or smaller. Complete the worksheet that is circling greater than or less than so students begin to remember what they have already learned.Mahnke Center: Reviewing Ten More and Ten lessUsing a white board come up with numbers modeled in rods and blocks in base ten. Have students count the rods and blocks out loud. Write the number under the picture. Ask students to tell you what ten more or ten less may be. If students ask the students “if you took ten away from this number you would be taking away one tall tower of ten. Let’s count out how many blocks are left!”. The number would be ten less. The same could be for ten more.Cleveland Center: “Show Me What You Need” game. Students will play the game and be asked questions about the results.1:30 – Math Work Book and LessonGathering students attention using 1-2-3 Eyes on Me approachStudents will be instructed to sit in front of the smart board to begin our math lesson.Explain to students that we will be learning something a little different from what we learned last Thursday.Students will explain what they remembered learning (greater than, less than, equal to)Explain the use of symbols that represent greater than, less than, equal to (SLIDE 1)Explain how alligators always eat the bigger numberScaffold students from the use of an alligators open mouth to using just >, <, and =Students will be able to see how the symbols can be draw onto the alligator mouths and then the alligator mouths can be deleted showing just the symbol representations.These symbols will be next to the word representations so that students can familiarize themselves with the two different representations.Students will then move onto practice problemsThe first practice problem will be 52 is greater than 31. (SLIDE 2)Students will have space above the two numbers to use tall towers of then and ones if needed to compare the two numbers. The example problems will be set up just as those in the book so that students will not be unprepared for the next portion of the lessonThe second practice problem will feature a table (something we learned the week before) that represents tens and ones in place of using tall towers of tens and ones. (SLIDE 3)The example will put an emphasis on the use of the tens place to determine which number is larger. Improving this skill will help students to work quicker and become more learned in the topic area.Students will see how the numbers 25 and 12 are placed in the table and then determine which is larger, placing the symbol <, >, and = in the space provided.The final practice problem will be a simplified version of a problem (SLIDE 4)The slide features just two numbers with a blank space between the two numbersStudents will have to determine the correct symbol by mentally and verbally expressing their thought process in deciding the correct answer. This practice for the last problems in the work book.Students will be able to mentally and verbally work out the problem by thinking of the strategies learned previously (table, base ten blocks, or the tens digit value)1:45 – Math Work Book LessonStudents will be instructed by table to return to their tablesIn the process the students are supposed to go to their cubbies, remove their math book, return to their seatsAfter returning to their seats they will tear out pages 409-412 to be stapled and page 413-414 to be placed in their mailboxes for homework.After students are all stapled they will be told to gather a clip board, pencil, and eraser and come back to sit in front of the smart board. They will be released by table.The students will be next to the smart board for this lesson to ensure that they are in close proximity to the teacher and the activity.During this the teacher will pull up the online math journal to be projected onto the smart board.Page 409 will be completed by the teacher speaking out loud and walking slowly through the exampleAfter the page is completed students will have the top of their pages starred and instructed to wait to flip to the next pageAfter all are starred they will flip to page 410 and fold page 411 behind so they cannot work aheadPage 410 will be completed with students helpStudents will signal their readiness by putting their thumbs up silently on their chestPage 411 will be completed individually and then checked by a teacher to check for understanding and comprehension. The teacher will instruct the students to look at the whole page and explain the different problems before students can begin working.Students will signal their readiness by putting their thumbs up silently on their chestPage 412 will be done with both the teacher and studentsStudents will signal readiness with a thumbs up to the chestStudents will place these packets in their mailboxes and return to their seats as instructed by table. Once seated we will review the three symbols we learned and will place the sign/poster in an area of the room that is visible for students viewing.How do you plan to capture students’ attention related to the content?Students’ attention will be captured using the 1-2-3 Eyes on Me approach. This can be used throughout the lesson if students begin to lose focus.What materials will be used to engage students in learning? Technology?Students will be provided with multiple forms of materials for this lesson. Students will be provided their workbook pages, supplement pages, and smart board activity as technology during this les.How do you plan to engage students in higher level thinking skills related to this content?Students will be engaged in higher level of think skills as the progression of the lesson goes from a scaffolded question (a table and base ten blocks) to a straight forward question (those two number and a blank between the two). These questions will begin leading students into a mental process to allow the easier and accelerated sequence.Problem solving and mental math can be discussed to help students to think deeper and still benefit their learning of the lesson for adding and subtracting while determining if a number is larger or smaller.B. Planning Assessment:How will you know your students are learning the content? How will you know the standards and objectives have been addressed?I will know that students are learning the content by assessments taken during and after the lesson.The checking for understanding during the lesson will allow the teacher to understand where students are in the learning process.The mid-lesson check will allow the teacher to ensure that students struggling receive the help they need before completing the homework incorrectly.The lesson will also be assessed the following day when the homework sheet is returned. The sheet is checked for errors and returned to the students if there is an error, giving the students time to correct the mistake and learn how to properly complete the assignment with the teachers help.The standards and objectives will be proven met when students are able to participate fully during the class lesson and/or after the homework is collected proving students ability to understand the concept of greater than, less than, equal to in the terms of <, >, and =.What specific strategies will you plan to implement to ensure that students are cognitively engaged throughout the lesson?Calling on students individually without them raising hands to answer questions to ensure that they are following along with the lesson.The concept won’t be knew to them but the use of symbols will so the students will hopefully be engaged as they should already know the material for a majority.While students are at the carpet they can use think pair/share to allow students to discuss with one another what answer they have gotten and why they think they are right, listening to one another.How will you plan to gauge/track student achievement for:the classclass participation, attitude, and interest towards the lesson will allow me to know when to move faster or slower and if students are confusedpurposefully grouped student groupsStudents will not be grouped for this lesson but there are groups of students that will be higher and lower in skill level. These students will need ample and equal opportunities to participate in the lesson. The higher students will be tracked by participation first and then the lower students so that the lower students will see the modeling done by the higher students.IndividualsI will individually be able to track students achievement through homework collected and checking for comprehension mid-lesson.What samples of students’ work will be generated by the lesson? (Please attach copies.)Student homework sheets (provided in the text)Rocket Math sheets (differentiated by student level) ................
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