Meganhasbrouck.weebly.com



Lesson Plan 5/28/2014Instructional materials adapted from the “Everyday Mathematics”Instruction Provided by Megan HasbrouckGoals2nd Grade Common Core Standards (…and moving into 3rd Grade Standards): 2.OA.4: Work with equal groups of objects to gain foundations for multiplicationUse addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.3.OA: Represent and solve problems involving multiplication & division3.OA.1: Interpret products of whole number, e.g. interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, etc.3.OA.6: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.3rd Grade Common Core Standards (…and moving into 4th Grade Standards):3.G.MD: Geometric measurement3.G.5: Recognize area as an attribute of plan figures and understand concepts of area measurement3.G.5a: A square with side length 1 unit, called a “unit square,” is said to have “one square unit” of area, and can be used to measure area.4.G: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Instructional Goals (From Everyday Mathematics):2nd Grade (Lesson 11.9)Practice multiplication and division facts with Fact TrianglesUse equal sharing to model division in the context of number storiesUse arrays, skip counting, and repeated addition to model multiplicationWrite number sentences to model number stories3rd Grade (Lesson 10.10)Order numbers on a number lineDraw line segments to connect plotted points on a coordinate gridPlot ordered pairs on a coordinate gridIdentify geometric shapesPossible Connections to Other Subjects: The 3rd grade lesson that covers coordinate grids could easily be connected to a social studies lesson. In such a lesson they would cover, in more detail, how to find locations on a map using coordinate grids – the lesson could even extend further into longitude and latitude points on a map. The 2nd grade lesson is dealing with multiplication & division, so the cross-curricular connections are ENDLESS! It could be tied into their science fair projects (dividing seeds evenly amongst classmates), dividing supplies, populations of people (Social Studies), the list goes on!Materials2nd GradeMath Journal White boardCalculatorMultiplication GridNumber gridFact Triangles3rd GradeMath JournalRulerMap of OhioMap of the United StatesInstructionSchedule: From 8:30am to 9:45am, the 2nd grade and 3rd grade math sessions overlap. From 8:30 to 8:45 we have only the 2nd grade students, at 8:45am the 3rd graders join the classroom, and should begin Math Journal page 265 (until 9:00am). At 9:00am, the paraprofessionals take the 2nd grade students to the round table and complete the math journal pages, while the math lesson with the 3rd graders is completed. 2nd Grade Lesson [8:30am-9:00am]Review: What the concept of multiplication represents – e.g 2x3 in context is 2 groups of 3. Review of this concept can be found on page 285 of their Math Journal (completed on 5/27). Use example of distributing the bucket of pencils to all the students, to reinforce the concept of division. [15 minutes total]Lesson PrepMultiplication Grid: Have students pull out their multiplication grid and quickly/informally assess their familiarity with finding a product from 2 factors write 2 simple (1 digit) multiplication problems on the white board, and ask each to individually show you how they found their answer.Calculators: Students will already have calculators, but ask them to pull those out. One problem at a time, using the same 2 (1 digit) multiplication problems on the white board, walk through the operations and buttons needed to solve the problem. Again, walk around and have them individually show you how they found the answer.Lesson – Beat the Calculator [15 minutes]Students will be divided into 2 groups – the “Brains” vs the “Calculators”. The Brains will get to use their knowledge and their number grids, while the Calculators get to use their speedy calculator skills. Teacher will write each problem, one at a time, on a white board. Once all students are paying attention, show them the multiplication problem (all problems can be pulled from page 287 in their Math Journal). As soon as students figure out the answer, they are to raise their hands – anyone who calls out is disqualified! The first team to get the answer right gets a check mark in their respective column on pg. 287. Prize for the winner will be determined prior to starting the lesson (most likely candy or Bobcat Bucks).9:00am – 2nd grade students will continue the game at the back round table with the 2 paraprofessionals.Time Permitting, have students finish their Math Boxes for 11.9 on pg. 285, or make additional Beat the Calculator problems.3rd Grade Lesson (9:00am – 9:45am)Review: Students started Lesson 10.10, and should have part of page 264 partially complete. Draw a number line -10 to 10 and ask students to plot points along the number line. They can come up one at a time to draw points on the line. Throw in at least one negative number to see what they recall from the previous day’s lesson. [5 minutes max]Direct student’s attention to pg. 264 in their Math Journal. Ask them to describe the direction of coordinate points – for example, (3,4) is a direction to move 3 spaces right on a grid THEN move 4 spaces up. Complete question #2 on pg. 264 if not complete. Once points are made on the coordinate grid, ask them to connect the points. Once points are connected, ask students to describe the shape created by the line segments – make sure they can describe the shape attributes. Homework Review:Ask students to pull out their Home Link 10.10 – will do this together, and will show students how to utilize this skill on a real-world map. Will do each point together as a group to ensure that they are mastering the skill.Map of OhioShow students the road map of Ohio – show them how this map is the same, but also slightly different than their map of Africa. The map of Ohio uses letters and number, and each coordinate covers a larger area. Have students find locations on the map by giving them the coordinate gridsMap of the United States [Time Permitting]If there is time remaining have student find Chicago on the printed map. First describe Longitude/Latitude, then ask them to give the exact coordinates.Accommodations/Modifications All 2nd and 3rd grade students are allowed to use their multiplication grids and number grids during these math lessons. Grade specific Accommodations and Modifications:2nd Grade: Everyday Math does not explicitly allow the use of multiplication grids, but as an accommodation students will utilize the grid and work on their effectiveness with this tool as they move into 3rd grade. Also, before starting it is imperative to model the use of both the calculator and multiplication grid before starting. 3rd Grade: Everyday Math did not provide a map of the United States or a map of Ohio, but the lesson was modified to assist them in generalizing their skills to real word applications. Before beginning the lesson, model the use of a coordinate grid, reminding students that with coordinates (x,y), you would move to the right by number x places, and move up number y places. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download