Observation #2 with CT - Math Lesson 3.

6
Name: Caitlyn Foster
Grade Level Being Taught: Subject/Content:
Group Size: Date of Lesson:
2nd
Mathematics- Subtraction Whole Class 10/29/14
Lesson Content
What Standards (national
or state) relate to this
MACC.2.OA.2.2 Fluently add and subtract within 20 using mental strategies. By the end
lesson?
of grade 2, know from memory all sums of two one-digit numbers.
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd
never get through them all.)
Essential Understanding
How can I use strategies to fluently add and subtract?
(What is the big idea or
essential question that you
How can I recall differences for basic facts using mental strategies?
want students to come away
with? In other words, what,
What are some ways to remember differences?
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Observation #2 with CT - Math Lesson 3.6

Name: Caitlyn Foster
Grade Level Being Taught: Subject/Content:
Group Size: Date of Lesson:
2nd
Mathematics- Subtraction Whole Class 10/29/14
Objectives- What are you
teaching?
(Student-centered: What will
After watching video lesson on canvas and reteach in the classroom (for some),
students know and be able to students will be able to complete pages 142- 143 in their math work book with 90%
do after this lesson? Include
accuracy.
the ABCDs 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 rewrite 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 need to be a percentage.)
Rationale
Subtraction is a skill that students will need and use for their entire life. This includes
Address the following
higher academic levels of math as well as day-to-day life after school. Students will
questions:
need to know mental strategies to solve basic subtraction problems quickly and
Why are you teaching this efficiently.
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?

Observation #2 with CT - Math Lesson 3.6

Name: Caitlyn Foster
Grade Level Being Taught: Subject/Content:
Group Size: Date of Lesson:
2nd
Mathematics- Subtraction Whole Class 10/29/14
Evaluation Plan- How will
Formative Assessment:
you know students have
mastered your objectives? After watching the lesson on canvas (at home) student will take a quick quiz that is their
ticket to group. the assessment results will be sent to the teacher on canvas. This will
Address the following:
be used to guide instruction the following day in class. Students that miss one question
or less on the ticket to group questions will go straight to solving the problems in their

What formative
math work book. The students that miss two or more will meet with the teacher for a
evidence will you use to
document student learning small group re-teach before working on their practice problems.
during this lesson?
The practice problems, the problem of the day and math journal will also be used as a

What summative
form of formative assessment.
evidence will you collect,
either during this lesson or
Math Journal will be used as ticket out the door at the end of the lesson.
in upcoming lessons?
Summative assessment:
A test will be given at the end of the unit as a summative assessment.
What Content Knowledge is
necessary for a teacher to Teachers should know and be able to explain a variety of strategies to help students
teach this material?
fluently add and subtract.

Observation #2 with CT - Math Lesson 3.6

Name: Caitlyn Foster
Grade Level Being Taught: Subject/Content:
Group Size: Date of Lesson:
2nd
Mathematics- Subtraction Whole Class 10/29/14
What background
Students should be familiar with a variety of strategies to add. Students should be able
knowledge is necessary for to mentally add basic facts before moving to subtraction.
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?
What misconceptions might
students have about this
content?
Students may confuse the addition and subtraction sign.
Students may struggle to decide which subtraction strategy to use. Not all strategies
are best or quickest for all problems.

Lesson Implementation

Observation #2 with CT - Math Lesson 3.6

Name: Caitlyn Foster
Grade Level Being Taught: Subject/Content:
Group Size: Date of Lesson:
2nd
Mathematics- Subtraction Whole Class 10/29/14
Teaching Methods
(What teaching method(s) will The teaching method used is a flipped classroom and scaffolding of instruction.
you use during this lesson?
Students will watch a video lesson (made by the teacher) at home. The video lesson
Examples include guided
includes modeling and guided practice. In class the next day, they will participate in rerelease, 5 Es, direct instruction, teach or enrichment based on their scores on the ticket to group questions that they
lecture, demonstration, partner answer after completing the video lesson.
word, etc.)

Observation #2 with CT - Math Lesson 3.6

Name: Caitlyn Foster
Grade Level Being Taught: Subject/Content:
Group Size: Date of Lesson:
2nd
Mathematics- Subtraction Whole Class 10/29/14
Step-by-Step Plan
Time
(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.)
10 min

Who is
responsible The night before the lesson, students are responsible for watching a
(Teacher or video lesson (made by the teacher) and answering the ticket to
Students)? group questions at the end of the module. This will be used as a
pre-assessment for the in- class instruction. The video lesson
Students
includes teacher modeling and guided practice.
and teacher
Where applicable, be sure to
The video lesson starts out with introducing the unit goal and the
address the following:
lesson goal and discussing where it fits in on the learning scale.
Then the students are giving a problem to get them engaged. In the

What Higher Order

lesson 3.6 they are given the fact 5+3=8 and asked to find the
Thinking (H.O.T.) questions
related subtraction fact.
will you ask?
The next part of the video uses a picture model of colored tiles to

How will materials be

explain subtraction facts. There are 7 colored tiles total. Three are
distributed?
outside of a circle and four are inside of a circle. Students are asked

Who will work together

to create addition facts and their related subtraction facts that
in groups and how will you
correspond to the picture. Students are encouraged to get a piece
determine the grouping?
of paper and pencil and follow along.

How will students

Students will be asked to think about how these facts are related.
transition between
In the next part of the video model and draw students will be
activities?
shown two strategies for solving subtraction facts (Counting back

What will you as the

by one,two, or three OR thinking about the missing addend to
teacher do?
subtract.

What will the students

The last part of the video, the students are encouraged to pause
do?
the video and work out the share and show problems on their own

What student data will 10 min Students

before seeing the explanation.
be collected during each
Students write down and discuss learning goal and answer problem
phase?
15 min Students
of the day.

What are other adults in

Students that passed the ticket to group will move on to the work
the room doing? How are
book problems and then centers for enrichment. Students that need
they supporting students
re-teach will work in a small group with the teacher before moving
learning?
5 min Students
to their workbook problems.

What model of coTo wrap up, students will answer a problem in their math journal.
teaching are you using?

Observation #2 with CT - Math Lesson 3.6

Name: Caitlyn Foster
Grade Level Being Taught: Subject/Content:
Group Size: Date of Lesson:
2nd
Mathematics- Subtraction Whole Class 10/29/14
What will you do if

a student struggles with the content?

They will work in a small group with the teacher for re-teach. These students
may also use more basic strategies for subtraction such as using counters if
needed.

What will you do if

a student masters the content quickly?

Student will move on to math centers for enrichment after completing the
problems in their workbook.

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?
Math is universal. It is beneficial and necessary for students of all
backgrounds to learn strategies for subtraction.
If applicable, how does this lesson connect to/reflect the local community?
Students will need to learn to subtract for day to day living.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students that need an additional challenge will be able to participate in math
related centers or do math on specified computer apps such as Sushi Monster,
or Educreations.

Observation #2 with CT - Math Lesson 3.6

Name: Caitlyn Foster
Grade Level Being Taught: Subject/Content:
Group Size: Date of Lesson:
2nd
Mathematics- Subtraction Whole Class 10/29/14
How will you differentiate instruction for students who need additional
language support?
Students that need additional language support will be given extra support
from the teacher. This includes rephrasing word problems.
Accommodations (If
ELL- These students will receive extra support from the teacher. This includes
needed)
rephrasing word problems.
(What students need specific
accommodation? List individual
students (initials), and then
explain the accommodation(s)
you will implement for these
unique learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Ipads (for at home lesson and enrichment in class)

Counters (if needed for certain students)
Powerpoint presentation, math journals with paper and pencil.
Materials for centers.