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Name: Siobhan Barrett

School: Mission Trail


Elementary
Grade Level: 2nd

Unit: Money

Day: 1
Date: 4/9/15

Hour: 12:10-1:10
Observation # 5

Goals/Objectives: What are your goals and objectives for the lesson?

Materials/Resources Needed:
Orange
The students will add two digit numbers with the cent
Apple
sign to represent money.
Banana
Watermelon
Pineapple
Grapes
Envision packets
Addition scoot
iPads
State Standards/Benchmarks/ School Improvement Goals:

[7]

What do you want students to learn and be able to demonstrate? [1 ]

CCSS.MATH.CONTENT.2.MD.C.8

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols
appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Why are these goals& objectives suitable for this
group of students? What evidence do you have that you have high but
reasonable expectations? (Refer to Contextual Factors in Entry 2) [2]

The students have just completed a unit on counting


money. They will now be moving onto a unit on adding
and subtracting money. The students have background
knowledge to support this lesson and they will be able to
meet these high, but reasonable expectations.
What difficulties do students typically experience in
this area? How do you plan to anticipate these
difficulties? (Pre-assessment) [4]
Many students forget to regroup when adding and
subtracting two digit numbers. This is something that
has been reiterated throughout the year and we will be
reviewing this concept as it is a key skill to have during
this new unit.

Background: How do these goals and objectives build on previous


lessons, and how do they lead to future planning? [3]

The students have completed a unit on counting


money. They will be elaborating on this skill by
learning to add and subtract money. They also have
experience adding and subtracting two digit numbers.
This knowledge will help them throughout this unit.
We will be reviewing these skills to make sure they
are in place for this new unit.
Relevance: How do these goals and objectives align with [5]
State Standards: The state standards align with the
lesson. The lesson is common core aligned and has
been set up to elaborate on skills that have been
learned previously.
District curriculum/goals: The

district and state

standards align for this unit.


The school improvement
goal for math is for the students to improve on their
MAP test score. This unit covers material that will be
on the MAP test. Because of this, the lesson aligns
with the school improvement goals.
School Improvement Process:

Anticipatory Set (Initial Engagement):

Sequence of Activities - with time allotments:

First, the teacher will pass out the envision packets. In


order to gain student engagement, the teacher will put an
apple, banana, orange, grapes, watermelon, and
pineapple on the back table. The items will have a price
tag on them. The teacher will ask two students to go
shopping for an item on the table. When the students

Initial Engagement: 10 minutes


Math clubs: 30 minutes
Closure: 10 minutes

[c]

Rationale: The lesson is set up so that the students


will have the opportunity to move around the room to

have chosen an item, the teacher will ask for the prices.
The teacher will say, Student A and Student B have
chosen two items from the store. One costs _____ cents
and the other costs ____ cents. We want to know how
much they cost all together. In order to find the total, we
need to add the costs together. We will set it up like a
normal addition problem, but we need to include the
cents sign. The teacher will model how to write the
problem on the smart board (which will be the same
image as on the students envision packets). The teacher
will model how to solve the problem. The class will
repeat this process two more times. Then, the teacher
will instruct the class to open their packets and she will
guide them through the guided practice.
Learning Activities: How do you plan to engage students in
content throughout the lesson? What will YOU do? What will the
STUDENTS do? [6]

The teacher will pull up the math club rotations on the


board. The students are grouped by their pre-test scores.
The class will split into their rotations. The rotations are
teacher time (where the students will be completing their
envision packets with the teachers help if needed), iPad
time (the students will be completing Xtra math), and
game (the game is an addition scoot. The students will
be using their addition skills to complete many two digit
addition problems). Each rotation will last 10 minutes.
When the ten minutes is over, the teacher will ring a bell
to signal rotation time.
Closure: (How will you tie it together & prepare them for what
comes next?)

As closure, the teacher will review the concept by


competing two more addition problems with the foot
items on the back table. This will help conclude the
lesson and identify any misconceptions that were not
corrected during the lesson.
Use of Technology: (by teacher and/or students) [7]
The teacher will be using the smartboard throughout the
lesson to model math problems for the students.

give their brains a break from learning. Every ten


minutes, the students will be engaging in a different
activity. This will help with their ability to stay
engaged.

Vocabulary:
Addition
Money
Cents
Digits

higher level thinking skills will the students use?


During this lesson, the students will be making many
connections. They will connect previous math units
to this new one. They will also be connecting this
material to their every day lives. The lesson is set up
like a store to provide a connection for the students to
make to their every day lives.
What

Strategies to promote equitable opportunities for all [d]

The teacher will draw name sticks to choose


volunteers for the initial engagement activity to
provide equitable opportunities for all students.
Rationale: This will give all students a fair opportunity as
not everyone will have the chance to pick a fruit.

Instructional Strategies: (strategies/questions/prompts to

Grouping: (Individual, small group, large group) [b]


The lesson will start with whole group instruction and
The teacher will be using rotations as a strategy for
then will move into small groups.
differentiating the lesson for all students.
Rationale: The lesson is set up this way so that the
Rationale: This provides an opportunity for the students students will have the same instruction initially, and
to receive instruction in a more individualized way. The then they will be given more individualized
students are grouped by pre-test scores so that the teacher instruction in small groups. This is intended to
can challenge them in an appropriate way.
promote success for all students.
encourage learning and meet diverse needs) [a]

Modifications and/or Accommodations for special needs:


Two students will leave the room for the first 15 minutes
of instruction to receive individual help from a specialist.

Are there any special circumstances of which the observer


should be aware? [e]
None

Assessment: How do you plan to assess student achievement of the

Follow-Up: What will you do with the assessment results? How

goals? [8]

will that affect what you do next?

The students will be assessed based on their accuracy on


the individual practice section of their envision packets.
The teacher will collect them at the end of the lesson.
This will be a formative assessment.

The teacher will grade the assessments and identify


any misconceptions. If there is a common
misconception, the teacher will address this the
following day before moving on. If an individual
student shows a misconception, the teacher will
address this during morning work the following
morning.