Your name: Brandon

Elementary Inclusive Preservice Program Lesson Plan

Lesson title: Review of Chapter 5 Mathematics Material Grade/age level: 2nd Date (intended teaching date): April 9, 2014

Learning Objective(s)
What do you want students to know, understand, or be able to do as a result of this lesson?

SWBAT use vocabulary associated with the Chapter 5 assessment. SWBAT provide evidence of knowledge of all material covered in Chapter 5. Standards: CC.2.OA.1, CC.2.NBT.5, CC.2.NBT.9

Evidence for assessment

Where will you look (product, performance, documentation you create, etc.) for signs of student learning? What will you look for? What are your criteria? (examples of statements or actions that would show the particular kinds of understandings, learnings, &/or skills you are after?)

Do Now: I will be looking for students to articulate their understanding of the selected vocabulary as it applies to the chapter. I want students to understand the parts of a standard algorithm: addends, sum, difference, subtract, fewer, and regroup. I also want students to draw a number line to ensure that they know how to create one if need be when solving problems. Guided Practice: Students will be given a series of task to complete. (1) Students must acknowledge whether or not regrouping is necessary (2) after articulating whether or not it is needed, students must provide steps to solving. (3) Word problems are a large part of the exam, so students will first have to articulate what the question is asking (4) understand whether or not regrouping is necessary, and solve. This lesson was created to ensure that students are properly prepared for their Chapter 5 assessment. I constructed this lesson in multiple dimensions to ensure that students not only have concrete knowledge around content and strategy choice, but also became more familiar with vocabulary in word problems. Difference is a term that we did not really cover, but it is a big deal on the assessment. I want to make sure that students are prepared for everything.

Rationale
Why are you teaching this lesson? What connections does it have to standards? Does it connect to students interests, strengths, and needs?

Prerequisite Knowledge I am counting on my students knowledge of subtraction, both with and without
What prior knowledge are regrouping. I am also counting on my students prior knowledge with using number you counting on? Will this be lines. While knowing when to regroup is a challenge for some students, knowing a problem for any of your students and if so, what will the process for getting those results is not an issue. To combat the problem with you do?

regrouping, I have infused that into the lesson.

Learning Experience
In each section below, specify the sequence of instructional activities. Consider how you will manage materials, bodies, and time. Use small boxes to indicate time.

Assessment
What will you look/listen to/for?

Starting It

How will you invite students 5, into the learning experience?

Students will be provided into groups of of which I will have predetermined. Within these groups, students will be given 7 words: subtract, sum, difference, 10 mins addends, number line, fewer, and regroup. Students will have 10mins minutes to match pictures that illustrate the words that are provided. After this I will select 7 students, who will match the words with the pictures on the board. I will then get a consensus from the class on whether or not they feel the information is accurate. I will end by giving a brief overview of all words to emphasize meaning for those who do not get it.

I will be looking for students to know what aspects of the picture are important to the words provided. All pictures will be clearly marked (ex an arrow will be placed above the 6 in 4-2= 6 so that students can know that the answer is difference). I will also look for students to articulate to me why they feel a specific picture should be matched with that word.

Doing It
Outline your sequence of instructional moves including participation structures, materials, intellectual resources, and time allotted. Is there a product or performance you will be expecting students to create?

After the do now, I will introduce the I am looking for students to understand trivia game that we will be playing. when it is necessary to regroup versus Students will work together in the same when it is not. I am also looking for groups that they are in to come up with students to understand and follow the answers for questions. I will model an proper steps for subtracting when example for students to familiarize them regrouping is needed. With regard to with the process. The trivia game will be word problems I am looking for students 20 like a game of jeopardy and will include to articulate their understanding of the mins the following: word problems, word difference and that when seeing the subtraction problems with/without word difference you should know that regrouping. With each problem, students subtraction is needed. will first have to indicate whether or not they have to regroup, then upon successfully explaining why, they will solve. With word problems, students have to show what the question is asking before moving to solve. Students will then be given time to work I will be looking for students to take the on the Chapter 5 review assessment in knowledge used in the guided practice to their textbooks. This work walks through apply to the independent assessment.
20 mins

Finishing It
How will you bring students to closure with this learning experience and connect it to

future learning?

all of the lessons provided to students in Chapter 5.

Accessibility
What accessibility and participation challenges have Participation can vary based on group dynamic, which I have taken into account you taken into account and with the construction of groups. I created the groups to ensure that a great mix of how have you addressed them? (material and human students a varied levels can learn from each other as well as classmates at other tables. resources, sequence of instruction)

Materials Needed

Chart paper, markers, index cards, jeopardy PowerPoint, smart board, dry erase boards