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Observation Lesson Plan

Teacher Candidate: Cody Olsen

Date/Time: 9-14-2017 @ 10:30am-11:00am (time is subject to change)

Subject: 2nd Grade Mathematics Lesson Title/Focus: Place Value up to the Hundreds
Place

Lesson Goal:

The goal of this lesson is to understand place value using number sense.

Common Core State Standard(s) or other standards if not applicable to Common Core:

Math.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method. Understand that in adding or subtracting
three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, and ones and
ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Math.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and
the properties of operations.

Language Objectives:

Students will build a number using base-ten phrases (ones, tens, hundreds) with
manipulatives.
Students will justify their answer with the model they created using base-ten vocabulary
(ones, tens, hundreds) in a discourse.

Learning Target(s) (Content Objectives): (in student friendly language)

Students will be able to


SWBAT use saltines, pretzel sticks, and mini marshmallows (manipulatives) to show that they
understand place value of numbers up to the hundreds place.
SWBAT show numbers in the hundreds using the manipulatives.

What assessment(s) will be included to measure attainment of Learning Targets?

Observation-
This is the 2nd day working on place value and I will be walking around the classroom to observe
if the children are understanding the information given or not.

Materials and Resources used in this Lesson:

Saltine Crackers
Pretzel Sticks
Mini Marshmallows
Dice
Paper
Pencils

Introduction:

Sequence of Learning Activities: (beginning, middle and end)


What will teacher be doing? What will students be doing?

I will go over the learning targets for the Students will be listening to directions and what
lesson and let them know that we are to do to complete the lesson. (I do, you watch)
aiming to hit these targets as the lessons
moves on. Students will help the teacher finish certain
parts of the problems given. (I do, you help)
I will be showing (I do, you watch) how
to use the manipulatives to solve Students will perform the lesson using the
problems that I write for them. eatable manipulatives that I have prepared for
them.
I will show the students how to do certain
parts of the problem and have them help
me to find the answers. (I do, you help)

I will be walking around the room to see


how they are doing with the problems
that they are assigned. (You do, I watch)

Rubric (Checklist):

Built number using manipulatives. Yes No


Uses manipulatives correctly. Yes No
Completed Exit Slip. Yes No
Explained their answer orally using base-ten vocabulary. Yes No

Assessment:

Content/Language Objectives Assessment Strategies


Content example: SWBAT use saltines, Formative- Teacher will walk around the
pretzel sticks, and mini marshmallows room and observe that students have correctly
(manipulatives) to show that they understand shown how to use manipulatives and know
place value of numbers up to the hundreds the place value of each manipulative.
place.

Content example: SWBAT show numbers in Summative- Students will be given a number
the hundreds using the manipulatives. on the document camera that they will have to
show on a piece of paper. Students will glue
the manipulative in the correct place value
section and turn in for an exit slip.
Language example: Students will build a Formative- Students will then create their
number using base-ten phrases (ones, tens, own number using the manipulatives and the
hundreds) with manipulatives. teacher will walk around and check their
name off as they complete the task given.

Language example: Students will justify their Summative- Students will explain their
answer with the model they created using answer orally from their model that they
base-ten vocabulary (ones, tens, hundreds) in created using base-ten vocabulary.
a discourse.

Closure:

To close the lesson, I will revisit the learning targets and ask by giving a thumbs up, thumbs to
the side, or thumbs down if they think that we hit the learning targets individually. I like to go
over the lesson briefly and make sure that it is concrete in their minds.

How will you activate students prior knowledge or experiences with this content?

I will have a short discussion before the introduction of the lesson. I will do this
by reaching back to their prior knowledge and learning of place values while using
addition and subtraction. I will bring up that I noticed that some of the students were
adding from left to right instead of the correct way which is right to left. I will proceed to
teach about why we need to understand that concept for when we get into borrowing and
carrying numbers when needed.

What will you do to engage student learners in meaningful learning experiences?

The entire concept of my lesson is to engage them and get them to learn while
being engaged in the activity. I am going to do this by using eatable manipulatives. I
understand that this could be tempting to eat them before the assignment is over, but I
will do my best to let them know not to eat it until the end.

What classroom management strategies will you implement to ensure a positive learning
environment?

I have been practicing the management strategies that Catlin Elementary wants us
to. Using the StarsShine method for an attention getter. Following the structure of
S.T.A.R (Scholarly, Trustworthy, Accountable, Respectful) I will remind them what it is
to be a Catlin Star. We try and do this on the daily. Rewards or Star Tickets are handed
out to children who are following directions and waiting to learn quietly or performing
the task without any interruptions.

How will you differentiate instruction and outcomes to meet needs of students?

I will have some students come up to the overhead that will be displayed on the
board to show the correct way to solve a problem using the manipulatives.
How will you provide opportunities for students to use academic language and
encourage student voice?

I will be asking the students what manipulative represents the hundreds, tens, and
ones columns while solving the problems. The students will have opportunities to answer
questions and should be able to act scholarly while performing the lesson.

2016-2017

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