Math Lesson Planning Template

Adapted from Classroom Discussions (Chapin, OConnor, & Anderson) Chapter 10 Materials Baggies of manips (20+)Sm plastic cups 3 sticky notes

PLANNING

Mathematical Goals/Objective(s):(What is the math? This is the benchmark then narrows to the
learning point or the success criteria of each lesson. This may be found in the beginning of each chapter in st nd VDW or the blue font in each Topic of EnVision)1 Grade big idea 22 Grade Big Idea 1

Vocabulary: (this includes any new words/ or vocab students may use in explanation or that you will listen for and
NAME.) no specific vocab we might listen for how they are using these words: Tens extra ones grouping loose left over Ones place tens place counting

Anticipating Confusion:(What confusions may need to be cleared up through discussion?)This is where

we think about or record what they may not get Then, plan for DIFFERENTIATION; i.e. include what numbers or how to adjust the problem and for whom

y Confusing units with groups of tens when asked how many tens response = how many units? y Not putting manips in cups for grouping/ y Unsure why to put in cups; doing so only because teacher said so

DOING Warm-up- Write a number on the board (1st gr: 37; 2nd gr: 147) Ask: How many tens? T/T

ntroduction: (Launch: How can I introduce this content?)~10 min(ENGAGE)

Talk Moves: Revoicing Restating Wait Time Prompting Adding on

Discussion & Questions:(What are we going to talk about and what talk moves am I going to use?) ~8 min
How many groups of tendo you think are in this bag? T/THow will you decide how many cups you need? T/T Conferring questions: BUT, ask: what do you get? Task/Exploration& Format:(What are the students going to do, and how?)~5 min(EXPLORE) Formats: Whole class Small Group Partner talk Present students with a problem:Launch I have these baggies of ___. I wonder how many groups of ten are in this bag?T/T; That is todays question: How many tens in the bag? Ea partnership will get a baggie. To keep track of your tens you will get cups. Each cup can have only ten __.(model w/separate manips dont open your baggie)When you and your partner know how many cups you need raise your hand. Before you hand out baggies, ask: Before you go off to try this: How might you figure out how many cups you will need? T/T (teacher doesnt acknowledge correct or incorrect just listen to be sure ea. Partnership has some strategy) Students go off and figure out number of cups, put items in cups.(teacher DOES NOT make any corrections or reminders) AS students cups are complete teachers distribute 3 sticky note: Write down the total amount(number) of ____ Observe/decide which to share in wrap up. Wrap-up:(How am I going to debrief/bring closure to the lesson with the students?Teacher chooses which partnership or student work will best move the class thinking forward in this Big Idea, concept or strategy)Students return to the meeting area for a wrap up meeting or Congress to share: confusion, clarifications, where we are in our thinking; this learning continues over time) ~5-15 min After choosing 3 partnerships that represent different thinking (correct, incorrect, partial correct)

This is important to help us stretch our mathematical thinking. Explain/Elaborate:

(STUDENTS TALK: explain their thinking w/partners, whole group, table groups; then in writing (or drawing) regarding problems/task, this may occur during the task, or wrap up, or next days group work)AGAIN:Teacher
chooses which partnership or student work will best move the class thinking forward in this Big Idea, concept or strategy Cups can be displayed as a museum for a few days. Ask: Is there a clue (hint) in the written numeral to let you know: how many cups are needed? how many loose pieces (extras, etc). Can you use these(show PV blocks) to (match, represent, etc) the cups/extras? What do these (tens/units PV rods) have to do with the cups? Talk about it, write about it. Is there any other way to show (represent) this number?

PLANNING, AGAIN -

Next Steps and Extensions:(Teacher decides, based on student work, observations and grade level
benchmarks, where to go next with student learning)connect to PV work in small groups, connect to journal questions, record on chart paper BIG IDEA 1 in students own language. (ex: this number (on left) means is counting the whole group of ___; this number (right) are the extras. Evaluate:(can include, but not limited to answering questions and explaining thinking, performance tasks to observe/note, use of rubric for journal entries, completed paper independently)Post test for end of camp