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Materials pencils, white board, dry erase markers, base ten blocks, place value number
board
Vocabulary Number ( Numro) - math object used to count.
Base ten- the grouping of a number using blocks.
Expanded notation- writing a number to show the value of each digit
Place value- position of a number
Literature - List supporting literature or reading materials
2. OBJECTIVE
After the lesson on place value with students in 2nd grade they will be able to identify the
ones, tens, and hundreds place value with 95% accuracy.
After completing the lesson, grade 2 students will be able to analyze a three digit number and
correctly write the appropriate place value with 95% accuracy.
By completing this activity the 2nd grade student will accurately expand notation using the
information learned on place value with 95% accuracy.
State the cognitive taxonomy level (Blooms)
Purpose: It is important to understand the value of numbers. In many areas of life we use
number to signify objects, time, money and much more. You are being introduced to place
value in order to identify the correct value of three digit numbers.
POST STANDARDS
Post Standards in front of room where students can easily see them.
Draw student attention to standards.
Ask the students to brainstorm what they already know about__________. Place this information
in the K (or What We Know) column of the chart. Have them think about what they saw in the
video to help them get started if needed.
Ask the students what they would like to learn about in regards to this subject. Write these in the
W (What We Want to Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they
have learned in order to complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins)
Lesson Topic____________________
Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.
K (What we know)
L (What we learned)
Go over vocabulary words which will be in the reading. List the key vocabulary words and provide
the Spanish equivalents.
Demonstrate the proper use of manipulatives or solve problems on the whiteboard/smartboard.
Informally check for understanding: Be sure all students understand the steps by checking
responses on whiteboards.
Using group pair share strateg listen to students comments.
MODELING
SDAIE: Demonstrations and modeling
Provide a rationale for why you selected this strategy or manner of modeling the next lesson
step for this class.
Write the math problems on the board, ask the students to solve them.
Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Tell the student they are going to write these math facts into their math journals.
They will illustrate at least one of the problems on addition in their math journals.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student math journal should look will be
available to the students.
Ask several of the students to repeat the instructions they have been given.
The students will first solve the problems on the board. Check on the students as they work.
Continue to check for understanding of the math facts related to __addition__ through use of
questioning strategies both during and after the task is completed.
The teacher will check for accuracy while students are working on assignment and provide oral
feedback.
Students will share their answers with shoulder partners and make corrections as needed.
Check each students work and edit as necessary before the students make their final copy.
Be sure to check for computational errors.
7. CLOSURE
Ask students to share what they learned about adding fractions with common denominators.
Ask them to show their pictures.
Go back to the KWL chart and ask the students what they have learned about adding fractions that
we studied today.
Fill in the L section of the chart.
Call on some of the students to define the vocabulary terms.
W (What we want to
learn)
L (What we learned)
Q (What new
questions emerged?)
Ask the students if anyone has anything to add about where they have learned about ____________.
Remind the students about key procedures of adding fractions they have listed and what they now
have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based
on what you know about this class.
Assign the students additional worksheets or problems from the math book.. They will also be asked
to draw illustrations of fractions to add in the journals.
Tell the students that the work they do at home is to be done as neatly as was done in class today.
The homework will become part of their math journal for parents to see at open house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION (Submit Student List Page with this lesson
plan. Include detailed description of three key special needs students that you are making
adaptations for in the three areas below.)
Color highlight the strengths, weaknesses, and your adaptation
Red- Weakness
Green Strengths
Yellow - What you are doing about both strengths and weaknesses.
Structure of Knowledge
Cognitive
Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Level
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Adjust the arrows in each lesson plan to fit the lesson. Remove these directions when
finished.
Complete the following reflective check list for each lesson in your
unit
(PSO #9 and TPE #12 and 13).
Scaffolding
o Modeling
o Guided Practice
o Independent
Practice
o Comprehensible
Input
Grouping
o Whole group
o Small groups
o Pairs
o Works
Independently
o Mixed groups
o Flexible groups
Adaptation
o Advanced
o EL
o Other
Integration of
Processes
Application
o Hands on
Assessment
o Rubric
Objective
o Linked to
o
o
o
o
o
o
Reading
Writing
Speaking
Listening
Viewing
Vocabulary
o
o
o
Meaningful
Linked to objectives
Engaging
Active Learning
o
o
o
o
o
o
o
Group
Written
Oral
Formative
Summative
Test
Checklist
o
o
Standard
Integrated with
Language Arts
Age Appropriate
Content adaptations
Reading skills
Vocabulary clarification