Professional Documents
Culture Documents
Melissa Kinkade
Content Area:
Math
Date:
3/18/16
Grade Level:
2nd Grade
Use this template to plan, removing the notes in parentheses and this box. Give this form to your
cooperating teacher for review and a signature before you teach your lesson.
Goal(s):
Planning:
Objective(s)::
Assessment:
Materials Needed:
SmartBoard, Students math expressions work book, pencil, manipulatives and white boardeded:
Procedures:
Ask students if they know what change unknown and start unknown. (Be sure to complete your sentence).
Have students turn and talk with their partner to talk about what it is.
Change unknown: Where the equation is changed so that the unknown number is not first.
Start unknown: Where the number that is not known is first. (2 min)
This is good for ELL learners to know definitions before we start talking about them again. Also it benefits more
kids to get them engaged in their learning and set up background knowledge. This works well if students have
worked with the material before not as helpful if its an introduction to the terms.
Write answers on the smart board
Tell students I am going to read you a story. Listen closely to the numbers used and think about how you can
use them to make an equation based on this story.
Jim and Suzanne collect postcards. They just added 37 postcards to their collection. Now they have 98
postcards. How many postcards did they have to begin with? (1 min)
Ask students what numbers did they hear?
37 and 98 write them on the board and write a blank equation ____ +/- _____ =______
If they dont know read it again
So ask them what number do we need to find in the equation? And where else do we put the other numbers?
Turn and talk with your partner (1 min). I would put the question on the board at this point so visual learner
can refer to the written problem
_____ + 37=98 Start unknown
98-37=____ Change unknown (3 min)
How can we solve this? Can we use a math mountain to solve this problem?
Yes
98
37
We can find this by doing what? (2 min)
Subtract 98-37 the answer is 61
They had 61 postcards to begin with
The equation would look like 37+61=81
Alright I have another story for you to listen to;
Lukes hobby is raising tropical fish. His adult guppies just had babies. There were so many babies that
Luke gave 54 of them to his friends. Now Luke has 28 baby guppies. How many baby guppies did he have to
start with?
What numbers did you hear in the story?
54 and 28
____ +/- _____ =
Where would we put these numbers what operation will we use addition or subtraction and what would we be
missing. Turn and talk to your partner. (1 min) Put the question on the board
_____ -54 = 28 start unknown
54+28=______ change unknown
How can we solve this problem? Can we do it again with a Math Mountain?
28
54
We can find the answer by doing what?
Adding 28 and 54 together gives us 82
82-54=28
54+28=82 (3 min)
I am going to split up the kids into small groups to work on worksheet pg 201 and 202. I am going to take the
emerging students and work with them together. The first word problem that they have I will walk them through
using either manipulatives or writing on a white board. I will answer any questions that they have and continue
to walk them through the problems. I will also have the ELL student with me so I will make sure I make
objective explicit ask direct questions and when explaining guide through manipulatives or white board. I will
also make sure my students with less focus are closer to me so I can redirect their attention back on work. We
will meet on the carpet in front of the smart board.
Closure: Previously we worked on Math Mountains and Word problems separately. Can you see how you can
use Math Mountains to help you solve word problems that are harder to draw pictures for? Now you also know
how to change start unknown to change unknown as well. You will be able to work on more complex word
problems using both of these strategies in the future. You could end by asking students how using Math
Mountains helped them with the word problems this would be another quick check for understanding and to
engage learners.
Your plan is clear and easy to follow. If I had to teach this in your absence, I could
clash. This is important to keep in mind when putting students together in groups. Also with my observations I
saw that some students are more proficient than I expected and others are less proficient than I expected. This
could lead to different group pairings and types of instruction I pick for students. In my informal worksheet I
saw that some students are better at doing math problems by writing them out while others are alright doing the
math and not showing as much work. I will need to adjust instruction to make sure students are at least giving
me some work to show their thinking. When thinking about assessment, be sure it connects back to the
objective in this case the ability to solve word problems.
Professional responsibilities: What did you learn from your cooperating teachers feedback on this lesson?
How will you apply it to future lessons?
I learned from my cooperating teacher that I should include more time for students to write on the board
to get students more engaged in the lesson. I think she wanted to have kids more involved in the solving of the
example problems. I can include more students coming up to the board in my next lesson.
Reflection: What did you learn about student learning and assessing from this lesson? How will it affect your
planning for future teaching?
In this lesson I learned a lot about what works with this group of students. I learned that short turn and talks
keep students engaged but doesnt give them enough time to lose focus. I also learned the needs of the
different groups of students. If I am to do a split up work time with them again I can move some students
based on needs and behavior. Some students I thought would work better independently than they actually
did. Additionally I liked getting to work with a smaller group of emerging students to get a feel for what
they know and what they still need to work on. This allows me to set up more differentiation in my lesson
plans. Important lessons learned.