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You are on page 1of 20

Date:_1-25-16 Grade:_2__Time:_9:20

am____

Lesson Title

MN/CC State Standard(s)

Central Focus

Learning Target

a. Domain-specific vocabulary

b. Any needed sentence structures

c. Language demands: Planned

points where students will use AL

Needed modifications/supports

Planned points for specific students

Lesson Part

Part 1 Initiating Instruction

-Preview

-Review of pre-requisite

knowledge/skills

2.1.2.4 Use mental strategies to add numbers to two-digits.

To familiarize students with whole number operations and number stories.

The student will be able to use and explain strategies for adding three

or more numbers.

The student will be able to write number models with three or more

numbers.

The student will be able to describe and apply the associative

property of addition.

Academic Language: addend, strategy, estimate

Sentence structures:

I can use the ________ strategy to solve the problem.

It was easier for me to add the numbers in this order because _______.

Language demands:

The student will participate in discourse while giving suggestions for solving

math problems.

The student will explain why they think rearranging some numbers to add

them made it easier.

One student may need assistance with the reading portion of the

math journal. A teacher or paraprofessional will be available to

assist.

It may be useful for some students to use ten-frames to add multiples

often.

Stronger students may add with four or more addends.

Instruct students to meet on

carpet with math journals, a

pencil, and iPads.

Students do

Students will gather materials

and meet on carpet.

student read the math

message.

the math message.

6 pencils. Nate has 7. How many

pencils do they have in all?

Draw a unit box and ask students

what I should write in it. What is

the message about? Write in

pencils.

Direct students to solve the

problem using their iPads.

unit box.

message using their iPads.

problem. Write their ideas on the

board.

Counters, fingers, number

grid, pictures or tally

marks, a parts and total

diagram, mental math,

partial sums diagram,

open number line

Assess 1.1

Ask students to hold up

Check for Understanding their iPads to show

possible answers and strategies.

Part 2 Teacher Input/Inquiry

Next, walk through the process

-Intro of learning target

of writing the math message

-explanation procedures

horizontally. Ask:

-teacher demonstration

Does it make any difference

-teacher think aloud

what order I put the numbers

in?

Rearrange the order to show

order doesnt matter.

message.

answers and strategies.

Students will participate in

discussion about number

order.

Is there one model that you

think makes it easier to add?

Why?

Discuss why it may be easier

for some sets of numbers to

be rearranged to be added

more easily. Ex: Multiples of

ten. 13+7=20 then 20+6=26

Ask students to offer up other

examples of numbers that

can be arranged in a similar

way.

Summarize by saying that it

doesnt matter what order we

add in, and that in some cases,

addition may be easier with

the rearrangement of numbers.

Assess 1.2

When students are offering

Check for Understanding examples of number models,

have students make at least

one of their own on their

iPads. Have them hold

up their whiteboards and make

of other sets of numbers to

show understanding of concept.

Students will write at least one

example of their own on

their iPad.

show a number model they think

shows the concept.

-Pair/collaborative work

-indiv work & partner check

-teacher(s) roam and assist

those that dont appear to

understand.

Explain to students that they

will be working with a partner

to play Three Addends. Briefly

give instructions.

instructions are given about

math journals.

journal, explain pg 132-133.

Finally, direct students to put

away their iPads and get their

Everything Math cards,

find a partner and complete

their assigned tasks.

Assess 1.3

While roaming, review

Check for Understanding students work in math journals.

Part 4 Closure

Before directing students to

-Restate learning target

put away work, summarize our

targets for the day.

Second graders, this morning

we learned that when were

adding three numbers it doesnt

matter what order they are

in. However, sometimes it may

be easier to add certain

numbers more easily if we

rearrange them.

gather necessary materials,

find their partner and play

Three Addends, followed by

work in journals.

Students will explain their

reasoning for work.

Students will begin to finish up

work and prepare for next

lesson.

Part 5 Class Overview of Assessment Results: Include a template for a class overview of data

assessment for each lesson. This can be as simple as a class roster with a place to mark 3 levels of

proficiency such as strong, moderate, and developing.

Student #

Independent: The

student is able to solve

number models and stories

with three or more addends

very little to no assistance.

student is able to solve

number models and stories

with three or more addends

with some assistance.

student is unable to solve

number models and stories

and needs remedial work.

Lesson Two

TPA-Referenced Lesson Template*

Lesson Title

MN/CC State Standard(s)

Central Focus

Learning Target

a. Domain-specific vocabulary

b. Any needed sentence structures

c. Language demands: Planned

points where students will use AL

Needed modifications/supports

Planned points for specific students

Lesson Part

Part 1 Initiating Instruction

-Preview

-Review of pre-requisite

knowledge/skills

Date:1/26/16 Grade:_2_Time:9:20 am

2.1.2.5 Solve real-world and subtraction problems involving whole numbers up to

to two digits.

To familiarize students with whole number operations and number stories

The student will be able to share number story solution strategies.

The student will be able to describe and solve comparison number

stories.

The student will be able to write number models to summarize

addition and subtraction number stories.

.Vocabulary: comparison number story, difference, comparison diagram,

quantity

Sentence structures:

I can use a comparison diagram.

I have ___ more than you.

You have ___ less than me.

Language demands:

The student will participate in discourse in strategies to solve number story

problems.

The student will compose number sentences and explain how they solved the

problem.

Student #1 may need assistance with the reading portion of the

math journal. A paraprofessional removes him to work with him

one-one one. One student may need some extra encouragement to

finish work. Having him work with a partner may encourage focus.

Direct students to meet at

Smartboard with their math

journal and an iPad.

Students do

Students gather materials and

meet at Smartboard.

equations such as 3+9+7=?,

14+8+6=?, or ?=21+5+9. Use

these equations to review adding

multiple addends like we did on

the previous day. Remind

students that order doesnt matter

when using addends and that

sometimes rearranging order may

make it easier. Direct students to

use iPads to solve problems.

Check for understanding with iPads.

Briefly explain that we will be

working with number stories to

solve real-world subtraction

to solve equations on Smartboard.

problems.

Assess 1.1

Direct students to show

Check for Understanding possible answers on

iPads.

Part 2 Teacher Input/Inquiry

Have students flip iPads over in

-Intro of learning target

their laps. Direct students

-explanation procedures

attention to Smartboard. Either

-teacher demonstration

read the objective or have a

-teacher think aloud

student read it to the class.

Briefly explain what a

comparison diagram is.

with possible answers.

Students will flip over iPads.

One student will read the

objective.

Silva has 17 CDs. Mark has 8

CDs. How many more CDs does

Silva have than Mark?

Ask students if there is a word

in the sentence that they

should look for. Allow time for

responses. Underline more.

Emphasize that more usually

means difference. Discuss the

meaning of the words

quantity and difference.

of CDs for Silva and Mark.

Show students how we would

use the picture to determine

the difference by counting the

9 CDs above the empty space

left by the 8 Mark has.

are pulled down.

diagram to show how we use it

to determine difference. Write

a number model.

Ask students to offer some

other examples of number

models to represent the CD

problem.

17-8=?

variations of the number

model.

17-?=8

?+8=17

8+?=17

Next, rewrite the number

models, but place the answer

in the place of the question

mark.

Finally, do the additional story

problems. Discuss these with

the class.

Assess 1.2

Have students give the thumbs

Check for Understanding up/thumbs down for each

answer to the problems. Take

note of those that may be

having difficulty.

Part 3 Guided support/practice Using a students math journal,

-Pair/collaborative work

explain pg 134-136. Allow

-indiv work & partner check

students to work with a partner to

-teacher(s) roam and assist

solve comparison number

stories. After pg 134 is done

with a partner, have students

work on pg 135 and 136 on

their own. Give a brief

explanation of those two pages.

Last, advise students to play

Addition Top-It if they finish

early. Students will need an

explanation of rules of the

game.

Assess 1.3

Roam the classroom and while

Check for Understanding assisting, look over students

work. Take special care to

observe students ability to

solve comparison number

stories.

Part 4 Closure

Approximately one minute

-Restate learning target

before directing students to

put math journals away and

get ready for the next lesson,

summarize the days math

learning targets.

Today we learned strategies on

how to solve number story

discussion.

or thumbs down in response to

an answer.

Students will put their iPads

away and dismiss to desks to

work.

with a partner.

journals.

away materials, and prepare

for next lesson.

we are able to draw a number

model to represent them.

Part 5 Class Overview of Assessment Results: Include a template for a class overview of data

assessment for each lesson. This can be as simple as a class roster with a place to mark 3 levels of

proficiency such as strong, moderate, and developing.

Student #

can solve comparison

number stories and write

number models with little

to no assistance. The

student is able to assist

others.

student can solve

comparison number stories

and write number models

with some assistance.

student cannot solve

comparison number stories

or write number models

without assistance. The

student cannot determine

the correct operation. The

student needs remedial

work.

Lesson Three

TPA-Referenced Lesson Template*

Lesson Title

MN/CC State Standard(s)

Central Focus

Learning Target

a. Domain-specific vocabulary

b. Any needed sentence structures

c. Language demands: Planned

points where students will use AL

Needed modifications/supports

Planned points for specific students

Lesson Part

Part 1 Initiating Instruction

-Preview

-Review of pre-requisite

knowledge/skills

2.1.2.6 Solve addition and subtraction questions based on tables, bar graphs

and tally charts.

To familiarize students with whole number operations and number stories.

The student will be able to generate whole numbers from sets of tally

marks.

The student will be able to collect data and tabulate it in a tally chart.

The student will be able to use data in a tally chart to draw and

interpret a bar graph.

The student will be able to draw conclusions and answer questions

from tally-chart and bar-graph data.

.Academic Language: basic food groups, data table, bar graph

Sentence structures:

I can sort, tally, and graph data.

There are _____ more/less than

Language demands:

The student will be able to describe and explain the four basic food groups.

The student will be able to justify and explain why they graphed a bar graph

the way they did.

Student #1 will need assistance with the reading portion of the lesson.

A paraprofessional has been assigned to assist him. Some students

may need guidance in understanding the graph or drawing their own.

A straightedge may help them see where the end line of the bar falls

on the graph.

Direct students to bring their

math journals and iPads to the

carpet.

Students do

Students will gather math

journals and iPads and meet at

the carpet.

lesson, direct students attention

to the mental math and reflexes

(MMR) on the slide.

Boys and girls, this should look

familiar. We did several of these

yesterday. These are story

problems that we can draw

pictures for and use a comparison

diagram to solve. Lets read the

first one together.

Choose a student to read the first

problem. Ask for suggestions on

our next step.

problem.

Should we make a comparison

diagram? Should we do both if

necessary?

Using suggestions from the class,

draw a picture and make a

comparison diagram. Work with

students to solve the problems.

Have students use iPads to draw

a picture and/or

make a comparison diagram.

about strategies to solve the

problems.

Introduce todays lesson by going

over the objective.

I can collect sort, tally, and graph

data.

Assess 1.1

Direct students to flip up iPads

Check for Understanding to show their thinking. Take

note of students that may need

additional assistance.

Part 2 Teacher Input/Inquiry

Have a student read the math

-Intro of learning target

message.

-explanation procedures

-teacher demonstration

What is your favorite food?

-teacher think aloud

Direct students to tell their

partner their favorite food.

I can collect sort, tally, and graph

data.

Students will show iPads.

message.

What is your favorite food?

Students will tell their partner

their favorite food.

good nutrition. Ask questions

to stimulate higher order

thinking.

discussion.

about students favorite foods.

Make tally marks for each food

group.

by making tally marks and

completing their own graph in

their journal.

the features of the graph. Ask

questions to guide drawing in

the bars of the graph.

discussion and offer answers

to questions to help complete

the graph.

data to make comparison

diagrams and number models.

Once students have completed

their graph, have students

complete an exit slip.

Assess 1.2

Have students complete an exit

Check for Understanding slip.

Part 3 Guided support/practice Direct students to finish

-Pair/collaborative work

incomplete math journal

-indiv work & partner check

pages.

-teacher(s) roam and assist

Once pages are checked and

shown to be complete, have

students work on math journal

pg 140.

Assess 1.3

Roam and monitor students

Check for Understanding work and look over math

journals.

Part 4 Closure

Second graders, today we

-Restate learning target

learned about nutrition. Using

our favorite foods, we

learned how to collect, sort,

tally and graph data. Graphs

are an important tool to study

data and can be used in a

variety of ways for a variety of

reasons.

questions about todays lesson.

exit slip.

Students will complete

incomplete math journal pages.

Students will work on math

journal pg 140.

Part 5 Class Overview of Assessment Results: Include a template for a class overview of data

assessment for each lesson. This can be as simple as a class roster with a place to mark 3 levels of

proficiency such as strong, moderate, and developing.

Student #

can tally and graph

collected data. They can

solve number stories and

write number models to

represent their stories with

little to no assistance. The

student is able to assist

others.

student can tally and graph

collected data. They can

solve number stories and

write number models to

represent their stories with

some assistance.

student cannot tally and

graph collected data

and/or solve number

stories and write number

models to represent their

stories. The student needs

further explanation and/or

remedial work.

Lesson Four

TPA-Referenced Lesson Template*

Lesson Title

MN/CC State Standard(s)

Central Focus

Learning Target

a. Domain-specific vocabulary

b. Any needed sentence structures

c. Language demands: Planned

points where students will use AL

Needed modifications/supports

Planned points for specific students

Lesson Part

Part 1 Initiating Instruction

-Preview

-Review of pre-requisite

knowledge/skills

Date:_1/30/16_Grade:_2_Time:_9:20_

2.1.2.5 Solve real-world mathematical addition and

subtraction problems involving numbers with digits up to 2 digits.

2.1.2.3 Estimate sums and differences up to 100.

For example: Know that 23+48 is about 70.

To familiarize students with whole number operations and number stories.

The student will be able to explain solution strategies.

The student will be able to solve multidigit addition and subtraction problems

within number stories.

The student will be able to identify change, parts-and-total, and

comparison number stories.

.Academic language: difference, subtraction, addition, compare, comparison

story, comparison diagram, parts-and-total diagram, change diagram, and

estimate

Sentence structures:

I can use a__________diagram to solve the problem.

I can estimate addition and subtraction problems.

The number story is asking ___________.

Language demands:

The student will be able to explain their solution strategy to solve a

problem.

The student will be able to explain what a number story is asking.

Student #1 will need assistance with the reading portion of the math

journal. A teacher or paraprofessional will be available to read as

needed.

For those students have difficulty with number stories, they may work

with a partner to create their own stories. They may use counters and

laminated diagrams to help them solve the problem.

Have students gather at the

carpet with their math journals,

iPads, and pencils.

Students do

Students gather materials.

addition of three or more addends

using the Mental Math and

Reflexes problems on the 6.4

Smartboard lesson. Ask a student

to explain a strategy to make the

addition of these numbers easier.

For example, the numbers

43+5+7 can be rearranged to

43+7+5. Review that 43+7 makes

a multiple of ten, which makes

addition easier.

addition problems with more

than three addends.

Student(s) explains their

strategies(s).

objective.

objective.

addition or subtraction problem.

addition or subtraction problem.

goal is to be able to identify

whether addition or subtraction

is necessary to solve the

number story. Tell them that

there may even be times

where we use both. Those are

two-step problems. Have

students flip iPads upside down

and place them on their laps.

Assess 1.1

Observe students strategies

Check for Understanding for solving addition with more

than three addends.

Part 2 Teacher Input/Inquiry

Using slide 5 of Smartboard

-Intro of learning target

lesson, ask students to make

-explanation procedures

up their own unit for our story

-teacher demonstration

problems. Ex: marbles, stickers,

-teacher think aloud

pencils, etc.

laps.

ask students what the problem

is asking for. Emphasize that

the words in all implies

addition.

Students provide an

explanation of why they think

we should use addition.

ask the same question. What

is the problem asking? Note

the word give implies

subtraction.

Students provide an

explanation of why they think

we should use subtraction.

diagrams provided at the

bottom of the slide. Note that

all the diagrams may be used

for each problem.

explanations as to why they

would fill out the diagram they

way they are.

two problems.

Have students provide a

answers.

The students give a thumbs up/

Assess 1.2

solve addition problems with

more than three addends.

Students make up unit for

story problems.

show understanding.

Part 3 Guided support/practice Briefly explain the students

-Pair/collaborative work

math journal pages 142-143.

-indiv work & partner check

Demonstrate how to do ball-teacher(s) roam and assist

park estimates with the first

two problems on page 142.

understanding.

Students assist in providing

answers to problems.

their math partners to

complete math journal pages

142-143.

partners and set to work on

their math journal pages.

Assess 1.3

While roaming the classroom,

Check for Understanding check on work being done in

math journals and discussion

between partners. Pay special

note to academic vocabulary.

Part 4 Closure

Use an attention getter to get

-Restate learning target

the classs attention. Have a

student reread our learning

target that is on the Smartboard.

Direct students to put away

their materials and prepare for

the next activity.

journals and discuss solutions

with their math partners.

Student reads learning target

on Smartboard.

and prepare for the next

activity.

Student #

Above-Level:

1. Can identify whether

addition or subtraction is

necessary.

2. Can identify the most

appropriate diagram to

use.

3. Few to no errors in

computation.

Moderate:

1. Has some difficulty

determining whether to use

addition or subtraction.

2. Sometimes uses the

most appropriate diagram.

3. Computational errors

occur occasionally.

Below Level:

1. Has great difficulty

determining whether to use

addition or subtraction.

2. Use the wrong diagram

often.

3. Has frequent errors in

computation.

Lesson Five

TPA-Referenced Lesson Template*

Lesson Title

MN/CC State Standard(s)

Central Focus

Learning Target

a. Domain-specific vocabulary

b. Any needed sentence structures

c. Language demands: Planned

points where students will use AL

Needed modifications/supports

Planned points for specific students

Lesson Part

Part 1 Initiating Instruction

-Preview

-Review of pre-requisite

knowledge/skills

Date:_2/3/16Grade:_2_Time:_9:20 am

2.1.2.4 Use mental strategies to subtract two-digit numbers: partial

sums and differences.

To familiarize students with whole number operations and number stories.

The student will be able to count up and back by 1s and 10s.

The student will be able to model multi-digit numbers using base-10

blocks.

The student will be able to develop counting up and back strategies

for subtraction.

The student will be able to explain strategies for solving multi-digit

subtraction problems.

a. Domain specific vocabulary: trade, strategy

b. Sentence structures:

I can use the ________ strategy to solve subtraction strategies.

I need to trade ______ longs for ______ cubes.

c. Language demands: The student will need to explain strategies for solving

multi-digit subtraction problems.

Student #1 will need reading support from a paraprofessional or

teacher. Said student may also need guidance with focus and

suggestions for possible strategies.

Some students may need to be taken to the side and worked with

one-on-one. They will need to use hands on manipulatives to process

the concept of trading with the 10s place to be able to subtract the

ones. Toothpicks will be used for this process.

Direct students to meet on the

carpet with their math journals,

pencils, and iPads.

Students do

Students meet on carpet with

their materials.

from the 6.5 Smartboard lesson,

have students use their iPads to

solve subtraction problems with

multiples of ten to review

subtraction. Have students flip

iPads to show their answers.

solve subtraction problems

with multiples of ten.

Students flip up iPads to show

their answers.

Students provide answers and

Ask, Does it matter where the

strategies

question mark is in this equation?

Next, have a student read the

learning objective.

target.

I can

Another student reads

the vocabulary. Trade.

the vocabulary. Trade.

Assess 1.1

Students should flip up their

Students flip up their iPads to

Check for Understanding iPads to show their answers to

show their answers.

the mental math and reflexes.

Part 2 Teacher Input/Inquiry

Using the math message on

Students solve problems then

-Intro of learning target

slide 5 of the Smartboard

offer their solutions and

-explanation procedures

lesson, have students solve the

strategies.

-teacher demonstration

problem two ways on their

-teacher think aloud

iPads. 56-24=? Remind students that they

may use their number

grids. Have students provide

their answers.

Using their strategies, show

all correct strategies on the

Smartboard. Emphasize the

variety of ways to solve the

problem.

strategies.

six and seven, demonstrate

how to use base-10 blocks to

solve subtraction problems.

base-10 blocks. They may want

them crossed out, moved, or

want more cubes drawn.

Students use their iPads on

activity on the Smartboard to

demonstrate their knowledge

of trading.

Students go to assigned area

and wait to receive their

base-10 kits. Once they receive

their kits, they will use the kits

to solve the two equations we

did on the Smartboard.

Assess 1.2

Observe students offer ways to

Check for Understanding solve subtraction problems

using their own strategies

and the base-10 blocks.

Part 3 Guided support/practice Assign the partnerships to an

-Pair/collaborative work

area and provide them with

-indiv work & partner check

a Base-10 blocks kit. Direct

-teacher(s) roam and assist

them to solve the same two

problems we just did on the

board. 36-14=? and 53-38=?

Remind the students that

they may have to break a

long down into ten cubes in

order to do the subtraction.

Explain to students they will be

using the Base-10 Trading

Game.

Each student will start out with

one flat, or 100. The first

student rolls the dice and

subtracts that from their total.

Obviously, they will have to

trade their flat in for ten longs

and possibly some cubes. The

players take turns subtracting

the numbers on their dice

until the first player runs out

cubes. The student will have

to make regular trades with the

bank throughout the game.

It is essential to roam and

assist all groups with trading at

this point. Be mindful of those

students not grasping the

concept of trading.

Once students have played the

game once (or twice if they

finish early), have them

complete the Base-10

Subtraction worksheet and the

Math Boxes on math journal

page 145.

Assess 1.3

Float through the class and

Check for Understanding observe students play the

Base-10 Trading Game. Make

sure to note those that need

extra one-on-one attention.

Part 4 Closure

At the end of the lesson, have

-Restate learning target

a student volunteer to read the

learning objective from the

Smartboard again. Provide an

exit slip to gauge how strong

each student feels about

learning the target.

flat and working with their

partners, they will play the

game.

that they have completed

the game and turn in their

base-10 kits. They will get the

Base-10 Subtraction

worksheet and their math

journal and begin work.

Students will play the Base-10

Trading Game and ask for

assistance as needed.

One student will read the

learning target. All students

will complete an exit slip to

show how confident they are

about the learning target.

assessment for each lesson. This can be as simple as a class roster with a place to mark 3 levels of

proficiency such as strong, moderate, and developing.

Student #

Above-Level:

1. Can identify whether

addition or subtraction is

necessary.

2. Can identify the most

appropriate diagram to

use.

3. Few to no errors in

computation.

Moderate:

1. Has some difficulty

determining whether to use

addition or subtraction.

2. Sometimes uses the

most appropriate diagram.

3. Computational errors

occur occasionally.

Below Level:

1. Has great difficulty

determining whether to use

addition or subtraction.

2. Use the wrong diagram

often.

3. Has frequent errors in

computation.

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