ELL Endorsement Portfolio By: Sydney Freel

Evidence & Rationale for Competency 6.12

6.12 Candidates apply a range of teaching strategies, structures, and methods to support the
development of higher level thinking skills.

Document Components Overview:

Rationale
Practicum Math Lesson Plan

Rationale:
The piece of evidence I chose for this competency is a lesson plan I wrote for
my practicum classroom. I chose this lesson because it contains a range in
teaching strategies, structures, and methods to support higher-level thinking. I use
a variety of activities and teaching strategies throughout this lesson. Each of the
activities within my lesson is geared toward a certain type of learner in order to
ensure all students needs are met, and introduces different materials to keep
students interested and engaged. Multiple means of representation is a universal
design strategy that helps students understand a concept in different ways and
contexts.
In the first step students do a review activity with manipulatives on place
value (tactile learners), another activity is a place value math chant accompanied
by a PowerPoint visual (auditory & visual learners), the next activity is a
whiteboard activity (read/write learner), and another activity is a sentence frame
activity (read/write, auditory, & visual learners). In addition, my lesson includes an
opportunity for students to collaborate with a partner, a worksheet for independent
work and assessment, homework for independent practice, and a challenge
activity and problem set for students that are advanced in math.
1

This evidence demonstrates how my ability to apply a range of teaching

strategies, structures, and methods to support the development of higher level
thinking skills has grown through the assignments that prompted me to do so. I will
have to opportunity to strengthen these skills by learning from the hands-on
experiences I will have applying these skills once I am in the classroom.

*All of the accommodations made for struggling readers, ELL students, students
struggling with math, and students that are advanced in math, are explained in the
Planning for Student Needs section of the lesson plan.

 Practicum Math Lesson Plan

Background Information:
Teacher Candidate: Sydney Freel
Date: 2/1/2015
Cooperating Teacher: Brandon Benefield
Grade: 2nd
School District: Central Valley School District
School: Opportunity Elementary
University Supervisor: Glenna Bouge
Unit/Subject: Math
Instructional Plan Title/Focus: Concepts/patterns of 10 more, 10 less, 100 more, and 100 less.
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose: The purpose of this lesson is to help students become fluent in adding and
subtracting by ten and one hundred by helping them recognize the patterns, and understand the concepts
behind the patterns. Immediately prior to this lesson, students finished Module 4 of Engage New York.
Within these 30 Common Core lessons they learned various strategies for solving addition and subtraction
problems within 200 and word problems to 100. The lesson I will be teaching today is the very first lesson in
Module 5 of Engage New York, where they will be learning strategies for solving addition and subtraction
within 1,000 and word problems to 100. Tomorrow, they will move on to adding and subtracting multiples of
100, including counting on to subtract.
b. State/National Learning Standards:
CCSS.MATH.CONTENT.2.NBT.A.1

Understand that the three digits of a three-digit number represent amounts of hundreds, tens,
and ones
CCSS.MATH.CONTENT.2.NBT.A.2

Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.MATH.CONTENT.2.NBT.B.8

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.
CCSS.MATH.CONTENT.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, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
c. Content Objectives and alignment to State Learning Standards:

1. SWBAT
Understand the place value of each digit in a three-digit number.
Mentally add ten or one hundred to a given number.
Mentally subtract ten or one hundred from a given number.
Use place value strategies to add and subtract numbers within one 1,000.
Skip-count by tens and hundreds within 1,000.
3

d. Previous Learning Experiences: Previously, students have learned various strategies for solving addition
and subtraction problems within 200 and word problems to 100, including strategies for composing a ten,
decomposing a ten, composing tens and hundreds, decomposing tens and hundreds, and explanations of
written methods.
e. Planning for Student Learning Needs:
ELL students & Struggling readers: The part of this math concept that requires literacy skills is getting them
to understand that where, more than, or, less than, is in a sentence makes a difference in what it means.
Struggling readers often times confused,40 is ten more than 30, for ten more than 30 is 40, by
answering, 30 is ten more than 40. By universal design, this lesson meets the needs of ELL students and
struggling readers during direct instruction in order to also benefit all students. This lesson includes an
activity using sentence frames, to help students understand and recognize the difference in the word order of
a more or less than math statement. These sentence frames are also used on the worksheet and homework
assignment. During the activity with sentence frames, the teacher will us gestures, visuals, manipulatives,
and verbal instruction to teach students this concept.
Struggling math: By universal design, this accommodation will be made for all students (including those that
are not struggling in math) to benefit from. To help students make connections from the previous lesson to
this one, the lesson begins with a review activity that eases students into the new content. On another note,
the activities within the lesson are mostly teacher-led (rather than a worksheet), so the teacher is able to
assess each student throughout the lesson and make decisions on how to proceed. For example in the whote
board activity the teacher verbally tells students, draw a representation of a certain number by drawing a
place value chart, show me, now add 100 more, show me, now add ten less, show me. So if the teacher sees
that a student is struggling, she might try giving smaller numbers to the whole group, and giving second set
of instructions each round for students that want to challenge themselves. For example, she might say, draw
a representation of the number 20 using place value, show me, now add ten more, and for those of you that
want to challenge yourself show me 110 more.
Advanced math: In each activity within the lesson students are given the opportunity to challenge themselves
with harder versions of problems, and there is a whole activity at the end of the lesson that is optional for
students that really want to challenge themselves. The problem set and homework assignment both offer a
separate set of challenge problems.
f. Assessment Strategies:

Content/Language Objectives
SWBAT:
Understand the place value of each
digit in a three-digit number.

Assessment Strategies

Teacher observation during place value review

exercise.

Mentally add ten or one hundred to a

given number.
Mentally subtract ten or one hundred
from a given number.
Skip-count by tens and hundreds within
1,000.

Teacher observation during more/less exercises.

Understand the place value of each

digit in a three-digit number.
Use place value strategies to add and

Teacher observation during sentence frame activity.

subtract numbers within one 1,000.

Skip-count by tens and hundreds within
1,000.
Understand the place value of each
digit in a three-digit number.
Mentally add ten or one hundred to a
given number.
Mentally subtract ten or one hundred
from a given number.
Skip-count by tens and hundreds within
1,000.
Use place value strategies to add and
subtract numbers within one 1,000.

Problem Set Worksheet

Exit Ticket

g. Student Voice:
Student-based evidence to be
Description of how students
K-12 students
will be
ableand
to: Activities
collected (things produced by Supporting
will reflect
on their learning.
Learning
Steps
Theories/Principles
students:
journals,
exit
slips,
self1. Invite Students to Carpet
Transition
assessments,
work
samples,
1. Place value review Demonstration with place value chart,
Practicing place value skills prepares students for
marker chips, place value manipulative (ones,projects,
tens, andpapers, etc.) adding and subtracting 10 and 100 in todays
Exit Slip
The exit slip will be on a half
1.
Explain student learning targets
hundreds).
lesson.
sheet of paper and it will list
what ischips
required
to meeton the place value chart and
Addand
different
to columns
Vygotskys social learning theory
each learning target for the
them (including why they are
ask students to say the value in The Say Ten Way.
Visual Representation
lesson, and next to each, a
important to learn).
(Say: 1 ten, 6)
Auditory Representation
scale for them to rate their
Then ask students to say the value in standard form.
understanding of it.
(Say: 16)
Problem Set Worksheet
After students have learned
2. Monitor
their own learning
Useprogress
correct values
when
adding
dots
(ex.
Add
one
dot
to
the
the content through various
toward the learning
tenstargets
column
and
then
ask,
what
is
ten
more
than
16?)
hands-on activities, they will
using the tools provided
(Say: 26) rubrics, etc.).
be given a worksheet that
(checklists,
Then ask students to say the number in The Say Ten Way.
contains the content of these
(Say: 2 tens, 6)
activities. As they complete
Add one dot to the hundreds column and ask, What is 100
the problem set they will be
more than 26?
able to monitor their learning
(Say: 126)
process toward the targets as
each target is represented by
The Say Ten Way?
problems on the worksheet.
(Say: 1 hundred, 2 tens, 6)
Slip
Students will be prompted to
Explain
howintotens
access
3.
Cross
out chip
column. What is 10 less thanExit
126?
name resources they could
resources
and
additional
(Say: 116)
access for help if/when
support
when
needed
(and
The Say Ten Way?
needed, on their exit slips.
how/why
those resources
(Say: 1 hundred,
1 ten, 6)will
help
them).
Cross out chip in hundreds column. What is 100 less than
116?
(Say: 16)
2. Have students return to their seats
3. More or Less Chant & PowerPoint activity: (remind
students not to scream their answers)

Transition
Giving 100 more or less prepares students to add
and subtract 10 and 100 fluently.
5

For every number that appears on the screen, you say a

number that is 10 more.
Now, for every number that appears on the screen, say a
number that is 10 less.
For every number that appears on the screen, you say a
number that is 100 more.
Now, for every number that appears on the screen, you say a
number that is 100.

4. Pass out personal white boards & explain rules for dry
erase markers (cups).
Management Cue: Bell.

More or Less Sentence Frames Activity: Im going

to give you guys instructions on what to write on your
white boards. Once youve finished writing it, hold your
whiteboards up to show me.

10 More:
First Draw a Place Value Chart, if you cant remember
what that looks like, here is an example.
Draw dots on your place value chart to make the
number 157.
Good, now show me 10 more.
Great Job.
*Ring Bell If you have a team member needs help,
please remind them what they are supposed to do when
they hear the bell.
Display Sentence Frames on projector: Can anyone
use one of these sentence frames to describe adding 10
to 157?
Yeah, good (repeat sentence loudly).
Q: What did you do on your whiteboards to change the
157? A: we added 1 to 5 tens.
When I say go, everyone grab your pens and without
erasing your place value chart, write and addition
sentence that shows what we added together to get 167.
Remember to hold your whiteboard up when you are
finished. GO.

Technology integration
Multiple Means of Representation
Vygotskys social learning theory
Visual Representation
Auditory Representation

Transition

Personal whiteboards allow students to

participate in their learning process.
Whiteboards engage students and increase their
interest and atention.
Multiple Means of Representation
Vygotskys social learning theory
Visual Representation
You Do/I Help step of the Gradual Release of
Responsibility Model
Multiple Activities to keep students engaged

10 Less:
Okay now I want you to draw dots on your place value
chart to make the number 157 again.
Good. This time subtract 10.
Great Job. (For students that have wrong answer, ask
their group to discuss their answers to agree on one)
*Ring Bell
Can I get a volunteer to tell me which sentence frame
we could use to describe subtracting 10 from 157?
6

Yeah, good (repeat sentence loudly).

Q: What did you do on your whiteboards to change the
157 this time? A: we subtracted 1 from the 5 tens.
When I say go, everyone grab your pens and without
erasing your place value chart, write a subtraction
sentence that shows what we subtracted to get 147.
Remember to hold your whiteboard up when you are
finished. GO.

100 More:
Good Job! Now show me 157 with your dots on the
chart again.
Ok, show me 100 more than 157.
Good.
*Ring Bell
Which sentence frame could we use to describe adding
one hundred to 157?
Yeah, good (repeat sentence loudly).
Q: What did you do on your whiteboards to change the
157 this time? A: we added another hundred to the
hundreds place.
On the count of three, everyone grab your pens and
without erasing your place value chart, write and
addition sentence that shows what we added together to
get 257. Remember to hold your whiteboard up when
you are finished. GO.
100 Less:
Okay this is the last one. Draw dots on your place value
chart to show me the number 157 one more time.
Show me one hundred less than 157.
Great.
*Ring Bell
Which sentence frame describes subtracting one
hundred from 157?
Yeah, good (repeat sentence loudly).
One more time, on the count of three, everyone grab
your and write a subtraction sentence that shows what
we subtracted to get 57. Remember to hold your
whiteboard up when you are finished. GO.
Good.
*Ring Bell
5. More or Less Identify the Rule Activity:
Display the rules on the board: In our lesson today we
have identified these 4 different more or less rules, 10
more, 10 less, 100 more, 100 less.
I am going to list a number pattern, and when you think

Personal whiteboards allow students to

participate in their learning process.
Whiteboards engage students and increase their
interest and attention.
Engaging Activity
7

Multiple Means of Representation

Vygotskys social learning theory
Visual Representation

This time Im going to write the first couple of numbers

of my pattern, and on your white boards I want you
guys to write down the rule and the next three numbers
to my pattern. Write:
67, 57, 47, __, __, __. Show me.
213, 313, 413, __, __, __. Show me.
145, 155, 165, __, __, __. Show me.
550, 450, 350, __, __, __. Show me.
*Ring Bell

6. (Optional Challenge Activity) Arrow Notation Review:

Alright guys one last activity before we start our
worksheets.
Write: 542+100 ___ on board.
What is 542 + 100? Show me.
-10
Write: ___
Minus 10?
-100
Write: ___
Minus 100?
Write: -100 ___
Minus 100?

you know the rule to my pattern, write it on your white

board and flip it over. Wait until I say, show me, to
hold it up.
For example, if I say, 121, 131, 141, 151, 161, you
write, ten more, flip it over until I say show me, and
then hold it up. Ready?
135, 145, 155, 165, 175
Good! Ten more.
282, 272, 262, 252, 242
Good job, ten less.
*Bell

Making Connections to previous learning

experiences.
Vygotskys social learning theory

You guys have used this method before, the arrow method.
While Mr. Benefield and I come around to collect your
markers and white boards, take a few minutes to talk in your
table groups about how we used it today and how you think
it is the same or different as how you used it before.
Pull spoons for students to share.
Conclude: When we used this method before we changed
the ones and tens to help us add and subtract. Today, we
changed the tens and the one hundreds. It is the same
method; we are just using different place values.

7. Pass out Worksheets

Circulate Room to star correct work and help struggling
students with Problem Set.
Review answers
Ask questions instruct students to discuss with table

You Do/I help

Review answers while learning is still active,
identify and correct misconceptions.
Vygotskys social learning theory
8

groups.
Pull spoons to share

Socratic Method

You Do/I Watch

Formative Assessment
h. Grouping of Students for Instruction: I will begin this lesson with the entire class at the carpet area to
review place value on the white board before beginning new material. For the duration of this lesson students
will be seated at their desks arranged into five different table groups. I will use whole group instruction, while
providing various opportunities for students to work with their group members.

8. Instruct students to complete their exit tickets on their own

(formative assessment).

Section 2: Instruction and Engaging Students in Learning

a. Introduction:
I will introduce the lesson by displaying the learning targets on the board, reading them out loud, and
then inviting the class to read them once more all together.

Next I will explain that they just took a test on Friday because they ended a unit, and in the next unit
they will be moving forward to adding and subtracting larger numbers.

Becoming good at adding and subtracting by tens and one hundreds will help us solve those math
problems with bigger numbers.

b. Questions (For Problem Set):

What makes problems 1(e) and (f) more challenging?
In problem 1(e) does 10 more mean we should add ten to 319? Why not?
Why did you add 100 to 499 when it says 100 less?
What do you need to know to complete each pattern in problem 2?
In problem 3(b), what total quantity did you subtract from 187? How could we write it as an
equation?
b. Closure: After the problem set, I will review the most important concepts and their relation to the learning
targets. Students will conclude the lesson by completing their exit tickets and exit slips.
c. Independent Practice: Students will be given an assignment to be completed at home. This will provide the
student with independent practice in a different context, and involve parents in their learning.
d. Instructional Materials, Resources, and Technology:

Personal Whiteboards
Erasers
Dry Erase Markers
Class set of Problem Set worksheets
Challenge Problem Set worksheets
Class set of Exit Tickets
Class set of homework
Class set of Exit Slips
More/Less PowerPoint
Display of Learning Targets
Display of Rules
9

Sentence Frames Template

e. Acknowledgements: Acknowledge your sources

10

Todays Learning Targets:

I can mentally add ten and one hundred.

I can mentally subtract ten and one hundred.

I can skip count by tens and one hundred.

I understand the value of each number in the ones,

tens, and hundreds places.

Use place value strategies to add and subtract

numbers

11

Exit Slip
Directions: Rate your understanding of each learning target on a scale of 1 4.
Understanding Levels: 1: I do not yet understand. 2: I am beginning to understand. 3: I
understand, but still make some mistakes. 4: I understand enough to teach someone else.
Circle the number that reflects your understanding.

Learning Targets:
I can mentally add ten and one hundred.

I can mentally subtract ten and one hundred.

I can skip count by tens and one hundred.

I understand the value of each number in the ones,

tens, and hundreds places.

Use place value strategies to add and subtract numbers

Exit Slip
Directions: Rate your understanding of each learning target on a scale of 1 4.
Understanding Levels: 1: I do not yet understand. 2: I am beginning to understand. 3: I
understand, but still make some mistakes. 4: I understand enough to teach someone else.
Circle the number that reflects your understanding.

Learning Targets:
I can mentally add ten and one hundred.

I can mentally subtract ten and one hundred.

I can skip count by tens and one hundred.

I understand the value of each number in the ones,

tens, and hundreds places.

12

Use place value strategies to add and subtract numbers

More or Less Rules:

Ten More

Ten Less

One Hundred More

One Hundred Less

13

Sentence Frames
10 more than _____ is _____.
_____ is 10 more than _____.

10 less than _____ is _____.

_____ is 10 less than _____.

100 less than _____ is _____.

_____ is 100 less than _____.

100 more than _____ is _____.

_____ is 100 more than _____.

14

Problem Set Worksheet:

Worksheets
Challenge Problem Set Worksheet:

Exit Ticket:

15

Homework:
Homework:

Challenge Homework:

More or Less Activity PowerPoint Preview

16