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Lesson Plan Template

(Based on the MoPTA)


Mizzou Ed, Office of Field Experiences

University of Missouri, Columbia

Student Teacher Intern Jacqueline Byas Date 10/14/16


School/Grade Rock Bridge Elementary/ 2nd grade Cooperating Teacher Ms. Mottaz
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

Standards for Mathematical Practice


Standard 2: Reason abstractly and quantitatively.
...to make sense of quantities and their relationships in problem situations:
students can both:
decontextualize (abstract) and
contextualize (specify).
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs

After reading the story, students should be able to recognize that it is possible to
partition items evenly, when there is a different number of objects and spots it should
be divided into.
Next, during working on problems, students should be able to apply that knowledge
to their problems.
Finally, after work is completed, students should be able to support their work by
explaining their findings.

Assessment (type(s) of assessment used throughout the lesson)


Assessment(s) before, during, and after the lesson

I want to check student for prior knowledge. I'll introduce the book and ask her a few
questions about any ideas that she has. What does she think will happen in the story?
I'll continue to ask questions throughout the story. How does she think that four
friends can share three cookies evenly. What are her thoughts?
After we finish the story and we start working on problems, I can assess her
understanding of the process by asking her to explain her work to me. Have her go
through and show me how she got her answer.

Lesson Structure and Procedures


Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion

The lesson will begin with me breaking down what we are about to do.
I will explain to her how we're going to talk about math today, we'll read a funny
math story, we'll try to solve problems similar to the story we read, then we'll talk
about why what we learned works.
Then we'll move into the story. Before, during, and after the story, I'll ask relevant
questions, reinforcing what she should be thinking or is already thinking.
Next, I'll have her complete the 2nd grade problems. I'll let her choose how she wants
to go about it, if she wants to use paper examples or draw it out, which ever one she
feels more comfortable with.
Then when she's finished, we can talk about what she did and her reasoning behind it.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objective
Second Grade
Read book The Cookie Fiasco, then talk about and work through guided questions
There are 8 children sharing 6 cookies, how can they do this so that they each get the same
amount?

There are 3 children sharing 7 candy bars, how can they do this so that they each get
the same amount?

I wanted to take a creative approach here and have her choose how she wanted to go about
solving this, because I feel like it would give me a better understanding of how she thinks and
processes this information in her own way. I was going to give her paper and tell her that she
can draw pictures to help find the answer or make paper diagrams, like if she made paper
cookies and cut them in pieces with scissors. I want to get a feel for how she like to work
through math. I wanted to see if she's more visual and just draw it, or if she's more kinesthetic
and wants to deal with them in her hands. Once she chooses what she thinks will be best for
her, we'll proceed with the first activity, either drawing 6 cookies on paper or cutting 6 cookies
out of paper, then trying to partition them among 8 children. Then we'll repeat this task with 7
candy bars being shared among 3 children.
(Provide paper, or pre-made shapes and pieces, for student to draw, manipulate, and or cut,
etc., to achieve the correct answer.)
Resources and Materials
List of materials used in the planning of and during the instruction of the lesson

Bring The Cookie Fiasco to read.


Paper
Pencil, markers, colored pencils
Scissors (optional)

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.

I honestly don't think my student will need accommodations. I've seen her during
class and doing work alone and she seems to have everything together where she
won't need accommodations.
But if I were to transfer this lesson over to another student, I think making a physical
example, other than the example from the book, will help a lot in terms of having a
visual. I would show a step by step process of breaking down the cookies.
If I needed to, I would also start off by giving them the problems for Kindergarten or
1st grade first, then we can work our way up to 2nd grade, so they have enough practice
to grasp the concept.

Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way

I have knowledge that my student likes math and is advanced in math, so we may
finish the 2nd grade example before time.
I plan on giving her the 3rd and 4th grade problems, and maybe the 5th grade problem
to see if she can figure those out.

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