Course Description

TEACHER: Sam Wilson Gray COURSE: DEPARTMENT:

GRADE LEVEL: 2 TOTAL STUDENTS 15 DATE: 2/9/17
TIME/PERIOD Math Smart (9:35-10:05 M, T, Th)
TOPICS: Word Problems

PA State Standards
Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards

CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
using drawings and equations with a symbol for the unknown number to represent the problem.1
CCSS.Math.Content.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.1
CCSS.Math.Content.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols
appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Objectives
Objectives correspond with PA State Standards listed above.

SWBAT add and subtract within 1000 to solve word problems.

SWBAT identify the appropriate math action to match the word problem they are solving.
SWBAT solve word problems involving money using $ and symbols appropriately.

Lesson Introduction: (5-7 min)

Students will be broken up into two groups. One group will be working on 1st and 2nd grade word problems at
their seats to see if they can figure it out. The other group of students will work with me at the back table. I will
take them step-by-step through each problem to make sure they are understanding the action needed to solve the
problem and they arent grabbing numbers or doing the wrong math action.

Activities/Procedures: (25-30min)
Lesson Plans are conducive to student achievement and focus on PA State standards and objectives

Higher group of students will be given a packet with 1st and 2nd grade word problems to do independently at
their seats. I will give them options to choose the correct math action for each problem and I will provide them
with the outline for a bar model to help them figure out the answer independently.

The other group working with me will start with K level word problems. I will also provide them with options
Administrators initials: _____________
for the math action and they will also be given the outline for a bar model to help them with their equations. I
will read each question to them as we talk about what the math action could be and why/why not. We will then
fill in the bar model with the correct numbers and talk about what our equation will be. I want them to solve the
equations independently for math practice and then we will go over the answer together. We will go through this
guided practice routine for a few questions all at the K level before letting them work independently and
increasing the complexity of the questions.

Closing& Assessment: (5-7 min)

I will be collecting the packets from the independent group and checking their work. I want to make sure that
they choose the correct math action, they use the bar model to help them if necessary and it is filled out
correctly, and they have the right equation that is solved.

I will be paying attention to participation from the group I work with and making sure that they stay focused. I
will be collecting the work that we do together and any independent work that they get to. I want to make sure
their work is complete and their math is all correct.

After checking everyones work I want to see where anyone needs additional support so that can be addressed
after intersession.

Assessment Procedures: (check all that apply)

Structure should simulate PSSA testing format to assist with PSSA test prep
Formative Summative
Guided Practice Participation Unit/Chapter Test PSSA Type Questions
Enrichment PSSA Type Questions Oral Presentation Notebook Check
Homework Notebook Check Research Project Authentic Assessment
Group Work Authentic Assessment Technology Other:
Rubric Other: Rubric
Independent Practice Portfolios

Materials/Resources
List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets
Text Book: Other:
Graphic Organizer/Handouts(s): word problems
Technology:

Accommodations

Word problems will be read to those that need it. Options will be provided for math action.
A bar model will be provided on the worksheet to help
them solve the problem if needed.

Administrators initials: _____________

 Differentiated Instruction

Students have been given a variety of word problems

and broken up into two groups based on their
performance and where they still need help.

Notes for the Substitute

In accordance with Neumann University educational guidelines for emergent teachers please describe how the
following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.

INTASC Principles
Interstate New Teachers Assessment and Support Consortium

INTASC 1: Making content meaningful

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and creates learning experiences that make these aspects of subject matter meaningful for students.
Evidence/Reflection:

INTASC 2: Child development and learning theory

The teacher understands how children learn and develop and can provide learning opportunities that support their
intellectual, social, and personal development.
Administrators initials: _____________
Evidence/Reflection:

INTASC 3: Learning styles/diversity

The teacher understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Evidence/Reflection:

INTASC 4: Instructional strategies/problem solving

The teacher understands and uses a variety of instructional strategies to encourage students development of
critical thinking, problem solving, and performance skills.
Evidence/Reflection:

INTASC 5: Motivation and behavior

The teacher uses an understanding individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagements in learning, and self-motivation.
Evidence/Reflection:

INTASC 6: Communication/knowledge
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Evidence/Reflection:

INTASC 7: Planning for instruction

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum
goals.
Evidence/Reflection:

INTASC 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Evidence/Reflection:

Administrators initials: _____________

INTASC 9: Professional growth/reflection
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on
others (students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
Evidence/Reflection:

INTASC 10: Interpersonal relationships

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support
students learning and well-being.
Evidence/Reflection:

Administrators initials: _____________