UMU Lesson Plan Template: Explicit Instruction

2016-2017

Name: Alexis Perkins Date: February 28, 2017

Grade Level: 2 Class Period: 9:00-10:00am
Subject: Math Lesson # & Title: 2.NBT.A.2 Count with 1000
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes: There are a total of 20 students (11 boys and 9 girls) in the second grade classroom.
There are students from different socio-economic backgrounds and ethnicities. Three students are
identified with disabilities and one student is identified as an ELL.
One student is identified with autism and is on the high functioning end of the spectrum. She is on grade
level in mathematics but struggles at oral and written communication and is currently performing two
grade levels below her peers in ELA subjects.
Two other students receive special education services in reading, written expression, and math. The first
student is identified with a Specific Learning Disability and reads one grade level below peers. He has
significant difficulty forming written sentences and paragraphs on given topics. He often makes errors
in capitalization, punctuation, and spelling which impact the readability of his writing. In math, the
student can solve grade level equations with the aid of a number chart. He has difficulty answering
applied math problems due to limited reading skills and the need for concrete examples in math. The
student is extremely motivated to learn. The second student is identified with an Intellectual Disability
and reads nearly three grade levels below peers. The student can copy basic words but has difficulty
writing basic words or sentences from memory. In math, the student can solve addition and subtraction
equations with the aid of a calculator. He has difficulty answering applied math problems and cannot
count money or tell time. The student shows little interest in reading, writing or math within the
classroom setting but enjoys working with classmates on projects.
One student is identified as ELL. This student recently arrived in the USA and appears to have some
receptive language abilities in understanding basic conversations. She struggles with communicating
what she knows both orally in English or in written format.

Classroom Environment: The classroom is bright and inviting to the students. The room is set up for
having 20 students in mind, with the desks grouped in five teams of four students. Teams are grouped
heterogeneously but this often changes dependent on the lesson. The Smartboard and chalkboard are
visible to each of the students in every seat. There are two designated small group worktables situated
around the room. The classroom has three student computers and a set of ten iPads. There is also a
carpeted area with beanbags if students choose to complete their independent work there. The room is
decorated with student work, a word wall, and anchor posters with helpful reference information.
Everything in the room has a place. It is highly organized with labeled bins of supplies. Students are
aware of where everything is located and independence, problem-solving, and peer support are
encouraged. Students have a routine for entering, turning in assignments, answering questions, etc.

Rationale: It is important to take into account that some of the students come from different cultures,
races, and socio-economic situations when planning the lesson. Teachers must also take into account
prior experiences and unique learning needs of the students with disabilities and ELL student when
Revised 08/2016
planning this lesson. It is advantageous to relate the assignment to real life experiences and use various
learning supports to help all students develop the targeted lesson skills.

Content Standards: 2.NBT.A.2 Count with 1000: skip count by 5s 10s and 100s. The students know
how to count to 100 starting at one. They can identify numbers to 999. They also already know how to
count by 5s and 10s.

Learning Objectives: During a whole group lesson, the students will count to 1000 by 10s and 100s
verbally with an accuracy of 3/5 times per student.

Academic Language:
Skip
Count
Thousand (1000)
Identify
Place value

Assessment Plan: Formative Assessment:

Explicit Practice: The teacher will lead and observe the students to see if they are attending to
the teacher presentation. The teacher will show the numbers on the smartboard. The students will
help count. Give students whiteboards and have them fill in the blanks. ex: 50, blank, 70. If
confusion is determined the teacher will reteach.
Structured Practice: Students will be given a red card and green card. Teacher will mix up
number pattern on the board the students will be asked to put them back in order. Teacher will
ask if the numbers are in order. students will hold up the green car if the number is correct or red
if it is wrong. The teacher will observe the students that are struggling to hold up the correct card
and properly assist them.
Guided practice: Students will participate in a whip around activity. The first student will start
at 5. Assess to make sure students fully understand how to skip count by 5s. At the end of the
lesson students will do a worksheet over counting to 1000.

Assessment Plan: Summative Assessment:

Collect independent in class activity worksheet. Students will be required to fill in the blanks and
prove they have mastered the criteria. Students will be expected to get 15/20 correct.
http://www.worksheetfun.com/2016/04/02/skip-counting-by-5-count-by-5s-1-worksheet/

Procedures: Lesson Introduction:

1. Today we are going to be counting and working with numbers 1-1000.
2. The teacher will instruct the students to look/lean/whisper with their neighbor- count to
20
3. Count with the class by 5s to 500
4. Count with the class by 10s to 100

Revised 08/2016
 5. Show numbers and have the class tell you what you have written.
6. Review place value.

Procedures: Lesson Body:

Presentation/Explicit Instruction (approximately 10 minutes)
1. Together as a class students will verbally count to 50. count by 10s
2. Have students use a whiteboard to write by 10s starting at 50-100.
3. Teacher will write a number pattern on the board
4. Students will identify which pattern is incorrect and have them correct it

Structured Practice Exploration (approximately 10 minutes)

1. Teacher will pass out cards (red & green)
2. Teacher will write number pattern on the board
3. Students will identify if the pattern is correct or incorrect (silently)
4. Ask students to hold up a red card if they think it is incorrect and green if it is correct
5. Look for the struggling students. Ask the students their reasoning for which card they
held up.

Guided Practice/ Checking for Understanding

1. Have students count off by fours. Put them into groups
2. Using their whiteboard have students count by 10s & 100s to 1000 in their group
3. Observe and make sure students have a good understanding of skip counting
4. a whip around counting by 5s
5. Have a student start off by saying five and the next say ten
6. Whip around the room counting by 5s 3 times so the students are comfortable
7. Do another whip around counting by 10s
8. Again whip around three times
9. Whip around one more time counting by 100s
10. Whip around three times so students are familiar with bigger numbers
Independent practice (10 minutes)
1. Hand out worksheet to students
2. Explain the worksheet is to be done independently and sit quietly when finished
3. Ask students to try their best and refrain from asking for help
4. Give small hints if needed
5. Have students turn in the worksheet when everybody is finished.

Procedures: Lesson Closure:

1. Review importance of skip counting and how it allows them to reach large numbers with
quickness and efficiency
2. Place numbers containing 5s 1-50 out of order and have them tell you what order to put
them in
3. Place numbers counting by 10s 1-100 out of order and have them tell you what order to
put them in
Revised 08/2016
 4. Place numbers counting by 100s 1- 100 out of order and have them tell you what order
to put them in.
5. Review terms learned and practiced during lesson (skip counting, group, place value,
thousands)
6. Encourage the students to explain what they learned in class to their parental guardian for
extra practice

Differentiation, Individualized Instruction, and Assessment: This lesson was written so each student
has the opportunity to practice the skills needed to skip count by 5s, 10s and 100s up to 1000. This
lesson has been designed based on the needs of the students(IEP). The students can complete simple
counting by 1s and 5s with ease. They understand that skip counting makes it easier to reach a number
instead of counting by ones. The worksheet you will hand out are different depending on the students.
Gifted students get the worksheet that has more blanks that need filled in so they get more of a
challenge. Even though the students with disabilities have timeline on their desk some numbers may be
dotted in so they can trace the number pattern instead of free writing the answer.

Instructional Materials and Support:

o Whiteboards
o Smartboard
o worksheet
o Red & green cards

Research and Theory Commentary: Students will learn to count to 1000 by 10s by using repitition
and by watching. Albert Banduras theory will be used. Since kids learn best by watching/seeing the task
performed.

Reflection and Instructional Commentary: Lesson was not taught

Revised 08/2016