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Teacher Candidate: Madeline Cho Date: 11/16/16

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MS 2016-2017 UCI LESSON PLANNER
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Part 1: Classroom Information
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Grade: 2 Content Area: Mathematics

Group Size: 24 Lesson Length: 45 minutes


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Student Context:

Identified Student Needs Accommodations During


Instruction to Support Student
Needs
Students with Special Needs N/A N/A
(IEP and/or 504)
Students with Specific -need language support -model the mathematical
Language Needs (ELL) strategies while explaining the
strategy in words
-provide sentence frames where
applicable
-show visuals where applicable
-speak slowly and clearly
-use simple and straightforward
language
-seat ELLs near the front during
lesson
-use wait time for processing
questions/information
Students with Other Learning -behavior: need to take -be explicit about holding
Needs (Behavior, Struggling responsibility for actions, need students accountable for their
Reader, Struggling Math) to stay focused actions
-struggling math: need support -emphasize expectations of
in math student behavior
-focus on positive student
behavior to redirect to desired
behaviors
-give students struggling in
math additional time to
complete work
-some struggling math students
get pulled to work in small
groups with an aide
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Part 1: Planning for the Lesson
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A: Standards
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i. Key Content Standard:
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.
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ii. Math Practice Standard or ELA Capacity: CCSS-M Standards for Mathematical
Practice, or NGSS Science and Engineering Practices, CCSS-ELA Capacity of
Literate Individuals
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CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
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iii. Related ELD Standard (must be included when using an ELA Standard):
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Second Grade: Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a range
of social and academic topics
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Second Grade: Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
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B. Objectives
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i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
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The students will solve a two-step word problem involving addition with an unknown addend to learn
how to apply various strategies to solve these problems.
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ii. Language Objective (transfer this from "Incorporating Academic Language"):
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The students will explain their strategies to show how they solved the word problem by using
transition words such as first, next, then, after, and last.
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C. Assessments:
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i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning

Students are using a strategy to solve the


word problem and writing an explanation
Walk around when students are working
on their worksheet.
on the problem to monitor their progress.
Students are using the provided sentence
frames including the transition words.
Ask students to show a thumbs up, to the
side, or down to indicate whether they Students show a thumbs up, to the side, or
understand, are a little confused, or are down.
really confused.
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ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
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The written assessment will consist of a worksheet containing the word problem (There are 15
pumpkin pies in total. Diego made 6 pumpkin pies and Melisa made 7 pumpkin pies. Davin made the
rest of the pumpkin pies. How many pumpkin pies did Davin make?) with space for the students to
show at least two different strategies for solving the problem and a space for the students to explain
their strategies in words. The students will have met the learning objective if they have clearly shown
their use of at least two strategies to solve the problem with written work (drawings, models,
representations, pictures, equations, etc.). The students will have met the language objective if they
have clearly explained their chosen strategies to solve the problem.
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D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:
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Worksheet/written assessment containing word problem
Ten-Frames (on paper)
Counters
Abacuses
Linking cubes
Powerpoint
Note-taking Chart
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Part 2: Instructional Sequence - Engaging Students in the Learning Process
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Introduction (_3_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of the
lesson is.
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Remind students that they have been working with problems that involve adding three numbers
together called addends over the past few weeks and using different strategies to solve these
problems. (ELL support: Show visual representation of this type of problem: addend + addend +
addend = total.)
Tell students the lesson objective, which is that they are going to solve a word problem that includes
three addends with one addend missing to apply the different strategies they have been working with.
(ELL support: Show visual representation of this type of problem with the missing addend: 2 + 3 +
__ = 8)
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Body of the Lesson (__34___ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.

Make sure that you include the specific academic language strategies you will use to support your
students in using academic language to talk/write about the math they are learning.
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Make sure you identify the specific assessment you are using in the Body of the Lesson.
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Launch (10 minutes)
Ask the students to share out some of the strategies they have been using to solve these types of
problems with three addends. (Students might mention some of the strategies they have been
working with such as doubles plus one, doubles minus one, making a ten, using ten frames, using the
abacus, counting up, counting back.)
Present a practice problem to the students: 2 + 3 + __ = 8
Give students a minute to silently think about how to solve this problem. (ELL support: Use wait
time for students to process the question.)
Prompt a think-pair-share about how to solve this problem.
Display sentence starters from the powerpoint to help students explain their strategy to solve this
problem with their partners. (ELL support: Provide sentence frames for speaking and writing.)
Sentence Frames:
I used the _________ strategy.
First I solved the problem by
My next step was / Next I
Then I / After I
My final step was / Last I
My solution was ____.
Ask the students to share how they would solve this problem. (Students might mention some of the
strategies they have been working with.)
Anticipated strategies for practice problem:
doubles plus one strategy: 2 + 2 + 1 + __ = 8 > 4 + 1 + __ = 8 > 5 + __ = 8 > 3
doubles minus one strategy: 3 + 3 - 1 + __ = 8 > 6 - 1 + __ = 8 > 5 + __ = 8 > 3
counting up strategy: 2 + 3 + __ = 8 > 5 + __ = 8 > Counting up from 5 to 8 to get 3
counting back strategy: 2 + 3 + __ = 8 > 5 + __ = 8 > Counting back from 8 to 5 to
get 3
using ten frames: Placing 2 + 3 or 5 counters on a ten frame and seeing that 3 more
counters are needed to make 8 or placing 3 more counters that are a different color to
make 8
using the abacus: Sliding over 2 + 3 or 5 counters on the first row of the abacus and
counting how many more counters are needed to make 8 to get the answer 3
Walk through and model each strategy shared by a student on the board, letting the student tell you
how to solve the problem. (ELL support: Model the mathematical strategies and explain the strategy
in words.)
Model how to explain one of these strategies in writing. Write on the board: I used the doubles plus
one strategy to solve this problem. First I changed the 3 to 2 + 1. Next I added the doubles plus one
to get 5. Last I counted from 5 to 8. My solution was 3. Read this explanation out loud to students.
(ELL support: Explicit modeling of writing.)
Continue to ask students to share different strategies on how to solve the practice problem (Ask
What is another way to solve this problem?) until at least three strategies are modeled.
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Explore (26 minutes)
Pass out worksheet/written assessment to the students.
Present the problem in the powerpoint on the projector screen for all students to see.
Read the problem slowly and clearly to the students, so they can understand it. (ELL support: Speak
slowly and clearly.)
Tell the students that they are going to solve this problem using any two strategies they would like
and when they are done solving the problem in two different ways, they need to explain their
strategies in words.
Tell the students they are welcome to use any manipulatives such as ten frames, counters, linking
cubes, and abacuses to solve the problem. Remind the students that if they are using manipulatives,
they need to draw a picture showing the use of the manipulative.
Ask the students if they have any questions.
Ask the students to hold a thumbs up if they understand what they need to do, thumbs to the side if
they are still a little confused, or a thumbs down if they are really confused on what to do.
Clarify any confusion if needed.
Prompt students to work individually for 6-7 minutes on the word problem.
Walk around the room and monitor student progress, taking note of any anticipated strategies
students are using as well as other invented strategies in the note-taking chart.
Ask the students these questions while monitoring as needed to guide struggling students or
students from misconceptions, or to make student thinking more explicit.
What strategy did you use to solve this problem?/How did you solve this problem?/Why
did you do this?
What is the word problem asking you to find?
Is the word problem asking you to find the total or a missing addend?
What is an equation you could write to solve this word problem?
Does the word problem give you the total number of pumpkin pies or not?
Anticipated strategies for word problem: 6 + 7 + __ = 15
doubles plus one strategy: 6 + 7 + __ = 15 > 6 + 6 + 1 + __ = 15 > 12 + 1 + __ = 15
> 13 + __ = 15 > 2
doubles minus one strategy: 6 + 7 + __ = 15 > 7 + 7 - 1 + __ = 15 > 14 - 1 + __ = 15
> 13 + __ = 15 > 2
making a ten strategy: 6 + 7 + __ = 15 > 3 + 3 + 7 + __ = 15 > 3 + 10 + __ = 15 >
13 + __ = 15 > 2
counting up strategy: 6 + 7 + __ = 15 > 13 + __ = 15 > Counting up from 13 to 15 to
get 2 (Students might also start at 7 and count up 6 to get 13 if they dont have 6 + 7
memorized and count up from 13 to 15 to get 2.)
counting back strategy: 6 + 7 + __ = 15 > 13 + __ = 15 > Counting back from 15 to
13 to get 2 (Students might also start at 15 and count back 7 and then 6 to get 2.)
using ten frames: Placing 6 + 7 or 13 counters on two ten frames and seeing that 2 more
counters are needed to make 15
using the abacus: Sliding over 6 counters on the first row, and then 7 more counters (4
counters on the first row and 3 counters on the second row) to show 13 and seeing that 2
more counters are needed to make 15
other strategy (subtraction): 6 + 7 + __ = 15 > 15 - 7 - 6 = __ > 8 - 6 = 2
Possible misconceptions:
Students might add all of the numbers together (15 + 6 + 7).
Students might think the answer is 15, since this is the total, instead of realizing that the
problem is asking for the missing addend and not the total.
Students might add 6 + 7 to get 13 and think this is the answer instead of continuing to
find the missing addend, 2.
Display the same sentence starters from the powerpoint to help students explain their strategies to
their partners as well as on their worksheet. (ELL support: Provide sentence frames for speaking and
writing.)
Sentence Frames:
I used the _________ strategy.
First I solved the problem by
My next step was / Next I
Then I / After I
My final step was / Last I
My solution was ____.
Model how to explain a strategy when speaking to someone using the practice problem as an
example. Say: I used a ten frame to solve this problem. First I filled in 2 and 3 spaces in the ten
frame to fill 5 spaces total. Then I counted how many more spaces I needed to get to 8. My solution
was 3. (ELL support: Explicit modeling of how to explain when speaking.)
Prompt students to share a strategy they have chosen with their table partner.
Prompt students to continue working on the word problem independently after sharing a strategy
with a partner. Tell the students to explain their first strategy in words on their worksheet.
Prompt students to read their written explanations to their partner.
Begin selecting student work and choosing the sequence of student strategies to be presented to the
whole class on the note-taking chart.
First, select a student strategy that was a common misconception among a good amount (about
1/3 or more) of the students, if there was a common misconception to show why the strategy
does not work in this problem. (This might involve selecting a student strategy that added all of
the numbers in the problem including the total instead of finding the missing addend.)
Next, select a student strategy that was a common strategy used by several students to make the
beginning of the discussion accessible to as many students as possible. (This might involve
selecting a student strategy such as making a ten, using ten frames, doubles plus one, or
counting up.)
Select one or two more student strategies that were less common among the students to show
the students more ways they can solve the problem. (This might involve selecting student
strategies such as doubles minus one, counting back, or using the abacus.)
Let chosen students know they will be explaining their strategy to the class to make sure they are
comfortable in doing so.
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Summarize/Orchestrate Discussion (3 minutes)
Prompt chosen students to present their strategies on the document camera or on the board in front of
the class.
Clarify and explain each students strategy to make sure the rest of the students are understanding.
Ask students to hold their thumbs up, to the side, or down to see if they understand the strategy being
explained.
Ask the students to think about all the strategies that were presented to them.
Prompt a think-pair-share.
Ask the students to share what strategies they learned about that were presented to them.
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Closure (___3___minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
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Ask the students to think about what they learned today about solving addition problems with a
missing addend.
Prompt a think-pair-share.
Ask students to share ideas as a whole class.
Restate the learning objective for the students that they solved a word problem involving addition
with a missing addend in order to learn how to use different strategies to solve these types of
problems.
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Part 3: Incorporating Academic Language
(to be completed after you have planned the content part of your lesson plan)
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1. Describe the rich learning task(s) related to the content learning objective.
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The students will explain their strategies for solving the problem on the written assessment/
worksheet in writing as well as engage in discussions with a partner. In these discussions, each
student will explain their strategy to one another. The students will also get the opportunity to read
their written explanations to one another. As the students write and explain their strategies in
solving the problem, they should use the sentence frames provided including the transition words:
first, next, then, after, and last. The students will also be using the key vocabulary or academic
language of this lesson.
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2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.

Explain
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3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson:
Symbols: +, -, = (plus, minus, equals)
addend, doubles, addition, subtraction, add, subtract, solution, total, strategy, ten frames,
counters, abacus
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Syntax1:
cue words: First, Next, Then, After, Last
I used the _________ strategy.
First I solved the problem by
My next step was / Next I
Then I / After I
My final step was / Last I
My solution was ____.

Discourse2:
The discourse among the students is the same as the syntax. Students are to explain their
strategies to one another using the same transition words and sentence frames above.

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
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4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
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The students will explain their strategies to show how they solved the word problem by using
transition words such as first, next, then, after, and last.
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5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.
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Emerging Expanding Bridging
! I used the ________ strategy. I used the ________ strategy
I used a strategy. My solution was 2. to solve this problem. First I
! ! ______________. Next I
! Ex. I used the doubles plus ________________. Last I
! one strategy to solve this ________________. My
problem. My solution was 2. solution was 2.
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Ex. I used the doubles plus
one strategy to solve this
problem. First I changed the
7 to 6 + 1. Next I added the
doubles plus one to get 13.
Last I counted from 13 to 15.
My solution was 2.
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6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

Instruction Guided Practice Independent Practice


Model Sentence Frames Write-pair-share
Model how to explain a Think-pair-share
strategy in writing.
Model how to explain a
strategy when speaking.
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7. Be sure to incorporate your ideas in #6 above into your actual lesson plan!
SUPPORTING DOCUMENTS:
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POWERPOINT:

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WRITTEN ASSESSMENT/WORKSHEET:
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NOTE-TAKING CHART:
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Strategy Student(s) What (evidence) Order

doubles plus one !


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doubles minus one !
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making a ten !
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ten frames !
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manipulatives!
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counting up!
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counting back!
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other!
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