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Lesson Plan Design

Grade: 2
Subject: Math
Lesson Topic: Equation Chains
Candidate’s Name: Erica Savage
ID #: 263996006
Site Supervisor: Mary Delos Santos
NU Supervisor: Debra Schmidt
Date: Tuesday, September 25, 2018

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
 Content Standards: Rationale:
CCSS.MATH.PRACTICE.MP2 Reason abstractly and Content standards are beneficial because
quantitatively.
they give teachers clear guidelines for what
CCSS.MATH.PRACTICE.MP3 Construct viable arguments topics in each subject they are supposed to
and critique the reasoning of others.
cover throughout the year. The content
CCSS.MATH.PRACTICE.MP6 Attend to precision. standards can be used to create lesson
objectives which can add focus and clarity
CCSS.MATH.CONTENT.2.OA.B.2
for lesson activities.
Fluently add and subtract within 20 using mental strategies.2
By end of Grade 2, know from memory all sums of two one-
digit numbers.

To begin the lesson, I will use the SDAIE

Lesson Introduction:
strategy of bridging. By building on
To begin the lesson, I will bridge prior learning by discussing
students’ prior knowledge, I can create a
prior knowledge of equations. I will ask what smaller word is
“bridge” from what they already know to
in the word equation in order to help students define the
what they will learn in the lesson.
word.

Discussing behavioral expectations with

Behavior Expectations:
students’ prior to the lesson ensures for a
Before I call on students to share their expression for our
more smooth and less disruptive lesson.
collective equation chain, I will discuss behavior expectations
Being proactive with expectations will
with students. If a student shares an expression that is not
hopefully prevent unwanted behaviors in
equal to the given value, students should not call the student
the lesson.
out on their incorrect equation. The teacher will work through
the expression with the student and the student will be asked
to “try again.” I will also discuss appropriate use of white
boards and manipulatives.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
 By the end of the lesson, students will be able to: Rationale:
The academic learning goals and objectives
1. Students will be able to understand and write that every for this lesson are designed to meet the
equation must have an equal sign. Common Core State Standards for
2. Students will be able to identify and use the “not equal to” Mathematical Practice. Setting clear
symbol in expressions that do not have the same value. learning goals for each unit gives students
3. Students will come up with an expression that they will the ability to see what they are going to
add to the class equation “chain.” have to know by the end of a unit before
4. Students will be able to explain their mathematical thinking instruction has even begun. In addition,
to the class. they give teachers a clear focus for their
5. Students will be able to write an equation chain given instruction.
different expressions.
It is important to informally check for
Mastery will be measured using informal and formal understanding throughout the lesson in
assessments. Informal assessments will include: frequent order to make informative decisions about
checks for understanding and observations. my teaching. Based on what I observe in
my informal assessments, I will be able to
At the end of the lesson, each student will create their own decide whether to move on to the next topic
expression for the class equation “chain.” The class will give or activity or whether I should reteach the
a thumbs up or thumbs down if the expression is part of the concept in a different way.
chain.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Linguistic Background:
There are 3 English learners in the class (most high
functioning, but 2 who may need extra support during this
lesson); however, because the beginning of the lesson
involves defining vocabulary and modeling that vocabulary,
the students should be able to successfully master the learner
outcomes.
Academic Language Abilities:
Based on observations during morning meeting where math
topics are covered and on observations during math, most
students should be successful in this lesson. There is one
focus student who is an EL that may need extra support due to
emerging vocabulary knowledge.
Content Knowledge:
Based on observations during math instruction, the majority
of the class seems to have a strong number sense. There are
several students who are even familiar with multiplication
operations. There is one student who may need extra support
with addition and subtraction strategies.
Cultural and Health Considerations:
One student in the class has ADHD, which could affect his
ability to focus and follow along with the class during whole
class instruction. This student often needs to be prompted to
begin working.
Interests and Aspirations:
Students in the class are eager to learn and are generally
engaged during lessons.
Physical Development:
Students in the class are active and do not have any physical
impairments that should affect their ability to successfully
master concepts taught in this lesson. Three students in the
class wear glasses and are strategically seated near the front
of the class.
Social Development:
This group of students is social and enjoys working with
peers. Because of this, I may need to remind students to keep
their voice levels “soft”during work times and will need to
remind them of behavioral expectations for when I am giving
instructions (being respectful to speaker and using whole
body listening as opposed to talking to a friend).
Emotional Development:
The class does not have any noteworthy emotional
development that will affect their ability to successfully
master the content of this lesson.
Rationale:
Understanding my class needs allows me to
make adaptations and accommodations
throughout the lesson and the assessment
process.
The linguistic background of my students
will affect how they understand concepts
and instruction and could prevent them
from meeting the learning goals of the
lesson.
Understanding my student’s academic
language abilities will affect how well they
are able to comprehend important
vocabulary and connect it to other
mathematical concepts.
I need to know what kind of content
knowledge my class possesses in order to
determine a starting point for my lesson. I
need to know how basic or how advanced I
need to explain concepts.
Cultural and health considerations can
affect student behaviors during lessons.
It is beneficial to understand my students’
interests and aspirations because I can use
them as motivators during the lesson.
The physical development of my students
could affect my lesson in terms of how well
my students are able to move around the
class, write, or see the board.
Social development will affect my
partnering or grouping strategies.
Discussing behavioral expectations prior to
the lesson will ensure a smoother lesson.
Understanding where my class in in their
emotional development could affect their
ability to persevere through math problems
without getting frustrated. It could also
affect how they interact with me, the
teacher, and their peers.
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify
Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)

ELLs:
For ELLs, I will use a variety of strategies that will ensure
that they have en equitable opportunity to meet the learning
goals of the lesson. These strategies include:
• Modeling
• Using visual aids
• Providing vocabulary sheets
• Peer partnering with upper 1/3
Students with Special Needs:
I will also make several adaptations that allow students will
ensure success throughout the lesson for students with special
needs. These strategies include:
• Privately discussing behavioral expectations
• Working 1-on-1 or in a small group setting with these
students
• Breaking up tasks into smaller parts
• Seated close to teacher
• Allow more time to complete work
High Achieving Students:
I will encourage high achieving students to create an
expression for our equation chain using advanced operations
such as multiplication.
Low Achieving Students:
I will check in with low achieving students throughout the
lesson to make sure they are understanding the concepts being the student views as tedious, I may need to
taught. I will also give students strategies to create
expressions for the equation chain using manipulatives.
Rationale:
For my ELLs I will use a variety of SDAIE
strategies that will help them succeed in
mastering the learning goals of the lesson.
Throughout my lesson, I will use modeling
to show and demonstrate what students are
expected to do. I will use visual aids that
help ELLs grasp the concepts of the lesson
and provide them with vocabulary sheets
that they can refer back to for clarification
if needed. During partnering activities, I
will make sure that ELLs choose a partner
in the upper 1/3 that can provide alternative
explanations for concepts at levels ELLs
can understand.
I have one student in the class who has
ADHD who I designed the lesson
adaptations for. This student has a hard time
focusing, which is why he is seated closer
to the teacher in order for me to check on
progress and make sure he is engaged in
lesson activities. During independent work
time, I may need to work 1-on-1 with this
student to make sure he is making progress
and staying on task. If there is a task that
break the task into smaller parts.
There is a wide range of student abilities
specifically in math. There are high
achieving students who have experience
with advanced operations like
multiplication and low achieving students
who do not have a strong number sense at
all. Because of this, I will challenge high
achieving students to create equations for
our equation chains using different
operations. I will constantly check in with
low students to make sure they are
following along with and understanding my
instruction.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
 Whiteboard Rationale:
Whiteboard Markers Using the teacher whiteboard to model
Computer equations and equation chains will allow
Quizlet me to teach to the whole class effectively.
Pencils The students will use individual
Individual White Boards whiteboards and markers for a more hands
Math Manipulatives on learning experience in which they get to
Construction Paper practice. Using Quilzlet is a fun way to test
Tape what knowledge students have acquired
during the lesson. Math manipulatives will
allow students to play with physical objects
in order to manipulate numbers to make a
common total. The manipulatives will make
information comprehensible and available
for mental processing. Lastly, the
construction paper and tape will allow
students to create a visual analogy of the
concept we are studying, “equation chains.”

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
1. I will begin the lesson by leading a discussion on equations Rationale:
to bridge their knowledge of what an equation is to the new Throughout my lesson, I will incorporate a
concept of an equation chain. We will define equation variety of effective SDAIE learning
chain as a class. I will write down examples and non strategies that are not only beneficial for
examples (using the symbol ≠). ELLs, but for the whole class such as
2. I will draw sticks to ask students to complete equation bridging, modeling, metacognitive
chains on the board. strategies, collaborative work, and
3. I will ask students to go back to back with a partner to contextualization.
practice writing equation chains.
4. I will project a Quizlet on to the board for students to To begin the lesson, I will activate and
physically respond to yes and no questions based equation build on the knowledge that students
chains. already possess in order to help them make
5. Individual students will come up with expressions to add to connections to the new material through the
a class equation “chain.” use of a strategy called bridging.
6. As a class, the students will give a thumbs up if the
expression belongs in the chain, or a thumbs down if the The students who complete equations on
student should try again. I will use scaffolding strategies to the board will explain their thinking and
help students who meed to try again. learning to the class. This type of activity
promotes metacognitive development
Check for Understanding: through having students talk about why
I will informally check for understanding throughout my they do the things they do.
lesson through informal assessments. I will listen to students
responses during discussions, observe them during partner Students will work with partners to practice
work, observe during the physical response activity, and the content and explain their thinking to
assess student ability to come up with a new expression for an their partner. Partners will benefit from the
equation chain. different explanations used during
cooperative work.

Having students create equation “chains”

gives them a visual of the concept we are
studying. I will have them use math
markers to help them manipulate numbers
to find common values.

When I have students give thumbs up and

down to their peer’s, they are meeting the
standard MP3.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

1. Students will participate in a class discussion on equations Rationale:

and equation chains.
2. Students will volunteer to complete equation chains on the
board.
3. Students will partner up by going back to back to practice
writing equation chains.
4. Students will participate in a physical response quiz.
Students will stand up if the example given is a true
equation chain and sit down if it is not.
5. Students will write an expression that is part of a given
equation chain.
6. Students will give thumbs up if a student’s example is part
of the chain and thumbs down if they need to try again.
7. Students will complete page 23 in their math workbook.
Check for Understanding:
I will informally check for understanding throughout student
activities through informal assessments. I will listen to
students responses during discussions, observe them during
partner work, observe during the physical response activity,
and assess student ability to come up with a new expression
for an equation chain.
Throughout the lesson, students will be
actively engaged through hands on learning
experiences that allow me to check for
understanding and provide them with
valuable feedback. Giving students the
chance to practice their learning will allow
them to ask questions and allow me to
clarify and concepts. Students can use the
feedback I give them to work toward
mastery of the objectives. This also gives
students the responsibility of being in
charge of their learning by requiring that
they self advocate and ask questions if they
do not understand.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
 Students will complete page 23 in their math workbook for
additional practice.
Check for Understanding:
Once completed, students will leave their workbook open on
their desk and I will walk around to formally make notes of
their learning.
Rationale:
Independent practice allows me to see who
is understanding the concept individually
without the influence of their peers. The
math workbook was designed to help
students meet the objectives of the lesson
that are related to the state standards.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
 Throughout the lesson, I will use a variety of assessment
techniques, both informal and formal, to evaluate students’
learning.
First, I will pre assess student’s knowledge of equations and
equation chains informally in a discussion.
Next, I will walk around and make informal observations
during partner work.
Then, I will have students participate in a physical response
activity to informally assess their learning as a class.
While we are creating our class equation chain, I will also
assess student contributions to our equation chain and
responses to their peers.
Finally, I will check over student’s work on page 23 of their
math workbook and formally check if they are able to
transcribe an equation chain independently.
10. Closure: (Describe how students will reflect on what they have learned.)
Rationale:
Assessment is an imperative part of
instruction because it helps me know which
students are learning what they need to
know to progress toward the next grade
level.
Pre assessment is important because it
allows me to know what the students
already know and at what level I need to
begin the lesson.
Informal, progress monitoring assessments
throughout the lesson allow me to see what
students are making progress toward the
learning goals and which students may need
more help. It is important that I am able to
give students feedback before the final
assessment so that they do not internalize
incorrect procedures. Also I will be able to
make informed decisions about my teaching
and decide whether I should move on or
reteach using different strategies.
Formal assessments will tell me who has
met the learning goals before I move on to
the next lesson. Because of time restraints, I
may need to move on to the next lesson
before all students have mastered the
objectives; however I will be aware of what
students did not reach a level of mastery so
I can watch them more closely.
 We will hang our collective equation chains up in the room
and reflect on our learning.
Rationale:
Students will take pride in the fact that they
worked together as a class to create an
equation “chain.” Hanging up the students
work lets them know that I care about their
effort and work.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

Revised: 10/22/12