LESSON PLANNING TEMPLATE

Name ____Laura Gill______ Grade level _second_______ Observation: 3

general goals of LESSON long term: -To use a diverse set of math skills to find an answer. -To discover an ease in telling time as they build on to this foundation. short term: -To use a diverse set of math skills and critical thinking to find the answer to a math challenge problem. -To develop telling time skills to complete related time activities. specific goals of lesson long term: -To work independently using critical thinking skills to solve real world math challenges. - Develop skills to tell time in multiple ways. short term: -Think critically about how to solve a math challenge problem focusing on the real world concept of popcorn amounts -Apply understanding to read a digital and analog clock and apply skills to tell time to the minute. 1. title of Research Lesson: _______Tic Toc What Time is it Mrs. Clock_______________ 2. standards addressed: CCSS.Math.Content.2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. CCSS.Math.Content.3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. 3. background of the LESSON: -Students have touched on time before including counting by 5s -Time in often referenced in the classroom -Students have been exposed to both kinds of clocks at some point

5. lesson procedures time activities (Divide this into sections. Sections might include: Set-up, Introduction, Teacherguided instruction, Individual Practice, Group Work, Sharing Ideas, Summary,) -Set Up: Math challenge up on easel dialogue (Teachers Questions; ASR: Anticipated Student Responses)

page 1 environment (Materials, Strategies, Adaptations) comments

8:308:40

-Math Challenge Problem: Popcorn -Teacher instruction -Individual practice

- ok friends, so we should have our math challenge notebooks and pencils passed down and ready to go. We are going to be starting a new problem today. Remember today is an independent thinking day. We should have the date at the top of our page. Today is April 3,2013 and the information we are given (read questions and given information)

-math challenge notebooks -math challenge spiral -pencils -do the students have their math challenge notebooks out and are they copying the problem down?

ASR: They may ask a few questions Ok friends we should be just about done, but if youre not finished thats ok because we have turn and talk next time we go over it

ok students we are going to being a new unit today. We are going to be talking about time.

8:409:00 (about)

-16.1 Telling Time -teacher guided instruction -sharing ideas

Intro knowledge: -show them two different clocks and tell them what kinds they are. -review names of hands -Explain how much time is indicated by hands (procedures/questions from book)

-teacher math textbook -student math textbooks not required -digital clock -analog clock

-What are the quality of students answers? -Do they appear focused?

-Begin explaining about the different ways to tell what time it is

9:009:15

-Lets Practice! -Teacher guided practice

-now we are going to do some practice -white boards, on our own. Materials managers can you socks, pass down whiteboards and everyone pass down your workbooks -Read practice questions

-Are they engaged and writing on their boards or just drawing?

ASR: Will put answers on white boards and verbally tell me -great work friends, we are going to pass down our boards and get ready for our next activity. 9:159:30 Clock Game & Homework Time -individual practice -Explain how we are going to be playing the game and hand out tally sheets -Tally sheets -pencils -workbooks

-ok so we will be getting into groups that I have assigned. The first group will show a time by moving the hour and minute hand. The second group will have to tell -Homework: them the time in two ways. The first Practice 1 group will check their answers. If they are Pgs 147-150 right, that team will get a tally. Then the groups switch and they will show the time while the other group guesses. Take turns until I say stop and you can add up who won. -(if we have time) ok now we are going to use the last few minutes to work on our homework.

-are the students following the directions and taking turns?

6. evaluation: (How will you know whether or not you have achieved your short-term specific goals? What did the childrens responses to this lesson tell you about whether your goals were met? -do the students have their math challenge notebooks out and are they copying the problem down? -What are the quality of students answers? -Do they appear focused? -Are they engaged and writing on their boards or just drawing? 7. post-lesson reflection: What would you change about this lesson and why would those changes improve it? How did your organization and materials affect the success of the lesson? What were some challenges with this lesson? What surprised you? additional comments? -I would make sure that everyone is ready to go and on the same page when beginning a transition so everyone is listening. -I would use more positive/nurturing comments, noticing things right after a transition. -I would make sure I got up and scanned the room, this way I could see if everyone is thinking and attempting the problem. -I would use more visuals, and write down what the students are saying so they could follow along on the board and it would aid them by leading by example. -I felt I was very prepared for the lesson and that is why it went so well. -I feel using the easel and white boards really made the lesson successful. -I think playing the game really allowed the children to get practice with the skills and it was well organized. -I was surprised that everything went so well with such a large lesson. -Some challenges were working with the clocks I had. It wouldve been better to have the Judy clocks to really show the hands movement. -I was surprised that the students understood everything so well and really followed along with the lesson. -I was proud of my ability to tackle a math lesson, which I feel least comfortable teaching. -are the students following the directions and taking turns?