Lander University Teacher Education Lesson Plan Template

Teacher Candidate: Emily Craft

Subject/Grade: 2nd grade Math Review

Rev. 2013

Lesson # 2
Date and Time of Lesson: 10/9/14 at 1:30 PM

Learning Objective:
The students will be able to understand Lesson one through seven clearly.

Alignment with Standards:

South Carolina Department of Education
o 1-3.5 Classify a number as odd or even.
o 2-2.5 Interpret models of equal grouping (multiplication as repeated addition and arrays.)
o 2-3.1 Analyze numeric patterns in skip counting that uses the numerals 1 through 10.
o 2-2.8 Generate addition and subtraction strategies to find missing addends and subtrahends in number
combinations through 20.
o Partition a rectangle into rows and columns of same-size squares and count to find the total number of
them. (2.G2)
Developmental Appropriateness or Cross-curricular connections:
Skip count, equal groups, array, odd/even, repeated addition
Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with
an assessment.
Lesson Objective(s)

After reviewing the chapter,

students will be able to:
Objective 1: Students will use
patterns to skip count.
Objective 2: Students will
model skip counting to find
the total in equal groups.
Objective 3: Students will find
patterns to solve problems.
Objective 4: Students will use
repeated addition to add
equal groups.
Objective 5: Students will use
arrays with repeated addition.
Objective 6: Students will find
even and odd numbers in
number patterns.
Objective 7: Students will find
the sums of equal numbers.

Assessment(s) of the
Objective(s)
Assessment for Objective one
through seven:
Pre- Students will participate by
reviewing the Lessons key
factors and vocabulary
meanings.
During- Students will be given
different problems that are
assigned to each lesson on the
Smart Board in the form of a
test review to answer out loud
by raising their hands quietly.
After Each student will be
tested on Lessons one through
seven on Friday afternoon.

Use of Formative
Assessment
The assessment will be
used to hold students
accountable for knowing
and understanding the
information that they
were taught.
If students are successful:
They will be able to
further their education in
the next Unit of math
because of their full
understanding of the
previous materials.
If students struggled:
when given problems, I
will walk around the
classroom and answer
their questions.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Accommodations:
There are three students in my class with IEPs. Those students are not able to read to the best of their advantage and
need help reading directions on their review sheet. I will read the directions out loud to the whole class but can also do
the same privately for those three students with IEPs. Those that I notice falling behind; I will repeat the question a few
times and review how we determined the answer multiple times. For those students who are finished early, I will call on
those students who appear to be not responding as quickly as others. For those who are slower paced, I will walk around
and help them the best way I can. The students who have special needs will receive more one on one attention from
myself throughout the review.

Materials: Math books, smart board, pencils, name tags, and math journals
Procedures:
1. Ms. Corley will start by asking her students to clear their desk and place their math text books on top of their
desk quietly without slamming them.
2. She will then make sure all students are in star position and are ready to give their full attention to me to do
their test review.
3. I will do a pre assessment by going over important vocabulary words throughout the unit to make sure the
students are fluent with them.
4. Probing Questions: What is skip counting? What are equal groups? How do you know numbers are even? How
do you know numbers are odd?
5. I will then pass out the review page that I have typed up that wraps up lessons one through seven.
6. I will be sure that the class has their full attention on me and directly towards the Smart Board for further
instruction.
7. I will give the students three to six minutes to do the first few problems.
8. After the given time is up, I will go over those select few problems with them on the Smart Board.
9. Once I feel that the students are comfortable with these for few, I will then give them the last few problems to
work on. I will give the students three to six minutes as well.
10. I will walk around the room and monitor the task that they students have been asked to complete.
11. After these set of problems are complete, I will go over them with the group as a whole.
12. I will then walk around the classroom and be sure that every student has answered all problems efficiently.
13. Motivation: I will motivate the students by announcing to Ms. Corley that all of the students seem very well
prepared for their Assessment on Friday afternoon.

Activity Analysis:
The first and only activity I will be doing with this Math Lesson is a review sheet. Ms. Corley asked me to create a review
sheet to give the students a piece of each lesson taught to help them review for their test on Friday afternoon. Students
will show that they understand this Unit (Lessons 1-7) by giving feedback on the questions given to them. After the short
review, students will have the opportunity to answer questions that they do not understand fully. Students will have the
review and on Friday, will be having their complete assessment (test).
Technology: We will be using the Smart Board.

References:
Teachers edition math text book