StudentTeachingDifferentiationMathlesson

Author:KellyGrimm
Datecreated:10/13/20162:22PMCSTDatemodified:10/16/20162:03PMCST

Demographic/ContextualInformation
Grade/Level Grade2

NumberofStudents 24

DateofLesson MondayOctober17,2016

LessonStartTime 9:30AM

Howmanyminutesisthe 4560minutes
lesson

Course/Subject Mathematics

Unit/Theme Unit1numbersense

TitleofLesson ReviewlessononChapter2and3

WhereintheUnitdoesthis middle/end
Lessonoccur?

Structure(s)/Groupingforthe Wholeclass,smallgroup,onetoone
Lesson

StudentCharacteristicsthat Luketakesextratimewritingthingsandcopyingthings.
NeedtobeConsidered
Amandawillneedatimertohelphercompletetheassignmemtontime.

CharlieandWolfeareatahigherlevelwiththeirmathskills

ListtheNeedsofStudents
withIEPs Clarecannotsitstillforaverylongtime.
Gigihasahearingaidandtheteacherhastohavethemicrophoneon.

ListtheNeedsofStudents N/A
with504Plans

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea Withinthisunitstudentswillbeworkingtoincreasetheirnumbersensethroughadditionandsubtractionofdifferent
numbers.

Rationale/Context Thislessoncomestowardstheendoftheunitafterstudentshavebeenintroducedtoadding2digitnumbersand
regrouping.Inthenextlessonwewillcontinuetoreviewwordproblemsthatinclovestudentsadding32digit
numbers.

PriorKnowledgeand Knowledge:
Conceptions
Regrouping
Adding
Settingproblemsup
Placevalue

Skills:

Addition

Vocabulary:

Plus
Equals
Ones
Tens

Standards USACommonCoreStateStandards(June2010)
Subject:Mathematics
Grade:Grade2
Domain:OperationsandAlgebraicThinking2.OA
EntireCluster:

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 Representandsolveproblemsinvolvingadditionandsubtraction.1.Useadditionandsubtractionwithin100tosolve
oneandtwostepwordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,and
comparing,withunknownsinallpositions,e.g.,byusingdrawingsandequationswithasymbolfortheunknown
numbertorepresenttheproblem.1

Domain:NumberandOperationsinBaseTen2.NBT
Cluster:Useplacevalueunderstandingandpropertiesofoperationstoaddandsubtract.
Standard:
5.Fluentlyaddandsubtractwithin100usingstrategiesbasedonplacevalue,propertiesofoperations,and/orthe
relationshipbetweenadditionandsubtraction.

AcademicLanguageDemands

Vocabulary
Plus
Equals
Ones
Tens
Minus
*Divide*
*Times*

*Indicatesonlysomestudentswillusethisvocabularyduringcoverup*

Functions Studentswillsolve2digitadditionproblemswithandwithoutregrouping.

SyntaxandDiscourse(1 Syntax:Studentswillsetupadditionproblemsverticallytosolvethem.
Required)

OBJECTIVE1 SWBATsolvetwodigitadditionproblemswithoutregrouping.

Tool(s)UsedforAssessment Objectiveonewillbeassessedwhenstudentsturnintheirscootworksheets.Forthoseworkingwiththeteachers,itwill
beassessedinformallythroughpracticeproblems.

EvidenceandAssessmentof Studentswillprogresstowardsobjectiveonewhentheysetupandansweratleast8additionwithno
StudentLearning regroupingproblems.Ishouldseestudentswritingtheadditionproblemsverticallyandstartingwiththeonesplacefirst.

ExpectationsforStudent Exceeds:Studentcorrectlysetsupandanswersmorethan8problems.
Learning

Meets:Studentcorrectlysetsupandanswers8problems.

Below:Studentdoesnotcorrectlysetupandansweratleast8problems.

OBJECTIVE2 SWBATsolvetwodigitadditionproblemswithregrouping.

Tool(s)UsedforAssessment Objectivetwowillbeassessedwhenstudentsturnintheirscootworksheets.Forthoseworkingwiththeteachers,itwill
beassessedinformallythroughpracticeproblemsasasmallgroup.

EvidenceofStudentLearning Studentswillprogresstowardsobjectivetwowhentheysetupandansweratleast8additionwithno
regroupingproblems.Ishouldseestudentswritingtheadditionproblemsvertically,startingwiththeonesplacefirst
andshowingtheregrouped10.

ExpectationsforStudent Exceeds:Studentcorrectlysetsupandanswersmorethan8problems.
Learning

Meets:Studentcorrectlysetsupandanswers8problems.

Below:Studentdoesnotcorrectlysetupandansweratleast8problems.

II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.
Introduction #ofminutes Introduction
15
Introducemathmenuwhatstudentswillhavetodoforclassthatday,
whatisrequiredofthem.
Havestudentscompleteappetizerstudentswillpickoneofthe
appetizersonthemenutoplayfor10minutes.

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InstructionalSequence
#ofminutes InstructionalSequence
30
IntroduceMaindishEveryonehastodo12problemsfromthepolka
dottedboarderthencanchooseanothermaindish(finishthepolkadotted
boardertaskcardsorworkontheCaesarsaladscoot)
Teacherwillplacefirst12problemsontheelmoforstudentstosee
2 n dhalfofscootwillbeon2tables
Caesarsaladscootwillbeplacedon23tables
Lowerstudentswillbeatthebacktablesworkingwithteachersfocusing
on2digitadditionwithandwithoutregroupinginsmallgroupsetting

Closure #ofminutes Closure

20
IntroduceDessert
pick2ofthedessertsonthemenutocomplete
10minuteseach

Differentiation/Extension Lowerstudentswillbeworkingwithteachersduringmaincourse.

Higherstudentswillhavetocompletethebluefishmagicnumberscootgameforthemaincourse.

ForclareIincludedalotofmovementwithinthelessonforhertofocusbetter

WhatIfs Thelessongoestooshort:Havestudentsplayall3dessertgames.

Thelessongoestoolong:havestudentspick1dessertgame.

Studentsdonotrememberhowtoregroup:modelanexampleaswholeclass.

Studentstaketoolongtowritetheanswers:remindthemhowmuchtimeisleftandtherequirementsoftheactivity.

ResourcesandMaterials
Materialsandresources:
Materials:
AddingmultiplesofTenscoot.
Additionscoot.
Magicnumberaddition
addingtwodigitnumberscoot

Resources:
Spontaneousinfirst(2016).AddingMultiplesofTenscoot.Teacherspayteachers.

Kraynak,K.(2016).Scoots.YoungElementary.HomerGlen,Illinois.

Attachments:

1. Menuformathreview.docx

III.AnticipatedFeedbackOnStudentLearning
StudentFeedback A.Whereistheonesplace?Whereisthetensplace?Shouldwestartwiththeonesorthetensplacewhenweass?

B.Thesequestionswillhelpfurtherstudentlearningbyreinforcingplacevalueandtheimportanceofstartingintheones
placewhenadding2digitnumbers.

Assessment/Rubrics N/A

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