Pre-practicum 1 Math Strings Small Group

Lesson th
Name: _____Catherine McLaughlin Date: __October 11 , 2016

School: ___Beethoven Elementary_______ Grade: ___2nd_____

Starting and Ending Time: __10:00am__ to _10:30am___

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: With
regard to how this lesson fits into the big picture of the students long-term learning, which
MA framework does the lesson most clearly address?

Operations and Algebraic Thinking

Add and subtract within 20.

2. Fluently add and subtract within 20 using mental strategies.
MA.2.a. By the end of grade 2, know from memory related subtraction facts of sums of two one
digit numbers.

(standards are same from common core to MA standards)

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

1) SWBAT add multiple single digit numbers together, adding up to nothing more that 20,
using the idea that you can add numbers within that number string to 10 and that makes
adding multiple numbers easier. They will understand that you can switch the addends in
an addition equation up.
2) They will demonstrate this knowledge by completing a number string that I show them
by adding two of the numbers together to make 10 and then adding the additional
addends to that.

Assessment: What specific, tangible evidence will show that each student has met this objective?
- The evidence that each student has obtained this knowledge is that they will be able to
complete a number string by using the adding to 10 trick that I have showed them,
instead of just adding the numbers left to right, or any other way. I will give them a
specific equation to show that they can do this.

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Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to Read Aloud Training (Elementary) or Academic Language Training
(Secondary) and to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as
cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

- By the end of the lesson students should understand that you can move addends, the
numbers that are being added together to get a sum in an addition equation, around within
a number string.

Assessment: What specific, tangible evidence will show that each student has met this objective?
- I will ask them questions to test if they have learned the material. Question examples are:
What is the quickest and easiest way to find the sum of 7+4+1+6?

Content: What are the specific details of the lessons content knowledge?
- The students should be learning that an easy way to solve an addition math string is to
look for numbers that add up to 10.
- Once they have added the numbers together that add to 10, they can eliminate them from
the math string and add the remaining numbers to that 10.
- They will start with three addend number strings and then move to four addend number
strings.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

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Opening (5 minutes): How will you introduce the instructional objective to the students, pre-
teach/ preview vocabulary, and prepare them to engage with the lesson content?

- I will start by telling the students what we are going to work on doing: adding number
strings and we will learn tricks to do them easy and quick.
- I will then ask them to remember the definition of an addend. If they do not know the
definition then I will remind them of what it is.
- I will then give them each a dry erase board and markers and remind them that they are
only to use it for doing the math that we are talking about. Coloring time is for drawing
other things.

During Lesson ( 20 minutes): How will you direct, guide, and/or facilitate the learning process
to support the students in working toward meeting the instructional objectives?

- We will start with a two-digit addition number string. I will give them a number string
like 7+3 and ask them to find the sum. Then, underneath this, I will ask them to find the
sum of 3+7, and ask them if it made a difference that we switched the addends.
- It will not make a difference so I will explain that you can do this, switching the numbers
in all addition number strings.
- We will then do a three number number string and I will teach them the trick that since
they can move the numbers into any order, they can look for easy things to add. For
example, they can look for numbers that add to 10, because 10 is a very easy number to
work with.
- We will do three number addition problems until they are each able to recognize the
numbers that add to 10 and that they can make 10 and then just add the remaining number
to
- If they are doing well with three numbers, we will move on to four numbers. With four
numbers, I will explain that they can add together the numbers that add to 10, if there are
those, and then add together remaining two. After that they can add those two numbers
together to find the answer. BECAUSE order of the addends does not matter.

Closing ( 5 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
- I will ask them to explain to me what they have learned about adding number strings.
- I will make sure they remember that when completing addition number strings they can
always move the addends around.
- If I have time I will ask them each to write an addition number string in another order that
will still give them the same number.

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 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.
- This lesson is with a small group of students, either four or five, and they will be students
who particularly struggle with math.
- If someone is off task or talking and making a distraction to the rest of the group I will
either just stop talking until they notice that they are being a distraction, or I will reward a
student that is doing their work and being diligent and ask the student who is not doing
their work to follow the good example.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

- For the lesson I will need to have white boards, markers and erasers.
- I will have to make sure that the table where we are going to do the small group lesson is
clear and there are enough chairs there.
- I will print out my lesson plan and have the number strings that I am going to use to ready
and written down.

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lessons overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

- As the lessons begin to build on themselves, we will remind the students that you can
move around the addends in an addition number string. For example, when we are
teaching other types of equations like subtracting, multiplying, or dividing, we will remind
them what we were able to do by moving around the addends in addition and how it is
different in other types of number strings.

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