7-5 Lesson Plan Revised

Alyssa Rumsey Wednesday and Thursday (12:40 pm-1:20pm )

Sue Schneider’s 2nd grade class

Lesson Plan to teach 1/28/09 and 1/29/09 Everyday Math 7-5: Exploring Weights, Equal Sharing, and Patterns. Purpose/Rationale Objectives: To provide experience with exploring weights in pounds on a bath scale, developing readiness for division, and exploring area and patterns. division. Pre-assessment- Before beginning unit 7 on 1/26/09, I passed out exit slips to the class. I wrote the question: “There are five people. They want to share $8.00. How much money does each person get?” on the board. I explained to students that I did not expect them to know the answer, but that I want them to try their best so I can get an idea of what students already know to plan my math lessons. I stressed that students would not be punished in any way if they were unable to solve the problem. I also told students who were having a particularly difficult time or became anxious over the activity that they could turn their exit slip in blank if they had no idea how to solve it. Majority of students had an idea of how to solve the problem. Many of them drew five boxes/circles/faces to represent the five people and them filled in each with one tally to represent how much money each person would get. Majority of the students got the answer 1 remainder 3. They correctly solved the problem if dollars could not be divided up, but there were 0 students who thought to divide up the change. My pre-assessment demonstrated to me that students are unaware how to trade dollars for coins to divide even further. It showed me that students need practice on trading and dividing money further than $1.00 ($1.00 for four quarters, one quarter for five nickels, etc). I know that dividing money up is a very difficult activity for most 2nd graders. I think that using centers to ensure that more students got one on one attention when learning this strategy would have better results than teaching the lesson to the entire class at one time. I also think that students will better understand the lesson if they use money as a manipulative. I will sit at this station and work with groups of four or five students to make sure that all students are understanding the lesson. Connections to Standards/Benchmarks/Curriculum

Connection to grade book: #11: Devises and uses strategies for finding sums of 2-digit numbers. #20: Mentally calculates sums and differences. #23: Finds missing values in open sentences using relationship between addition and subtraction #36: Readings and writes money amounts in decimal notation # 37: Adds and subtracts money in mixed units Connection to GLCE’s: M.UN.02.07 Read and write amounts of money using decimal notations, e.g., $1.15. M.PS.02.08 Add and subtract money in mixed units, e.g., $2.50 + 60 cents and $5.75 - $3, but not $2.50 + $3.10d. N.MR.02.08 Find missing values in open sentences, e.g., 42 + ■ = 57; use relationship between addition and subtraction.

What I did to prepare to plan and teach this lesson:

I gave students a pre-assessment to gather information on what students know about dividing money. I passed out exit slips to the class. I wrote the question: “There are five people. They want to share $8.00. How much money does each person get?” on the board. I also met with my cooperating teacher to decide the best way to teach the exploration lesson. We decided it was best to do centers for the three explorations activities and add a fourth center to have less students per center. My cooperating teaching and I discussed how to gather materials and what materials to use. I made copies of page 163 in their math journals for the hit the target center, gathered blank paper for the pattern center, and made worksheets for the money and weight centers. I also looked through the report card requirements with my cooperating teacher to find our focus objectives. What connected lesson preceded this lesson and what do you know about students based on that work that informs this plan? In my first instructional cycle lesson (6-5), students made books using coin stamps to show different ways of making $1.00 at a center. At another center, students did an activity to prepare for division. I know that students are familiar with coins and can use them in a variety of ways to form $1.00 and that they were comfortable with the introduction division activity and also with simple division story problems, but I am not sure if they can combine their knowledge to evenly share money.

Objective(s): The students will be able to… To provide experience with exploring weights in pounds on a bath scale, developing readiness for division, and exploring area and patterns. division.

Materials needed to have ready: For center 1, exploration A: 1 bath scales, books of various weights, feather, shoe, phone, box of cereal, 22 weight estimation worksheets, 22 pencils. For center 2, exploration B: Variety of money: quarters, dimes, nickels, pennies, dollar bills, 5 dollar bills, 10 dollar bills, 20 dollar bills, 22 sharing money worksheets, 22 pencils. For center 3, exploration C: 6 + Shape templates, 6+ clip boards, 40+ sheets of blank paper, crayons pencils, 22 pencils. For center 4: 22 copies of page 163 in math journal (hit the target game sheet), 22 pencils Assessment: 22 sharing money worksheets.

Management considerations: I am going to be very specific in describing what students are to do at each center. I am going to tell students to return to their seats to complete previously assigned journal pages if they choose to use their time inefficiently.

Outline of your lesson sequence, including teaching strategies used The previous lessons in unit 6 do not tie much into this lesson. This lesson is more of a review on adding and subtracting two digit numbers in hit the target, patterns and introduces dividing money and estimating weights. This lesson is an exploration lesson which develops readiness for division of money and estimating weights. DAY 1 1. Introduction (above) ~ 5-10 minutes: Introduce lesson, explain each center, tell students who will be beginning at each center. 2. Center 1 (exploration A): weighing with bath and food scales~ 10-15 minutes — • Students will take turns making stacks of books, estimating their weight and recording it on their worksheets. • Students will take turns weighting the stacks of books and recording the weight on their worksheets. • Students will find the difference between their estimated weight and the actual weight. • Students will do the same activity using small objects such as coins with food scales. • Students will be encouraged to use correct units. 3. Center 2 (exploration B): Sharing Money ~10-15 minutes— • Students will use a variety of money including quarters, dimes, nickels, pennies, dollar bills, 5 dollar bills, 10 dollar bills, 20 dollar bills to divide various amounts of money between them. • Students will use their worksheets to decide how much money they are dividing and to record how much money each student gets. DAY 2 4. Center 3 (exploration C): Patterns ~ 10-15 minutes – • Students will create black patterns using pattern blocks to trace. • Students can make any design as long as they are creating patterns. • Students can decorate their patterns and/or create more patterns by coloring their patterns. 5. Center 4: Hit the Target Game— • Students will use “hit the target” worksheets to record their changes and results. 6. Conclusion~ 5 minutes – Sum up activities and give students feedback on how they did. 7. On Friday I will pass out assessment worksheets and inform students to do the best they can and turn them in. I will go over the answers on the board AFTER I collect the worksheets.

What accommodations did you make to meet the full range of your students? I liked this lesson because it involves many hands on activities. It give students an opportunity to work on hands on activities. However it is difficult to have time to work on three separate lessons that all use manipulative as a whole class. By dividing the class and teachers up into three separate centers students are able to have more individual attention when leaning/reviewing various material. It is also easier for me to assess their work on arrays and multiplication when I only have 7 students at my center at a time. These centers will work great for students who need additional help in math and who learn best using manipulatives. Assessment: On Friday, I will have students complete answer the question, “Four students share $5.00 equally. There is no money left over. How much money does each student get? Is there more than one way to show how much each student gets? If so, what is another way?” I will ask the students to draw and write how much money each student gets on an exit slip. Next steps

What lesson will follow this lesson? What do you want to follow up on? What will you do to extend student learning?

I will talk to the TA in my classroom and my cooperating teacher and look at the money worksheets made to determine how much more work students need with dividing money and which students are having the most difficulty. I will be facilitating the group so will take note of students who are having particular difficulties with the assignment. Based off my observations and my sharing money assessment worksheet I will be able to assess which students need more practice with dividing money. I will continue to work with students on dividing money to extend their learning.

Differentiation Centers are helpful for students who benefit from hands on, group activities. Centers also aims towards learners who have a difficult time focusing on one activity for an extended period of time. Center 1: This center involves holding books and objects and guessing how much it weighs. For students who have a difficult time comparing and estimating weights I can give examples of various objects and their weights. Students can hold the objects with given weights before making their estimation of their stacks of books to aid in their estimation. There are many materials at this station which target visual and kinesthetic learners. Going through specific instructions slowly will ensure that students use materials properly. Center 2: Money will be used at this station to give students a visual of how to trade in money for change. I can refer to the money as our “bank” for students who benefit from connections with their everyday life. Many distruptive students in the class are fascinated with money. I will emphasize that only students who behave can handle the money. I will be very specific and direct with instructions and call on all students at random in my group to ensure that even the easiest to distract students will stay engaged. Center 3: This center is aimed towards visual learners. Students are given the authority to make their own pattern designs and color them using any colors they choose. Center 4: This center is aimed towards social students who enjoy working with a partner. This center gives students authority to choose their own numbers to add or subject in their process of getting back towards their target number. Students can use their number grids and/or calculators if needed for extra assistance.

If being observed: On what aspect(s) of your lesson would you like me to focus? I would like to focus on the clarity in which I give instructions for the groups and the time management in moving students from one center to the next. I would also like you to focus on how on task students are in their groups. If given the opportunity you are welcome to help in any way since we are doing centers so students are always in need of extra assistance.

Lesson reflection: I began by looking through Everyday math unit seven to pick out lessons that students would benefit from using hands on materials or extra scaffolding with. I knew I wanted to do center work so I wanted to choose lessons where I would be able to work with four-six students at a time rather than twenty. I think that centers are a great way to do assessment or work with

students on more challenging concepts. It is easier for me as a teacher to assess which students are having a difficult time with the concept and intervene immediately. I chose lesson 7-5 because it is an exploration lesson which involves three different lessons. One of the lessons is dividing money. My students have not had much experience in division and little to no experience with the division of money this year. After I pre-assessed students on the division of money I quickly realized the need to work with a smaller group of students at a time to ensure understanding. Another center involved weighing items using a bath scale. I knew that if student were left at a center alone to use the bath scale issues of sharing the bath scale would become an issue. I used my cooperating teacher as a resource and asked her to work with students at this center. The last two centers are centers that I knew students could easily work at with little instruction and scaffolding. The hit the target center was a game that students played earlier that week in math and seemed to really enjoy. Students also have experience making patterns. I wanted to add this center to give visual learners an opportunity to work with shapes/colors to make patterns with geometric shapes. I was extremely impressed and surprised at how fast the groups I met with picked up on dividing money. Having a small group of students really helped me in allowing all students to participate. I was also able to give them a more concrete example of how to divide money by dividing a certain amount of money between the number of students at the center. Students were extremely interested in handling and dividing money and picked up on the activity easily. I was also impressed with how intently students listened to instructions as I explained each center. I accidently forgot to add two students when making centers. Other students immediately noticed this and informed me of the two students I forgot. I immediately apologized and thanked them fixing my error. After reflecting after the first day (first two groups) of centers I decided that the next time I planned centers I would write out direction worksheets for each center so that students could look at the instruction sheet to answer questions before asking a teacher (who is busy working with students at another center). I could also add an answer sheets at centers to foster independence and give students more accountability. If there was an activity that I could repeatedly use at centers I would type of the instruction guide and laminate it for future use. I will also ask students to ask every member of their group a question before they are allowed to ask a teacher. This will push students to work in groups and also foster independence and accountability. I thought that the centers went well but would make some changes if I was to do this lesson over. In the dividing money center I would omit the worksheet and just focus on using the manipulative to divide money and use more time for discussion/explanation from students. I would also have the money more organized ahead of time to use time more effectively. I found myself scavenging through money to find the coins I needed. I would also keep chalkboard at the center with me to draw on to show students and do examples/demonstrations. This is much easier than continually pointing to students worksheets and asking them to look at their neighbor to correct their answer. At the beginning of the lesson I had planned to cover writing money out in decimal form. I think that the fifteen minute center does not allow enough time to cover this subject and would work on it during another lesson. I had a difficult time managing a center and

also looking at the clock to tell students when to begin cleaning up and rotate centers. I plan to buy a kitchen timer to help me manage time during centers. In the estimation/weight center I noticed that students did not get to the extra worksheets I made for when they were done weighing their items. One worksheet would have been sufficient for this station. I think students would benefit from having more time to explore/investigate the scales and practice estimation rather than working on measurement worksheets. The hit the target and pattern centers went exactly how I wanted them to and I would not make any changes to those. I also decided that the assessment I made for students was much too difficult for having one 15 minute center learning the concept. I decided to write a question on the board and give students an exit slip instead of handing out the original (more difficult) worksheet I prepared. I asked them to answer: “Four students want to share $5.00. How much money does each student get? Please show your work and label money. Is there more than one way you could divide up the money? If so, what is another answer?” When I did the assessment students had a difficult time. As students turned in incorrect answers I began to get concerned that I hadn’t taught them how to divide money correctly. I thought about how well students worked with dividing the money at the centers and decided to redo the assessment allowing students to use money. Almost all students correctly answered the question using money without assistance. A few students needed scaffolding to answer the question but every student got the question correct. My goals for future center work is to think of myself as the other teacher in the room when planning the lesson. I realize that it is importance to use all resources/teachers if available, but I need to prepare myself for working in a classroom where I am the only teacher. I would like to practice this so that I can incorporate center work into my classroom without other teachers involved. I would also like to focus on fostering student independence and accountability by asking them to ask classmates for help and giving them instruction sheets and answer guides which allows students to practice learning with less assistance from the teacher. Lastly, I am going to double check my planning better before teaching lessons. It wasn’t a big deal that I forgot two students in making groups because my class was listening so intently and politely informed me that I forgot certain students, but I don’t want any student to feel like they aren’t important to me when I forget them in planning an activity. Overall I think the center lessons went great and plan to plan more center lessons.