Math Lesson
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Student: Justine Barker IWU Supervisor: Dr. Angie Leffler Teaching Date: 2/26/19
School: Kendall Elementary Co-op Teacher: Mr. Ethan Evans Grade Level: 2nd
Lesson Rationale: Through this lesson students will begin to conceptualize the idea of smaller and greater numbers, as well as number patterns, through work organizing and putting numbers in order from least to greatest. This will benefit students as they must master this content in order to understand more complex math content. They will also use this skill in the real world. Readiness I. Goals/Objectives/Standard(s) A. Goal: 1. Students will understand the connection between greater than and less than and sequencing numbers. B. Objective: 1. At the conclusion of the lesson, students will demonstrate their understanding of how to order numbers from least to greatest and greatest to least by participating in group discussion and completing the story problems.
II.
C. Standards: 1. 2.NS.2: Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000. Management Plan A. Materials 1. Hundreds, tens, and ones dice 2. 5 sets of Base 10 blocks 3. 6 copies (laminated) of the attached “Which Number is greater?” game 4. 6 dry erase markers/erasers (paper towel will work) 5. Document camera 6. 17 copies of the story problems 7. Phone timer 8. iPads (for after the game) B. Time 1. 50 minutes (time is specified throughout) C. Space 1. Part of the lesson will take place on the carpet, the other part will take place at student desks. D. Procedures
1. I will remind Jamey and Riley of their behavior charts throughout the lesson if they misbehave. 2. I will also verbally reinforce good behavior and speak to students who are off task or being disruptive to keep them focused on the lesson and working together. 3. I will use 1-2-3 instructions to transition students from the carpet to their seats. 4. I will use my phone timer to keep track of time. III.
Anticipatory Set (3 minutes): Okay, I need one volunteer. Okay, can you put these shapes in order? I will use geometry shape blocks that Mr Evans has or rent some from the Library. I will ask the student to put the shapes in order from smallest to biggest. I will use the document camera to show the students the shapes since they are hard to see. Students will be seated on the carpet.
IV.
Purpose: Just like (student name) organized these shapes into an order, today we are going to order numbers based on their size from least to greatest.
Plan For Instruction V. Adaptation to Individual Differences and Diverse Learners - Two students have behavior charts, so I will remind them of the behavior charts if they begin to act out. - The group is split in two in order to help those students who may need extra support in this area of problem solving and sequencing. - The game students will be playing is not a game they can win based on skill, so they can focus on learning and conceptualizing ideas while VI. Lesson Presentation (Input/Output) (45 minutes) I will split the groups into the same two groups Mr. Evans uses. He has placed these students based on NWEA scores as well as formative and summative assessment. The first group I will work with is the higher group. While I am working with them, the other half of the class will be playing a game with dice. Instructions to the game are attached. After they are done with the game, they will be allowed to get on Prodigy, which is a math game on their iPads. I will explain these instructions before splitting the groups in two. With both groups I will do about the same thing. The only differences is the pace, and some of the story problems may be tweaked for the lower group. I will meet with each group for 20 minutes. The rest of the time is dedicated to transition. Okay students, now some of you are going to go back to your seats. You will be playing a game. You will roll the dice to get a three digit number. The rest of you are
VII.
VIII.
staying on the carpet, so if you’re in group 2 (They know what groups they are in) when I say 1, you’re going to stand up, when I say 2 walk back to your seat, and when I say 3, take a seat with your partner. Please get into groups of two--one group might need Okay students, please get into groups of two, there might be one group that needs 3. Mr. Evans told me that you all learned about greater than and less than yesterday, so today we are going to talk about little bit about that, and then we will work on some problems together. First, show me 55 with your base 10 blocks. Now show me 75. Which number is larger? How do you know? How are these numbers similar? Repeat this process 5 times. For the higher group I’ll use numbers like 102 and 82, 27 and 67, 54 and 84, and 120 and 30. For the lower group I’ll use numbers that are a little easier to tell how the numbers are similar. I’ll use 55 and 75, 20 and 40, 15 and 25, 100 and 80, and Okay, so now, we are going to put numbers in order. Sometimes we call this sequencing. We are going to look at a group of numbers and decide how to put them in order from least to greatest. First, let’s look at this list of numbers. 35, 75, 15, 45, 95. Remember what we did with the base 10 blocks. Which of these numbers is the smallest? Which is next? Which is last. Okay good. Now, let’s review CUBES. What do we use CUBES for? What does the C stand for? The U? The B? The E? The S? Right. We can look back at the poster that tells us what the letters stand for, but also this helps us solve problems and find the important words and bits of information within the words. Let’s solve this problem together. You can follow along on your paper! Look at the attached paper including the story problems. We’ll walk through the first one together and I’ll let them do the second one on their own. After they have finished the 2nd one, I will ask students to explain what they did to solve the problem. We will talk about what the pattern of the numbers are as well. After this we’ll switch groups. Check for Understanding A. While students are working with base 10 blocks in partners to discuss which number is larger, I am checking to see that students understand the previous lesson. B. While students are working with partners on the word problems, I am checking to see if students understand the CUBES lesson planning process. C. While students are working on these things, I will glance up to see if students are engaged with the game and ipad work during the lesson.
Review Learning Outcomes/Closure (3 minutes) Okay, those of you who are sitting down on the carpet can stay seated and those of you who are at your seats please come back to the carpet. Now, turn to partner and talk one thing you learned today. I will give them about 45 seconds. Okay, who can tell me what they learned?
Allow 2-4 students to share. Who can remind me what sequencing is? Good. Thank you so much for working so hard and listening so well. Plan for Assessment Formative Assessment: I will watch students as they work with base 10 blocks as well as when students are working on the story problem. I will ask students how they solved the problem they solved on their own, which will be a formative assessment and a way that students can communicate the processes they use to solve these problems. Summative Assessment: Mr. Evans will have a summative assessment that includes this lesson as a part of his normal assessments. Reflection and Post-Lesson Analysis 1. How many students achieved the lesson objective(s) a. Around half of the students, so around 8 really understood what was going on. 2. What were my strengths and weaknesses? a. I get in my head a lot when I’m teaching, so I fumbled with my words a little bit as I was teaching. I also did not anticipate the way the students would play with the base 10 blocks as I taught. 3. How should I alter this lesson? a. I think I would spend more time in mini lesson rather than working through problems together. 4. How would I pace it differently? a. I think I would give a group mini lesson rather than two small mini lessons. The pacing was fine I think, but I think they would have benefitted from a group mini lesson. 5. Were all my students actively participating, If not, why not? a. For the most part. A lot of them were playing with the base 10 blocks, which I had not anticipated as an issue. I should have given some procedures before handing them the blocks. 6. What adjustments did I make to reach varied learning styles and ability levels? a. I tried to have two mini lessons with some differenetiated instruction, but they ended up being very similar. I should have taught one mini lesson together and broken the group up in two and given more support and review to the “lower” group. I think they would have learned more that way. 7. Were the students sitting at their desks able to stay engaged while I was teaching the other half of the students? a. Yes, I think they were, honestly. Mr. Evans seemed to handle those kids well, and I wish i would have thought to monitor them more. No one told me they liked the
game, so I’m not sure if it was a success or not. I could have had a recording sheet so they could record their numbers and show me their understanding of greater than and less than. 8. Was my anticipatory set a strong enough connection and did the students understand the connection? a. Yes, I think so! I felt like it was very simple, but it did grab their attention which was really good.
GAME: Students roll 3 dice—one represents the ones place, on represents the 10’s place, and on represents the hundreds place. Students take turns rolling to create a 3-digit number. Whoever has the biggest number gets a point. The students will write their numbers in the boxes below (they will be laminated so they can write and erase). The first person to get 6 points wins. This allows the students to explore and conceptualize the ideas—also students’ ability to win isn’t based on their ability to come up with an answer quickly, but rather explore the numbers.
Story Problems:
Name: ________________________
1. Valencia and her friends play on a soccer team. Before every game they have to get in number order from least to greatest. Valencia is number 56, Jamey’s number is 26, Randall’s number is 46, Kalliope’s number is 16, and Adrien’s number is 66. Put the friends in order from least to greatest.
1. __________ 2. ___________ 3. __________ 4.__________ 5.__________
2. Mr. Evans is organizing some books on his shelf based on how many pages are in each book. One book has 185 pages, another book has 385 pages, another has 85 pages, another has 285 pages, and the last has 485 pages. Put the books in order from least to greatest. 1. ________ 2. ________ 3. ________ 4. ________ 5. ________
School: Kendall Elementary Co-op Teacher: Mr. Ethan Evans Grade Level: 2nd
Lesson Rationale: Through this lesson students will begin to conceptualize the idea of smaller and greater numbers, as well as number patterns, through work organizing and putting numbers in order from least to greatest. This will benefit students as they must master this content in order to understand more complex math content. They will also use this skill in the real world. Readiness I. Goals/Objectives/Standard(s) A. Goal: 1. Students will understand the connection between greater than and less than and sequencing numbers. B. Objective: 1. At the conclusion of the lesson, students will demonstrate their understanding of how to order numbers from least to greatest and greatest to least by participating in group discussion and completing the story problems.
II.
C. Standards: 1. 2.NS.2: Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000. Management Plan A. Materials 1. Hundreds, tens, and ones dice 2. 5 sets of Base 10 blocks 3. 6 copies (laminated) of the attached “Which Number is greater?” game 4. 6 dry erase markers/erasers (paper towel will work) 5. Document camera 6. 17 copies of the story problems 7. Phone timer 8. iPads (for after the game) B. Time 1. 50 minutes (time is specified throughout) C. Space 1. Part of the lesson will take place on the carpet, the other part will take place at student desks. D. Procedures
1. I will remind Jamey and Riley of their behavior charts throughout the lesson if they misbehave. 2. I will also verbally reinforce good behavior and speak to students who are off task or being disruptive to keep them focused on the lesson and working together. 3. I will use 1-2-3 instructions to transition students from the carpet to their seats. 4. I will use my phone timer to keep track of time. III.
Anticipatory Set (3 minutes): Okay, I need one volunteer. Okay, can you put these shapes in order? I will use geometry shape blocks that Mr Evans has or rent some from the Library. I will ask the student to put the shapes in order from smallest to biggest. I will use the document camera to show the students the shapes since they are hard to see. Students will be seated on the carpet.
IV.
Purpose: Just like (student name) organized these shapes into an order, today we are going to order numbers based on their size from least to greatest.
Plan For Instruction V. Adaptation to Individual Differences and Diverse Learners - Two students have behavior charts, so I will remind them of the behavior charts if they begin to act out. - The group is split in two in order to help those students who may need extra support in this area of problem solving and sequencing. - The game students will be playing is not a game they can win based on skill, so they can focus on learning and conceptualizing ideas while VI. Lesson Presentation (Input/Output) (45 minutes) I will split the groups into the same two groups Mr. Evans uses. He has placed these students based on NWEA scores as well as formative and summative assessment. The first group I will work with is the higher group. While I am working with them, the other half of the class will be playing a game with dice. Instructions to the game are attached. After they are done with the game, they will be allowed to get on Prodigy, which is a math game on their iPads. I will explain these instructions before splitting the groups in two. With both groups I will do about the same thing. The only differences is the pace, and some of the story problems may be tweaked for the lower group. I will meet with each group for 20 minutes. The rest of the time is dedicated to transition. Okay students, now some of you are going to go back to your seats. You will be playing a game. You will roll the dice to get a three digit number. The rest of you are
VII.
VIII.
staying on the carpet, so if you’re in group 2 (They know what groups they are in) when I say 1, you’re going to stand up, when I say 2 walk back to your seat, and when I say 3, take a seat with your partner. Please get into groups of two--one group might need Okay students, please get into groups of two, there might be one group that needs 3. Mr. Evans told me that you all learned about greater than and less than yesterday, so today we are going to talk about little bit about that, and then we will work on some problems together. First, show me 55 with your base 10 blocks. Now show me 75. Which number is larger? How do you know? How are these numbers similar? Repeat this process 5 times. For the higher group I’ll use numbers like 102 and 82, 27 and 67, 54 and 84, and 120 and 30. For the lower group I’ll use numbers that are a little easier to tell how the numbers are similar. I’ll use 55 and 75, 20 and 40, 15 and 25, 100 and 80, and Okay, so now, we are going to put numbers in order. Sometimes we call this sequencing. We are going to look at a group of numbers and decide how to put them in order from least to greatest. First, let’s look at this list of numbers. 35, 75, 15, 45, 95. Remember what we did with the base 10 blocks. Which of these numbers is the smallest? Which is next? Which is last. Okay good. Now, let’s review CUBES. What do we use CUBES for? What does the C stand for? The U? The B? The E? The S? Right. We can look back at the poster that tells us what the letters stand for, but also this helps us solve problems and find the important words and bits of information within the words. Let’s solve this problem together. You can follow along on your paper! Look at the attached paper including the story problems. We’ll walk through the first one together and I’ll let them do the second one on their own. After they have finished the 2nd one, I will ask students to explain what they did to solve the problem. We will talk about what the pattern of the numbers are as well. After this we’ll switch groups. Check for Understanding A. While students are working with base 10 blocks in partners to discuss which number is larger, I am checking to see that students understand the previous lesson. B. While students are working with partners on the word problems, I am checking to see if students understand the CUBES lesson planning process. C. While students are working on these things, I will glance up to see if students are engaged with the game and ipad work during the lesson.
Review Learning Outcomes/Closure (3 minutes) Okay, those of you who are sitting down on the carpet can stay seated and those of you who are at your seats please come back to the carpet. Now, turn to partner and talk one thing you learned today. I will give them about 45 seconds. Okay, who can tell me what they learned?
Allow 2-4 students to share. Who can remind me what sequencing is? Good. Thank you so much for working so hard and listening so well. Plan for Assessment Formative Assessment: I will watch students as they work with base 10 blocks as well as when students are working on the story problem. I will ask students how they solved the problem they solved on their own, which will be a formative assessment and a way that students can communicate the processes they use to solve these problems. Summative Assessment: Mr. Evans will have a summative assessment that includes this lesson as a part of his normal assessments. Reflection and Post-Lesson Analysis 1. How many students achieved the lesson objective(s) a. Around half of the students, so around 8 really understood what was going on. 2. What were my strengths and weaknesses? a. I get in my head a lot when I’m teaching, so I fumbled with my words a little bit as I was teaching. I also did not anticipate the way the students would play with the base 10 blocks as I taught. 3. How should I alter this lesson? a. I think I would spend more time in mini lesson rather than working through problems together. 4. How would I pace it differently? a. I think I would give a group mini lesson rather than two small mini lessons. The pacing was fine I think, but I think they would have benefitted from a group mini lesson. 5. Were all my students actively participating, If not, why not? a. For the most part. A lot of them were playing with the base 10 blocks, which I had not anticipated as an issue. I should have given some procedures before handing them the blocks. 6. What adjustments did I make to reach varied learning styles and ability levels? a. I tried to have two mini lessons with some differenetiated instruction, but they ended up being very similar. I should have taught one mini lesson together and broken the group up in two and given more support and review to the “lower” group. I think they would have learned more that way. 7. Were the students sitting at their desks able to stay engaged while I was teaching the other half of the students? a. Yes, I think they were, honestly. Mr. Evans seemed to handle those kids well, and I wish i would have thought to monitor them more. No one told me they liked the
game, so I’m not sure if it was a success or not. I could have had a recording sheet so they could record their numbers and show me their understanding of greater than and less than. 8. Was my anticipatory set a strong enough connection and did the students understand the connection? a. Yes, I think so! I felt like it was very simple, but it did grab their attention which was really good.
GAME: Students roll 3 dice—one represents the ones place, on represents the 10’s place, and on represents the hundreds place. Students take turns rolling to create a 3-digit number. Whoever has the biggest number gets a point. The students will write their numbers in the boxes below (they will be laminated so they can write and erase). The first person to get 6 points wins. This allows the students to explore and conceptualize the ideas—also students’ ability to win isn’t based on their ability to come up with an answer quickly, but rather explore the numbers.
Story Problems:
Name: ________________________
1. Valencia and her friends play on a soccer team. Before every game they have to get in number order from least to greatest. Valencia is number 56, Jamey’s number is 26, Randall’s number is 46, Kalliope’s number is 16, and Adrien’s number is 66. Put the friends in order from least to greatest.
1. __________ 2. ___________ 3. __________ 4.__________ 5.__________
2. Mr. Evans is organizing some books on his shelf based on how many pages are in each book. One book has 185 pages, another book has 385 pages, another has 85 pages, another has 285 pages, and the last has 485 pages. Put the books in order from least to greatest. 1. ________ 2. ________ 3. ________ 4. ________ 5. ________
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