Math Lesson Plan 2-2
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Des Moines Area Community College *
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114
Subject
Mathematics
Date
Feb 20, 2024
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docx
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Please address all the items in each category thoroughly; elaborate and add details and examples. For additional support, descriptions, and examples see the Lesson Plan Support Document
.
UIU Student Name: Paige Gwyin Subject Area: Math UIU Supervisor (if applicable):
Cooperating Teacher (if
applicable):
Grade Level:
Kindergarten Lesson Title:
Composing and decomposing numbers
Date:
9-26-22
Content Standards AND Math Practice Standards: Cite specific content standards from the Iowa Core Standards/Iowa Academic Standards K-12 and/ or National Standards addressed in this lesson as well as CCSS Standards for Mathematical Practice. C
ONTENT STANDARD K
.OA.A.1 - Represent addition and subtraction with objects, fingers, mental images, drawings
2
, sounds (e.g., claps), acting out situations, verbal Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
Lesson Plan
explanations, expressions, or equations.
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
MATH PRACTICE STANDARD – (5 – use appropriate tools strategically)
I CAN statement(s): Write the standard in student-friendly terms. Preserve as much of the standard and academic language as possible.
I can represent addition and subtraction with pictures or counters.
I can add and subtract within 5
Essential Question(s): Pose open-ended, thought-provoking questions (with no right answer) to engage students and deepen understanding
. This question guides your
unit and is what most of your targets/I can statements will answer.
How can we use pictures to show addition and subtraction?
Learning Outcome(s):
Determine what broad understanding students will develop. What will your students be able to do at the end of this lesson?
TSW represent addition and subtraction with manipulatives or drawings TSW be able to demonstrate using manipulatives to add and subtract within 5.
TSW be able to identify addition and subtraction as they work on facts
Objective(s): Identify important concepts, ideas, or skills students will understand and apply by the end of your lesson. Think about the main concepts you are looking for your students to understand by the end of the lesson. Think ahead about what misconceptions you might need to clear up and what actual knowledge/conceptual/procedural information they will need to be successful. TSW will use addition and subtraction with manipulatives or drawings TSW compose and decompose numbers Blooms/DOK: Determine the Blooms and DOK level for this lesson and describe how it fits into the lesson progression for your unit. Do this after you have written your lesson. It should actively reflect the work the students are doing in the lesson. Mathematics - DOK 1 (Recall)
DOK2
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
Assessment(s): Determine how you will gather pre-assessment data. Also, determine what will be learned in this lesson that will be part of the summative assessment.
Pre-assess prior knowledge that is pertinent to the new learning. Note: Sometimes I assess the current target about to be taught, but I don’t always get to know the depth
of their conceptual understanding through a pre-assessment, so I prefer to keep everything the same when I initially introduce a new topic, but I am ready to differentiate and offer extensions or hole patching as needed. Formative – throughout lessons – Class & peer discussion Activity Small group task Resources Used for Planning:
Identify the resources used and/or created for planning this lesson. Iowa core Green frog visual Manipulatives
https://www.youtube.com/watch?v=JIBLds4Yi6k
Contextual Factors:
. (Differentiation)
This lesson is being taught as a whole group and worked on during math rotations in smaller groups. Manipulatives will be used. Song and visual
Small group with lower students working on add/subtract drawing pictures and using counters small group with the higher students who just need to work on fact fluency
Plan for Multi-Tiered System of Support (MTSS): You have a class of 20 students. Three students have a IEPs. Their accommodations include having important information highlighted and circled on word problems and multi-step tasks broken down into step-by-step directions. There are two students who struggle with math facts and need additional strategy
support. There are three students who have mastered most grade level standards and need to be challenged along with grade level instruction. Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
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Individual Needs
List the adaptations and include the student initials (accommodation, modification, scaffolding,
individualized strategy, IEP goal to be addressed, etc.)
IEPs
TTW have important information highlighted on activities and centers. Multi-step tasks broken down into
step-by-step directions
504
Highlighted information, shorter task, directions shown with visual and say aloud English Language Learners
Visuals – step by step directions Scaffolds needed to reach
grade level standard
Small groups pulled, rotations in math block, Scaffolds needed to reach
beyond
grade level standard
Chances to further thinking, small group pulled to challenge
Social-Emotional
Breaks, fidgets, break spot, Other needs of students
placed At-Risk
Utilize break spots, intervention groups
Instructional Sequence
Academic Language/New Terms: List and define all new academic language students will encounter in this lesson. Add or subtract rows as needed. In lesson plan 3 you will do a vocabulary mini-lesson in the most appropriate part of the lesson. Compose Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
Decompose
Facts Launch (engage, apk, I cans) Introduction/Motivation: Specifically describe how you will begin your lesson to motivate and engage the students in the topic. Step
Time
Minutes
needed to
complete
activity
Activity
What
instructional
strategy will be
used?
Teacher Actions
What are you as the teacher doing?
What questions will you ask?
What technology/
manipulatives will you use?*
Student Actions
What are students doing?
What
technology
/manipulatives
will students use?*
Formative
Assessment
How will you check
for understanding?
Classroom
Management
How will you
manage the learning
environment?
LAUNCH
APK - TTW ask students what they remember from math yesterday. TTW show frog pictures and have students listen to
song TTW ask what do you remember so far about subtracting? Or taking away? TTW show the video to students, encouraging them to sing along (used it day before too) was introduced
https://www.youtube.com/watch?v=ziGG_L9C12o
TSW engage and raise hand to share out
TSW watch and listen TSWS it means to take away
so the # gets smaller TSW sit and watch video Answer about subtraction Discussions Peer turn and talk time Carpet spots Doorbell Turn and talk time
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
TTW have students turn and talk and share with carpet buddy about what they noticed in the video
TTW ring doorbell to gain students attention TTW read I CAN statement to class TTW ask students to repeat TTW put laminated frog magnets on white board and say we will sing our five speckled frog song and
show what happens to the frogs as we go through. TTWS First part – and show 5 frogs when 1 goes away TTW pause and draw a stick for students to share out what the math equation would be and how they solved it.
TTW play song again after discussion and repeat steps above TTWS yes – so our equation is now 4-1=3 Good job!
TSW share out what they noticed When a frog fell off the # got smaller TSW repeat I can statement as teacher says it TSW share I saw 5 then one fell off or went away then there was 4 OR 5-1=4
TSWS there was 4 and 1 was taken away so now there is 3 (I drew on my whiteboard with 4 Xs and then I took one away by erasing and have 3 left over Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
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TTWS with this activity we are learning subtraction means (TTW pause and point to visual on board)
TSWS Taking away when teacher points to visual FORMATIVE ASSESSMENTS WILL BE ALL THROUGHOUT THE LESSON AND WILL DRIVE INSTRUCTION.
Explore Procedure (introduce task, make sure students are ready, students work on task (you decide if independently or in groups/pairs) while teacher tracks student learning and questions or provides tools and strategies to steer them towards the learning of the day): Step
Time
Minutes
needed to
complete
activity
Activity
What instructional
strategy will be used?
Teacher Actions
What are you as the teacher
doing?
What questions will you ask?
What
technology/
manipulatives will
you use?*
Student Actions
What are students doing?
What
technology
/manipulatives will
students use?*
Formative Assessment
How will you check for
understanding?
Classroom
Management
How will you manage the
learning environment?
EXPLORE
Math partner – math game/activity Small groups during rotations TTW show math game (sim. To what did as whole group) Low student will use 5 frogs and draw pic on wb to find equation
High student can identify equation using pic. Or visually seeing the frogs move TTW pair students with math TSW watch as teacher model activity and explain step by step directions
Walk around and listen to discussion taking place.
Math partners Walk around and listen to thinking and understanding Carpet spots – partner work spots model and show before Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
partner and put rotations on board
TTW have a group or be walking around to check in on understanding and discussions TTW work on physically moving
cards and visually showing what happens when one is taken away. TTW remind students they are working on rotation tasks in their folders/binders (scaffolded for all) (Examples at
end of lesson)
TTW walk around and observe learning taking place asking questions to deepen understanding TTW ask what strategy did you use to find your answer here?
Did your partner solve this in a way that was similar?
TSW find math partner and begin to work on task TSW be at teacher table or with partner
TSW follow teacher example on their boards at table and then show their own and how
they found out TSW draw a picture to match the math equation
TSW continue to work with partner on task TSW explain understanding and what the pictures on their sheets represent stud. Explore Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
TSW say I drew 5 like the frogs showed and then I crossed 1 out and I knew 5 take away 1 is 4 because you have less than you stared with Summarize/
Closure (Students share out their math patterns and findings they learned through the explore time, new learning is made explicit
and tied to prior learning and standard, practice, summative assessment)
: Summarize or wrap up at the end of the lesson. Help students make connections to the Learning Outcomes/Objectives.
Step
Time
Minutes
needed to
complete
activity
Activity
What instructional
strategy will be used?
Teacher Actions
What are you as the teacher
doing?
What questions will you ask?
What
technology/
manipulatives
will you use?*
Student Actions
What are students doing?
What
technology
/manipulatives will
students use?*
Formative Assessment
How will you check for
understanding?
Classroom
Management
How will you manage the
learning environment?
SUMM
Students share frog activity sheet with class on projector TTW ring doorbell TTW ask who wants to share their frog sheet? TTW choose a few groups to show paper on doc cam and share out the strategy they TSW freeze and say hands on top, everybody stop. TSW share strat. Used and how they solved or share what their partner did
Sharing of ws
Discussion Doorbell Name Sticks Guided discussion
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
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used
TTW facilitate a discussion about the lesson outcome and what they learned today
TTW ask students to turn and
talk and share when called on about what was learned – what is subtraction What happens when you take away from a group or amount
TTWS – during our math work today we worked on representing subtraction within 5 using pictures drawn
on our whiteboards and using the frogs like the video showed us.
TSW engage in discussion about what they learned, and activity done.
TSW share out what take away is – subtraction What happens Description of Materials Needed: Create a bulleted list of what is needed to teach this lesson. Include materials/equipment in the classroom, technology, resources, textbooks, support documents. Note the time needed to set up and organize materials.
Iowa core Green frog visual Manipulatives
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
Laptop Projector
Pointer
Easel Re
flection
: If you taught the lesson, refer to the questions here
. If you did not teach the lesson, refer to the questions here.
Please respond to a minimum of 2 questions and/or refer to guidance provided by faculty. What new learning do you have about developing quality lesson plans? How did you apply it to this lesson plan?
I now know that to develop quality lesson plans that it takes a lot of time and organization of ideas and how you will teach it to the students. I know that it is important to ask questions, keep students engaged throughout learning by asking questions, talk time with partner and help teacher with examples. I applied those things to this lesson by having students draw and interact with me an dour interactive video, by asking questions about the learning to ensure they have an understanding. Structured the lesson in a way that made sense to me to display to my students.
What is something that you need additional clarification about when it comes to designing quality lessons?
How to create extra boxes so my columns do not go on forever even though I made sure everything was aligned with out the set boxes.
Do I need to be more scripted? or is general better?
Attach presentations, handouts, assessments, etc. created or adapted/modified for this lesson.
Include 3 student work samples. They should show 3 different strategies/approaches the students would use to complete this task. On two of
the work samples include common misconceptions/errors students might make. For each work sample include one question that you would ask that particular student to deepen their understanding or help them make sense of their misconception (s).
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
Below is an activity used for visual and hands on. TTW use frogs to compose and decompose numbers with video “Lower” students use this as a modified way to do this activity or those needing more help tracing equations already given to compose or decompose numbers.
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
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“Higher” students can use this if they need more of a challenge or are ready to create equations on their own but still have a visual to color various apples to show the equation made and write the corresponding numbers.
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021