SA Sample Math Lesson Plan 2

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School

University of West Alabama *

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400

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Mathematics

Date

Feb 20, 2024

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docx

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Uploaded by BarristerRoseWaterBuffalo23

Signature Assessment Section B - Plan for Teaching, Learning, and Assessment Template with Tips General Directions for Signature Assessment Planning and Assessment: Teacher candidates must complete the Signature Assessment: Planning and Assessment that demonstrates their knowledge and understanding of the teaching and learning process. The assessment is composed of 4 parts: Part A, Part B, Part C, and Part D. The teacher candidate should become familiar with the complete assignment before beginning each part or section. Part B Directions: Plan for Teaching, Learning, and Assessment Teacher candidates must develop a lesson plan using the lesson plan template provided that includes an original assessment tool(s) to evaluate learning both prior to and after instruction with respect to the standard(s) addressed. Candidates then must teach the approved lesson plan using the pre- and post- instruction assessment tool(s). Finally, candidates must provide commentary on the planning process. A template with prompts is provided and seeks to highlight the candidate’s explanations and rationale for planning decisions. The teacher candidate must use the templates that follow and respond to all prompts using 12-point font, Times New Roman. Plan for Teaching, Learning, and Assessment (Adapted from edTPA) Lesson _1 __ of a _4 __ Day Learning Segment Example: Lesson 3 of a 5 Day Learning Segment (Unit) A learning segment is a set of 3-5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end. Teacher Candidate : Lori Hicks Dates: September 20-24 Cooperating Teacher: Lisa Oswalt School: Reform Elementary Grade Level: 4th Subject/s: Math UWA Course: SEC 415 Learning Segment (Unit) Title: Understanding Numbers Title of Lesson: Place Value Page 1 of 9

Central Focus for the Learning Segment (Unit) The central focus for this lesson is for students to recognize the value of a digit based on its location within a number and to create numbers by putting digits in places with specific values. Content Standards - Alabama College and Career Ready Standards (CCRS) Operations of Numbers-Base Ten 6. using models and quantitative reasoning, explain that in a multi-digit whole number, a digit in any place represents ten times what it represents in the place to the right Learning Objectives The students will be able to demonstrate an understanding of place value by reading numbers to 1,000,000 and using cubes or drawn representations of numbers to model them. Lesson Timeline Introduction/anticipatory set- 15 minutes  Beanbag toss counting 7 minutes  Review ones, tens, hundreds vocabulary 5 minutes  YouTube video- 3 minutes Instructional Strategies and Learning Tasks- 20 minutes  Anchor Chart to 1,000,000- 5 minutes  Model writing and reading 4-, 5-, 6-, and 7-digit numbers- Ten minutes Guided and Independent Practice-20 minutes  Place value mat activity 10 minutes  Place value independent fill in activity Wrap up 5 minutes Essential Questions: How are greater numbers read? How can whole numbers to a million be written? Instructional Resources and Materials: IM 1:1 Beanbag IM 1:2 Computer with internet access/Smartboard IM 1:3 YouTube video Page 2 of 9

(44) Place Value Street Story - YouTube IM 1:4 Dry erase board and markers IM 1:5 Place value anchor chart (ready to label) and chart markers IM 1:6 Bag of number cards for each student (copy attached below) IM 1:7 Place Value mat for each student (copy attached below) IM 1:8 Place value record sheet (copy attached below) This will serve as an informal assessment A 1:1 IM 1:9 https://web.seesaw.me IM 1:20 IPAD (5 shared by students) Introduction to Lesson (Anticipatory Set): 1. I will explain to the students that they will be given a beginning and an ending number. I will begin by tossing the beanbag (IM 1:1) to a student who will say the first number, and then pass to the next student. They will continue counting and passing until they get to ending number. That student will then sit down, and the activity will continue until one student is left standing. Number sequence will require a knowledge of place value (97-101, 996-1,006) and will be fast paced. This activity activates prior knowledge of place value to thousands. 2. I will call on individual students to write various numbers on the board to show their knowledge of writing numbers up to 1,000. As they write each number, I will introduce vocabulary that fits with each number. 3. I will show the YouTube video (IM 1:3) (44) Place Value Street Story - YouTube . I will stop the video at the appropriate times to allow students to respond to the questions asked. Instructional Strategies and Learning Tasks (Procedure): 1. I will prompt students to recall place value vocabulary seen in the video by asking what number words were seen and heard (ones, tens…millions) will introduce the ten thousand, and hundred thousands place by showing that just as 10 ones equal one ten, and 10 tens equal one hundred, etc., 10 thousands equal ten thousand, and 10 ten thousands equal 1 one hundred thousand. I will explain that because we know we can have only one digit in each place, we need another place to show ten thousand. I will continue to demonstrate the need for additional places through one hundred thousand. 2. I will direct them to the blank anchor chart that I have already drawn. We will label the chart together, reminding them that place value is smaller from left to right. I will point out where commas go (by asking students where they think they should be placed). We will practice what to say when reading numbers that have commas. 3. I will point out that each number to the left is 10x its neighbor to the right by asking students what relationship they see when looking at the “value” of each place. This information will be useful when adding and subtraction with regrouping in the future. 4. I will put numbers within the place value chart and call on students to read the numbers. After each number, I will ask the place value of various digits in the number to reinforce their understanding of place value. 5. I will ask the value of various digits within the number. For example, if a 3 is in the thousands place, the value of the 3 is 3000. Page 3 of 9

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Guided and Independent Practice: 1. I will provide a bag of number cards (IM 1:6) and a place value mat (IM 1:7) for each student, along with a recording sheet for their answers. (IM 1.8) 2. I will explain that they are going to build numbers by placing cards in the appropriate place value as I call out the digits in a number. For example, I will say put a 4 in the ten thousands place. I will continue until a number from my list has been built and will instruct students to put that number on their place value record sheet. (IM 1:8). The process will continue until 5 numbers have been built. 3. I will write a number in word form on the board and have students write that number in corresponding standard form on their record sheet. The record sheet will be taken up at the end of the lesson. 4. I will give students a place value quiz activity to complete individually. Closure: I will prompt students to turn in their quiz activity and then ask them to reflect on what they learned in the lesson. Possible reflection could address what was learned, what was difficult, or what was helpful. I will use student reflections to reinforce the lesson taught. After closing, students will be instructed to upload a picture of their value mat with an example of one of their answers demonstrated. Technology: Using the YouTube video will provide an interactive visual representation of the lesson. It allows for pauses in the video for student response. Using See-Saw to upload their assignment allows students to showcase work in their portfolio. Differentiation and Planned Universal Support: Modifications: The student requiring a modified curriculum will identify place value to 1000. Place value mats for this student will have a smiley face sticker in the place values not required. Accommodations: Student accommodations will include:  Vocabulary words posted  Vocabulary cards at student desks for reference  Additional teacher support as needed during independent practice  Seating for IEP students will allow for additional monitoring. Differentiations: In order to meet the learning needs of all students, I have included the following:  Video- students enjoy technology, and using a video promotes learning by capturing attention and providing an animated, visual representation of the lesson.  Guided group work- By working as a group, students can learn from each other. Tey can both challenge and encourage each other during the learning process. This also allows me to have students complete tasks using lower order thinking skills while challenging other students to higher order thinking while completing the lesson.  Hands on activity- By using cards which enable students to physically manipulate numbers into place value, those students who benefit from hands on learning are covered. Language Function Students Will Develop and Additional Language Demands and Language Supports Language Functions/Demands (there are Language Supports Page 4 of 9

4 language functions) Language Function: Students will recognize the value of a digit based on location in a number. Define recognize and discuss what it means in relationship to the value of a digit. Put the same digit in different locations on the place value chart to recognize the value of that place. Vocabulary: Digit, hundred thousands, hundreds, millions, ones, place value, ten thousands, thousands. As a class students will define digit, hundred thousands, hundreds, millions, ones, place value, ten thousands, and thousands. A list will be created for reference on the board. Syntax place value chart As a class, review a place value chart as it relates to reading numbers correctly. Identify commas and their importance. Discourse: (oral) Read numbers created by placing digits in the randomly called place value . Read numbers created in lesson. Types of Student Assessments and What Is Being Assessed: Informal Assessments: A 1:1 Place value recording sheet Formal Assessments: A 2:1 Place value quiz Modifications to the Assessments: The student requiring a modified assessment will have a place value mat that only goes to the thousands place. His numbers will correspond to the other students’ numbers in those place values. He will also have a place value chart to look at for the quiz activity. Place value prompts above the thousands place will be marked out, per accommodations listed in his IEP. Relevant Theories and/or Research-Based Practices Constructivism contends that learners construct knowledge rather than just passively take in information. They incorporate new information into their pre-existing knowledge. By building on the knowledge students have of ones, tens, and hundreds, students can construct the place value system by giving names to larger numbers. Piaget’s theory indicates that humans create knowledge through the interaction between experiences and ideas. Using the YouTube video that uses houses and fences as a representation of the number system, students can relate something they understand with a mathematical concept that they might not otherwise see. Manipulatives also help students learn by allowing them to move from concrete experiences to abstract reasoning. Page 5 of 9

Numeral Squares IM 1:6 Copy on cardstock, and cut apart. Page 6 of 9

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Place-value Mats IM 1:8, A 1:1 hundred thousand ten thousand thousands hundreds tens ones hundred thousand ten thousand thousands hundreds tens ones hundred thousand ten thousand thousands hundreds tens ones hundred thousand ten thousand thousands hundreds tens ones Page 7 of 9

Name: _______________________________ A 2:1 Place Value What is the value of the underlined number? 24,1 63 __________ 16 3,221 __________ 6,298 __________ 145,32 1 __________ 43,2 21 __________ 9 47,211 __________ 9 ,043 __________ 2 43,765 __________ 6 7,987 __________ 831,2 00 __________ Write a 6 in the ten thousands place. Write a 7 in the ones place Write a 4 in the hundred thousands place. Write a 3 in the thousands place. Write a 2 in the tens place. Write a 5 in the hundreds place. _____ _____ _____ , _____ _____ _____ A 2:1 modified Name_____________________________________________________________________ Page 8 of 9

Place Value What is the value of the underlined digit? 45 6 ____________ 319 ____________ 9 ,845 ____________ 3,9 47 ____________ 845 ____________ Write a 4 in the tens place Write a 7 in the thousands place Write a 5 in the hundreds place Write a 3 in the ones place _____ , _____ _____ _____ Page 9 of 9

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SA Sample Math Lesson Plan 2

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