Learning Plan

Intern Name: Kelly Rynd

Subject/Grade: 2nd grade math
Type of Coteaching: Teach/Support

Lesson Plan
Objective: Given 24 number line cards, TSW be able to correctly fill in the
missing number in 21 out of the 24 number lines.

Mentor Teacher Name: Mrs. A

Date Taught: 10-26-14

Modifications

Coteaching

Modifying for G. G is a boy in

our class with extreme attention
deficit disorder. He is also
behind a grade level in his math
skills. He has an aid that comes
in every day during math. When
on task and working with an aid
or teacher, G is able to
understand the lessons and can
complete correct work.

Teacher A is Mrs. A and I

am teacher B.

Teacher A will pull G and a

couple of students aside and
review number line rules and
practice problems while the
other students are completing

Teacher A has taught all

lessons preceding this one.
Teacher B has supported
her teaching throughout the
week.

TEKS:
2nd Grade Math
2.B.E&F
Number and operations. The student applies mathematical process standards
to understand how to represent and compare whole numbers, the relative
position and magnitude of whole numbers, and relationships within the
numeration system related to place value. The student is expected to:
(E) Locate the position of a given whole number on an open number line;
and
(F) Name the whole number that corresponds to a specific point on a number
line.
Background Information: Students have spent the week learning about
what a number line is, how to create a number line, how to locate a number
on a number line, and how to fill in the missing number on a number line

Materials: Students will use their white board and marker, which they have
in their desk. They will need a pencil and the scoot worksheet to complete
the game

their bell work

We will have a timer for G to
bring with him at each scoot
number line card/station

Equipment: Smart board, scoot number line cards, scoot number line
worksheets, and timer

Teacher A has prepared the

slides and smart board
presentation
Teacher B laminated all the
scoot number line cards
and made copies of the
scoot number line
worksheets

Classroom Management/Environment: Students voice will be at a level

zero on the rug and they will raise their hands if they have a question. When
doing the number line scoot activity, students voice will be at a level 1
(whispering). They will focus only on the number line in front of them and
they will raise their hand if they have a question.
Engagement/Focus: Good morning class! I hope you all had a good night
sleep because we have a very exciting and fun day planned in math. We have
spent this week talking all about number lines. Today we are going to play a
fun game involving everything we have learned. By the end of today, you
will be able to look at any missing spot in a number line and tell me exactly
what number goes there. Knowing how to read a number line is going to be
important in your every day life. For one thing, if you want to know how tall
you are, you are going to need to know how to read a number line! Doctors
use number lines everyday when measuring their patients heights. Football
players also use number lines! Can anyone tell me how to football players
use number lines? (The field!) Exactly! A football field is one huge number
line. Without even realizing it, you are going to be using number lines every

When students are sitting at the

rug, G will sit on the first row
right by Teacher B. During the
game Teacher B will be walking
around the room but will have a
close eye on G.

day. So that is why Mrs. A and I are going to make sure you understand
number lines so well that you could read one in your sleep! Now before we
get to our game, lets review what we have learned this week.
Explanation/Procedures:
Go to smart board and pull up the slides
1. First we are going to look at the number line and try to find a pattern.
From determining the pattern, we will be able to fill in the missing numbers.
I will do the first one. Make sure your eyes and ears are on me. Hmm I see
(2, 6, 8, 12, 14, and 18) By looking at these numbers I recognize a pattern!
The number line is counting by 2s. Now that I know it is counting by 2s I
can fill in the missing numbers, 2 4 (write in blank spot) 6 8 10 (write in
blank spot) 12 14 16 (write in blank spot) 18. Now let me go back and check
that my pattern still works! 2, 4, 6, 8, 10, 12, 14, 16, 18! Perfect.
2. Lets do this next one together. We have 25, 35, 40, 50, and 60. Does
anybody see a pattern? (It is counting by 5s) That is exactly right, good job!
Lets work to fill in the missing numbers. What do you think goes between 25
and 35, Tre? (30) Exactly! Now what about between 40 and 50, G? (45)
Excellent! Now for our last one, we need to fill in the number between 50
and 60. Who knows what to place there? (55)
3. Yall are doing such a good job, I am so impressed. Now I want you to
take out your white board and marker out of your desk. I am going to show
you the next number line and I want you to each figure out the pattern on
your own. After you figure out the pattern, write the missing numbers on
your white board and hold them up to me. Look only at your own white
board! When I hold up my thumb, I want you to show me your white boards.
Raise your hand if you have a question (Show next number line and give
students 2 minutes to complete)
4. Awesome job! Our last bit of review is going to get us ready for our game.
I am going to put a number line on the board and it is going to have a missing
number. I want you to look at the number line, decide what the missing
number is, and write it on your white board. Just like last time, when I hold
up my thumb, I want you to show me your white boards.

Teacher B will make sure to call

on G when reviewing with the
class. Teacher B will call on the
student who sits right next to G
the question before she will call
on G. This way if G was dosing
off, he will be redirected to the
board and ready to answer the
next question.
G has an aid that comes into
math everyday. We will give her
a timer to put in front of G. G
will use his timer not only to
keep a close eye on how much
time he has to complete the
problem, but also to keep him on
task when rotating to the next
number line card.
G will attempt every single
problem but if he does not finish
that is okay. Points will not be
deducted for the problems that G
did not have time to finish.

As teacher B is reviewing
number lines with the
students, Teacher A is
going around the room
placing the number lines in
the correct spot. Teacher A
is also monitoring behavior
and redirecting students
attention if needed.
Teacher A will stand at the
smart board and reset the
timer after each rotation.
As teacher A manages the
timer and front of the
classroom, teacher B will
be walking around the
room making sure each
student is rotating in the
right direction and
answering questions as
they come up

Repeat for the next two examples

5. Now we are going to play the really fun game Mrs. A and I have planned
for you! We have set up these scoot number cards all along the room. (Hold
one up for example) When you get to your desk and I say start, you are going
to flip the number card over, look at the number line, find the missing
number and fill it in on your worksheet. Exactly like we just did. The most
important thing is to make sure you are filling in the number in the right box.
Your number card has a number on top and that is the box you place the
missing number is. This is super important, for if you put the missing
numbers in the wrong box you are going to get them wrong. You will each
have 25 seconds to complete each card. After the time is up, you will flip the
card over and rotate to the next desk. Once I say start you will repeat what
you did before, but in the next box. It is really important that yall are
keeping your voices on level 1 and only paying attention to the card that is in
front of you! I am very excited for this game and I know yall are going to
love it. But in order for the game to go as planned, I need yall to be on your
best behavior and play by the rules
(Students will then go to their desk and begin the game. Students will have
25 seconds to complete each number line card. We will use the smart board
timer so that the students can look at the board and see how much time they
have left
Extension: For students who got every problem right, they will be given a
number line with only the first and last points labeled. TSW be able to
correctly label the 9 missing points on the number line.
Elaboration: For students who did not do so well on the scoot number line
game, they will be a given a complete the number line worksheet. TSW be
able to correctly label the missing number on 85% of the boxes.
Closure: Now that everybody has finished lets all go sit at our seats. Did
yall like that game? (Yes!) Im glad yall liked it; I loved seeing how each of

For Gs elaboration, some of the

boxes will be filled in for him.
Two boxes will be left blank for
each number line. He will work
with his aid to fill in each box.
She will only assist if G is
confused and has not tried to
figure it out himself.
When teacher B is
delivering the closure,

you used your critical thinking skills when determining which number is
missing. You are all going to do such a good job on your test tomorrow.
Remember earlier how we talked about how number lines are used in every
day life? Well I have a little bit of extra homework for you. I want you each
to go home and think about how you have used a number line outside of
math. I even heard Mrs. A say that if you write how you can use a number
line outside of math on the back of your test tomorrow she will give you
extra credit! Sounds like a pretty sweet deal to me. Oh no, it is already time
for social studies. Everyone put up your math journals and come to the rug,
Mrs. A is going to teach yall about state government!
Assessment: Students will complete the entire scoot number line worksheet
and have filled out at least 21 out of the 24 boxes with the correct missing
number

Teacher A is going around

the room and collecting the
scoot number line cards
from each desk.

Depending on how many boxes

G has time to answer, he will
need to have the correct number
in at least 85% of the boxes.

Co-development of the lesson

Mrs. A and I decided together that teach support would be the best co-teaching strategy to use for this lesson. Teach/Support has been
the main type of co-teaching we have used throughout the whole year. The kids respond really well to this type of co-teaching and it has been
very beneficial to me. For this particular lesson, teach/support works best for many reasons. When I am reviewing before the game, Mrs. A
will be drifting around the class making sure all students eyes are on me. During the game, I will be able to move around the classroom and
help the students while Mrs. A managed the time.

Instructional Management Strategies

Similar to every Tuesday and Thursday, Mrs. A wrote and prepared the lesson and I helped prepare for the day by making copies and
laminating. Mrs. A gets most of her lessons out of the textbook and workbooks. She will copy pages from her computer and transfer them into
smart board slides. A couple weeks ago, Mrs. A showed me the scoot number line game on teachers pay teachers. She asked my opinion of
whether I thought it would be helpful for the students. I really appreciated the fact that she asked my opinion. It made me feel like she values
my opinion and gave me an insight on how she plans her lessons. I also have the privilege of sitting in the second grade planning meeting
every Tuesday. I have learned a lot from these meetings, just by observing. For my next observation I will be able to plan the entire lesson
myself, I am really looking forward to this.
Classroom Management Strategies
In the beginning of class, the classroom management was the same as it is every time we are at the rug. Sitting crisscross applesauce,
hands in your lap, staying at a level zero and raising your hand if you have a question. The students are aware of the rug expectations by now
and are, for the most part, always well behaved at the rug. During this lesson, Mrs. A and I will both implement classroom management. I will
be teaching from the smart board so I should have all the students attention. Because I am standing at the front, I will be able to redirect
students attention to the board. If there is a major problem with behavior, Mrs. A will handle it. This way, I can keep on teaching and not have
to stop my lesson. The classroom management during the game will be a little different. For the game, we will uphold the same expectations
we do during stations. You should be at your number line card/station, voice at a level 1 (whisper), and raise your hand if you have a question.

I will be walking around the room implementing the classroom management during the game. Mrs. A will be at the front of the room and will
be available if there is another problem. Since we do math stations everyday, I do not foresee there being a huge problem with this game.
Student Assessment
The student's assessment will be the completed scoot number line worksheet. The student will need to have answered 21 out of the 24
correct, this averages their grade to an 87. To implement the assessment, Mrs. A will most likely grade the scoot number line worksheets and
put the final grade in the grade book. A flaw that I see in the assessment is that the worksheets are collected at the end of class. So Mrs. A and
I will not be able to assess how the students did until math class is over. The students have a test the next day so that does not give Mrs. A any
class time to review or do an elaboration with the students who fell below the 21 out of 24 correct. This really puts these students at a
disadvantage.