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Overview

Lesson Name Section 3.2 10 Tens is 100

Grade Level 2nd Grade

Curriculum Resource(s): List any Investigations (attached at the end)

textbook or other curriculum resource

that was used in planning this lesson.

Copy and scan the complete lesson and

upload with your plan.

Math Learning Goal: State in your own Working with relationships between 1, 10, and 100

words, what you want students to know / Using place-value model to represent a 3-digit numbers as 100s, 10s, and 1s

be able to do in this lesson. Knowing a dime represents 10 and a penny represents 1

AZCCRS Math CONTENT Standards Numbers and Operations in Base Ten (NBT)

Addressed: Write out complete standard 2.NBT.A Understanding Place Value

2.NBT.A.1 Understand that the three digits of a three-digit number represent groups of

hundreds, tens, and ones (e.g., 706 equals 7 hundred, 0 tens, and 6 ones and also equals

70 tens and 6 ones).
Understand the following as special cases:

b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,

four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Addressed: Write out complete standard

Mathematically proficient students consider available tools when solving a

mathematical problem. They choose tools that are relevant and useful to the problem at

hand. Proficient students are sufficiently familiar with tools appropriate for their grade

or course to make sound decisions about when each of these tools might be helpful;

recognizing both the insight to be gained and their limitations. Students deepen their

understanding of mathematical concepts when using tools to visualize, explore,

compare, communicate, make and test predictions, and understand the thinking of

others.

Vocabulary State the key mathematical No students can read in another language in my classroom.

and vocabulary used in the

Language lesson, in both Spanish and Place Value- How much a number is valued based on its position

Objectives English, if appropriate.

Represents- what it is worth, the value of a number.

Provide a student friendly

definition for each

vocabulary word or phrase.

State language goal(s) for Students will be able to understand how these three vocabulary words relate to the

the lesson. These should be math they are doing. I would like students to say thing s along the lines of, the two in

objectives for how students 23 represents 20 because of its place value.

will use language during

the lesson as they are

solving and communicating

their thinking about

mathematical tasks.

will have available to support student Smart board and worksheet of 100 sticker chart. The students will not use base ten

learning. blocks because they will be looking at the visual of base ten blocks on the board.

Adaptations to Strategy 1: I am planning on keeping the arrangement of the lesson how it is in the textbook lesson

the Lesson Rearrange Lesson plan. The order that the lesson is given in the lesson makes sense for the student’s

Describe how you Components progression in this lesson.

adapted the

lesson from the

textbook, or other

curriculum

resource. If you

used either of the

strategies listed,

please describe

how you used the Strategy 2: Adapt I am changing fact fluency for this lesson because I am sticking to the routine that my

strategy, and your Tasks mentor teacher has the students do. For fact fluency students will work on their own

reasoning for the Consider how you individualized math facts so that they are working at a challenging but appropriate

changes made. might adapt

level.

Describe any numbers, contexts,

other changes you language, and

made to the problem structures

lesson as well. to support students’

learning and

engagement.

1)BEFORE: INTRODUCING AND LAUNCHING the TASK

State any tasks/problems/activities that you will use in this portion of the lesson.

I will have the students work as a whole group on the smart board working on knowing the total number that is represented on

the board.

Have students work in partners on the Introducing Sheets of 100 Stickers.

In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include

will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)

Transition students into the lesson. I will transition the students into the lesson by saying when the timer goes off we need

Introduce the task. You might to clean up and come to our spots for the smart board lesson.

introduce the problem through a story

book, a picture, a question, or by

discussing the context.

Get the students ready. Draw on I will then start off the lesson by asking students if they can tell me everything that

prior knowledge and experience. Find represents 10 on the board and then everything that represents 1 on the board.

out what students already know about the

topic / task, and help get them ‘ready’ to

work on the task. You might begin with

an easier version of the same task. You

might have them brainstorm ways of

solving the task.

Pose the Task. Consider how you will I will pose the task by reading the directions and then solving the problem as a class.

present the task (on paper, on the This way every student will understand what is being asked of them. The task I will

overhead, on chart paper, etc..) Will each pose and work on as a whole group will be T22. I will introduce this task by asking the

student have his/her own copy? Will you

students if they see any groupings or similarities on the board. I will see if they can

read the task to students? Consider how

to make it accessible to English learners.

count by tens and make sure every students grasp the concept of one to one correlation.

Make sure all students understand

what the task is asking. Consider ways

to support language learners in making

sense of the task. You might ask students I will then ask the students if they have any questions. We will do one more example

to restate the task in their own words. where I am the one moving the smart board before I start to call on individuals. The

You might have them brainstorm ways of additional example I wil do as a whole class is I will make up a number that has not

solving the task.

already been shown and have a student show me a way to represent that number.

State any additional tasks/problems/activities that you will use in this portion of the lesson.

The students will work as a whole class and in pairs during this lesson. How many is in one row? How many rows of 10

are there? How many ones are there?

In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include

will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)

Support students as they are working

on the task. Your main job in the Can you show me 700? How many one hundreds are in 700? Can you show me 700 in

“during” part of the lesson is to support a different way? What would that look like?

and extend students’ thinking as they are

working on the task. You will need to:

Find out about student thinking. How did you get that answer?

What will you be listening and looking for,

what strategies do you expect to see?

Support students’ thinking– How do you know 1 dollar represents 100? If there are ten groups of ten that equals

suggestions, questions to get students 100. How many groups of ten do you see in this 100 sticker chart?

moving on the task, or to help students

who are struggling.

Encourage students to test out their

own ideas.

Support diverse groups of learners. Show your partner how you got your idea and see if you got the answer the same way

Consider specific supports that will be or different ways?

needed for Emerging Bilinguals.

Extend the tasks up and down.

Describe how you could adapt the task for

students who struggle with the I now want you to add 8 ones and 4 tens. How many do you have now?

mathematics (extensions down) and for

I want students to say the total. I will call on students to come up to the board and write

students who are ready for an additional

challenge (extensions up). an equation.

Pose questions that help students

extend their thinking by looking for

patterns, considering multiple solutions,

explaining their reasoning and thinking, What is a way that you counted to get your answer? Did you add anything together?

etc. I will support students who are still struggling by asking students if they still have any

questions or if they are wondering anything. For students that are needing a challenge I

will give them harder problems when I call on them.

State any additional tasks/problems/activities that you will use in this portion of the lesson.

I will end the lesson by going over the right answers on the worksheet and then seeing what students will need

more support in this area when we have teacher review time later this week.

In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include

will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)

Facilitate a class discussion and a

sharing of students’ strategies. I will facilitate a class discussion by having students first turn and share with the

Describe how and where students will person next to them and then call on students to share there answers with the class. We

share, how many will share, and how you

will then talk as a class to solve the problem that student’s way.

will choose those students. Consider how

you will support English learners to share I will focus on the different ways to write equations using one hundred and the

their ideas and strategies. different ways they can make one hundred using the tools given.

Encourage dialogue and debate

among students. Think about how the

class will determine whether a solution is I will encourage class dialogue and debate by not telling the students the correct answer

correct or incorrect. Think about how you and to have them work together to prove why their answer is correct.

will help English learners make sense of

I will ask them questions such as what is a new way we could represent the same

ideas shared in group discussion.

Think about the kinds of questions you

number.

will ask students about their strategies.

Summarize the important

mathematical ideas. Consider how you

will draw students’ attention to the big The students will show me that they understand the big concept by writing equations

mathematical concepts. Make sure you on the board as well as moving the tools on the side to show me they know what is

define here what those important being represents or what I am asking to be represented. I am hoping the students know

mathematical ideas are.

what the equations should look like based on previous lessons they have had.

Assessment. How will you assess what

students learned in the lesson?

I will assess what the students have learned in this lesson by how well they did on their

worksheet and how much they participated in the whole group.

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