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Teacher Candidate Name: Alexa Iandolo School: Garfield Roosevelt School #7 Grade: 2

Topic: Math Subtraction Using a Number Line Essential Question: How does using a number line help when finding differences?

Date of Lesson: 11/1/16

Concept (to be developed and explored by students):

Standard(s): Learning objective(s): Assessment(s): (If applicable attach assessment tools & rubrics)

2NBT.5 - Fluently add and

Students will be able to find the Rubric Attached - Small Group Weekly Centers

subtract within 100 using

differences on a number line to

strategies based on place value, Checklist attached for Teacher Time Assessment

properties of operations, develop the mental strategy of

and/or the relationship simplifying facts.

between addition and

subtraction.

2.OA2 - Fluently add and

subtract within 20 using mental

strategies. By end of Grade 2,

know from memory all sums of

two one-digit numbers.

Planning:

Materials (e.g. Props/Manipulatives): Whiteboards, dry erase markers, towels, cubes, dice, paper clip, worksheets (games), pencil

Technology / Visuals: SmartBoard, Computers

Groupings: The groups will rotate through each of the centers in these groups (these are grouped by each students level):

1: Gavin, Daniel, Dillon, Luis, Andrea, Karolina, Giada, Ava

2: Leah, Almina, Geri, Christopher, Mateo, Mario, Yariel

3: Hilsanyely, Aliye, Christian, Kaisley, Kaylee, Ana

Cite Sources (e.g. textbook page # or website): Fact Dash - https://www.mhschool.com/math/2009/ca/assets/factdash.html

Teaching and Learning

Process Steps: Teacher Students

Choose steps or What questions will you ask? What will What will students do? What tools will students use? Where in the classroom

use instructors you do, say, and/or write? What tools are the students? How will students be grouped?

process steps: will you use?

Engage The lesson will begin by reviewing The students will be sitting in their floor spots to begin the lesson. They will be

terms that we will be using throughout engaged in the review by participating, answering questions, and presenting

the lesson. We will discuss a number insightful ideas/strategies.

line, what going forward (addition)

means, and what going backward

(subtraction) means. I will remind the When the students hear the password for the week, they will get up and move

students to use these terms in their to their first center.

centers if they need too. I will then

introduce each of the centers to the

class. I will do a brief overview of each

one so they are aware of what they are

doing at each center.

Centers groups will be rotating through are the Center Groups:

following. These groups will rotate through each of the centers (these are grouped by

each students level):

Center 1: Teacher Time (Practice

Strategy) 1: Gavin, Daniel, Dillon, Luis, Andrea, Karolina, Giada, Ava

This center is with me. I will be using

the skill (subtracting with a number 2: Leah, Almina, Geri, Christopher, Mateo, Mario, Yariel

line) to provide practice with each small

group. I will provide examples to 3: Hilsanyely, Aliye, Christian, Kaisley, Kaylee, Ana

practice with for each group. I will use

the Smart Board for the number line. I As the students hear the bell, they will go back to their seat and wait to hear the

will also be assessing each student next center they go too. After they heard the password, they will continue to

(checklist attached) on where they are their second center. I will do this process for the third center as well.

struggling, who conceptually

understands the material, etc. I will be

working closely with the students to see

where they are with the skill and

strategy. I will ask the students to write

down and solve the problems on their

white boards and then we will go over

each of them together.

This center is done at each students

desk individually. Each student will grab

a paper clip, pencil, dry erase marker,

dry erase towel, and a game board. The

objective of this center is for the

students to practice their math. They

are to place the game board down,

place the paper clip on the spinner,

place the point on the pencil in the

paper clip then spin. Whatever number

the paper clip lands on, the student

must take that number and

subtract/add three. They must then

find the answer and shade in the

corresponding number box on the

graph.

Fluency)

This center is a game called Bump!.

The purpose is for the students to

practice their math facts. The students

have colored cubes and a game board

with pumpkins with numbers inside.

The player whose name comes first in

the alphabet goes first, followed

clockwise. Each student is to roll the

dice, add the dice numbers together,

find the pumpkin with their number

and place a cube there. If the same

person gets the same number, they can

stack their cubes up. If another player

gets a number where a different

players cube is, then they can bump

that cube off to put theirs down.

In this center, the students will be

using the computers to play a math fact

software game called: Fact Dash

(https://www.mhschool.com/math/2009/ca/

assets/factdash.html). This provides the

students with timed practice with their

subtraction facts.

students will listen as I call their names The students will be rotating through the centers throughout the room.

for each center. I will say the secret

password of the week, which signals

the are able to get up and go to their

first center. The students will be at each

center for roughly 7-8 minutes each. I

will then ring the bell and the students

will go back to their seats to listen to

which center their group goes too next.

I will continue this process until all the

groups have been to each center

(rotate three times).

After all of the groups have completed The students will clean up all the centers and sit back in their floor spots. They

Discussion each center, I will ring the bell and ask will provide insightful strategies they used, what they think about the new skill,

the students to clean up. Once and provide feedback on each center they completed today.

everything is cleaned up, I will ask them

to come sit in their floor spot for a

discussion. I will ask the students how

they think they did in centers and what

they think about the new strategy they

have learned (using a number line to

subtract). I will also ask the students to

provide some feedback on how they

think they did with the overall lesson

today, such as what was their best

work, what might they need to work

on, etc.

Differentiated Instruction:

Each of the groups for the centers in differentiated by the level of each individual student (above, average, low). They took a base line math

assessment to determine their level.

High: Gavin, Daniel, Dillon, Luis, Andrea, Karolina, Giada, Ava

Average: Leah, Almina, Geri, Christopher, Mateo, Mario, Yariel

Low: Hilsanyely, Aliye, Christian, Kaisley, Kaylee, Ana

To be completed AFTER lesson implementation

Students were able to

Evidence

Explanation

Teacher Time Checklist Assessment:

Where are they struggling? What concepts do Did the student participate? How much? For How did they act during this center? Did I need

they understand? How can they improve? each question? No hand at all? to speak with them at all? Are they engaged in

the examples?

Gavin

Daniel

Dillon

Luis

Andrea

Karolina

Giada

Ava

Group 2 Understanding/Struggling Participation Behavior

Where are they struggling? What concepts do Did the student participate? How much? For How did they act during this center? Did I need

they understand? How can they improve? each question? No hand at all? to speak with them at all? Are they engaged in

the examples?

Leah

Almina

Geri

Christopher

Mateo

Mario

Yariel

Group 3 Understanding/Struggling Participation Behavior

Where are they struggling? What concepts do Did the student participate? How much? For How did they act during this center? Did I need

they understand? How can they improve? each question? No hand at all? to speak with them at all? Are they engaged in

the examples?

Hilsanyely

Aliye

Christian

Kaisley

Kaylee

Ana

Rotation 1 Rotation 2 Rotation 3

Gavin Leah Hilsanyely

Daniel Almina Aliye

Dillon Geri Christian

Luis Christopher Kaisley

Andrea Mateo Kaylee

Karolina Mario Ana

Yariel

Giada Ava

Hilsanyely Luis Yariel

Kaisley Dillon Christopher

Ana Karolina Mario

Giada

Christian Gavin Leah

Aliye Daniel Almina

Kaylee Ava Geri

Andrea Mateo

Math by Myself: Math by Myself: Math by Myself:

Leah Hilsanyely Gavin

Almina Aliye Daniel

Geri Christian Dillon Karolina

Christopher Mario Kaisley Luis Giada

Mateo Yariel

Kaylee Ana Andrea Ava

Math Small Group Weekly Grade:

A B C D

Teacher Time: I participated & I had correct work, I had incorrect I did not behave

had correct work. but I did not work & did not and my work was

small group with participate. participate. incorrect.

teacher

Math with I played the math I played the math I could have been I did not practice

Others: fact game quietly fact game quietly quieter when I the math facts this

with my group the most of the time. played the math week.

math fact game whole time. fact game.

with others

Math by Myself: I completed the I completed most I had a lot of I did not finish my

math work of the math work mistakes on my math work this

work on math by correctly. correctly. math work. week.

myself

Tech Time: I worked on the I worked on the I could have I did not finish my

computer quietly computer quietly worked harder on math work and

math game and did my work. most of the time. the computer. was very loud.

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