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LESSON PLANNING TEMPLATE

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.

The four centers that each of the three


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.

Center 2: Math by Myself (Fact Fluency)


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.

Center 3: Math with Others (Fact


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.

Center 4: Tech Time (Fact Fluency)


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.

After each center is described, the


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

*******Analysis of Student Learning ********


To be completed AFTER lesson implementation
Students were able to
Evidence
Explanation
Teacher Time Checklist Assessment:

Group 1 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?

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

Teacher Time: Teacher Time: Teacher Time:


Gavin Leah Hilsanyely
Daniel Almina Aliye
Dillon Geri Christian
Luis Christopher Kaisley
Andrea Mateo Kaylee
Karolina Mario Ana
Yariel
Giada Ava

Tech Time: Tech Time: Tech Time:


Hilsanyely Luis Yariel
Kaisley Dillon Christopher
Ana Karolina Mario
Giada

Math with Others: Math with Others: Math with Others:


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.