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LESSON PLAN Lesson #__3____

Format and Cooperating Teacher Feedback Form


Name:

Melissa Kinkade

Content Area:

Math

Date:

3/18/16

Grade Level:

2nd Grade

Use this template to plan, removing the notes in parentheses and this box. Give this form to your
cooperating teacher for review and a signature before you teach your lesson.

Goal(s):

CCSS.Math.Content.2.OA.A.1 Represent and solve problems involving addition


and subtraction. Use addition and subtraction within 100 to solve one- and twostep word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g., by
using drawings and equations with a symbol for the unknown number to
represent the problem.
CCSS.Math.Content.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction.

Planning:

CCSS.Math.Content.2.NBT.B.9 Explain why addition and subtraction strategies


work, using place value and the properties of operations.
CCSS.Math.Practice.MP6 Attend to precision. Mathematically proficient students
try to communicate precisely to others. They try to use clear definitions in
discussion with others and in their own reasoning. They state the meaning of the
symbols they choose, including using the equal sign consistently and
appropriately.
(Describe the information you have about the students in this class: who may already
have some of the skills and knowledge you plan to teach? Who will need extra assistance
in order to be successful? What student behaviors are you aware of that require your
attention? Are there common misconceptions about the content that you need to be aware
of and watch for?)
From observing this class I have learned that there is a mixture of learning levels when it
comes to math. There are three different groups students fall into advanced, proficient,
and emerging. In each group there are around 6 to 9 students. In the emerging groups
these students need more explicit instruction in two different ways. Some of these
students need instruction to stay on task. Other students need additional instruction with a
smaller group to ask questions get feedback quicker etc. In the proficient group students
might need less clarification and additional instruction as the emerging group. These
students understand math concepts most of the time but might need guidance or leading
questions to get to the answer. In the advanced group students may need a little guidance
in focus and a few clarifications in directions but they are mostly independent. In this
lesson I am planning on working more with the emerging group to give them small group
instruction. I am going to ask my cooperating teacher to monitor the proficient group and
have the advanced group work independently with either of us checking in with them.
This is very important information to consider when planning nicely done.

Objective(s)::

Assessment:

(Use Blooms or the Depth of Knowledge chart to write learning objectives.


What vocabulary will students learn to use when demonstrating their learning? List them.
What language function will students practice and use? look to your objectives)
Solve word problems where the starting number is unknown.
Vocabulary: Start Unknown
Change Unknown
Equation
Informal: (for every lesson you will specify how you will collect informal assessment
information about the effect of your teaching on the students)
I will collect informal information by listening to turn and talks, and record students
questions. I will write them on my lesson plan to record them. I am looking for
information about how students are grasping the information. Are they asking questions
that are furthering their knowledge or are they not getting it. I will also observe group
interaction. In group interaction I am looking for students to be staying on task and
working in a low voice. I will also record on lesson plan. Your objective is that they solve
word problems where the starting number is unknown how will your assessment
strategies help you to determine if students have met the objective?
Formal: (describe the plan for formal assessment, whether or not you are completing it
that day)

Materials Needed:
SmartBoard, Students math expressions work book, pencil, manipulatives and white boardeded:

Procedures:
Ask students if they know what change unknown and start unknown. (Be sure to complete your sentence).
Have students turn and talk with their partner to talk about what it is.
Change unknown: Where the equation is changed so that the unknown number is not first.
Start unknown: Where the number that is not known is first. (2 min)
This is good for ELL learners to know definitions before we start talking about them again. Also it benefits more
kids to get them engaged in their learning and set up background knowledge. This works well if students have
worked with the material before not as helpful if its an introduction to the terms.
Write answers on the smart board
Tell students I am going to read you a story. Listen closely to the numbers used and think about how you can
use them to make an equation based on this story.
Jim and Suzanne collect postcards. They just added 37 postcards to their collection. Now they have 98
postcards. How many postcards did they have to begin with? (1 min)
Ask students what numbers did they hear?
37 and 98 write them on the board and write a blank equation ____ +/- _____ =______
If they dont know read it again
So ask them what number do we need to find in the equation? And where else do we put the other numbers?
Turn and talk with your partner (1 min). I would put the question on the board at this point so visual learner
can refer to the written problem
_____ + 37=98 Start unknown
98-37=____ Change unknown (3 min)

How can we solve this? Can we use a math mountain to solve this problem?
Yes
98
37
We can find this by doing what? (2 min)
Subtract 98-37 the answer is 61
They had 61 postcards to begin with
The equation would look like 37+61=81
Alright I have another story for you to listen to;
Lukes hobby is raising tropical fish. His adult guppies just had babies. There were so many babies that
Luke gave 54 of them to his friends. Now Luke has 28 baby guppies. How many baby guppies did he have to
start with?
What numbers did you hear in the story?
54 and 28
____ +/- _____ =
Where would we put these numbers what operation will we use addition or subtraction and what would we be
missing. Turn and talk to your partner. (1 min) Put the question on the board
_____ -54 = 28 start unknown
54+28=______ change unknown
How can we solve this problem? Can we do it again with a Math Mountain?
28
54
We can find the answer by doing what?
Adding 28 and 54 together gives us 82
82-54=28
54+28=82 (3 min)
I am going to split up the kids into small groups to work on worksheet pg 201 and 202. I am going to take the
emerging students and work with them together. The first word problem that they have I will walk them through
using either manipulatives or writing on a white board. I will answer any questions that they have and continue
to walk them through the problems. I will also have the ELL student with me so I will make sure I make
objective explicit ask direct questions and when explaining guide through manipulatives or white board. I will
also make sure my students with less focus are closer to me so I can redirect their attention back on work. We
will meet on the carpet in front of the smart board.
Closure: Previously we worked on Math Mountains and Word problems separately. Can you see how you can
use Math Mountains to help you solve word problems that are harder to draw pictures for? Now you also know
how to change start unknown to change unknown as well. You will be able to work on more complex word
problems using both of these strategies in the future. You could end by asking students how using Math
Mountains helped them with the word problems this would be another quick check for understanding and to
engage learners.
Your plan is clear and easy to follow. If I had to teach this in your absence, I could

Lesson Self- Assessment


Name: Melissa Kinkade
Lesson topic: Word problems with Math Mountains
Date: 3/18/16
School/grade level/ number of students: Shepard Hills, 2nd grade 23
Name of Cooperating Teacher: Dawn Neddef
Planning and preparation: Describe how your plan provided opportunities for active engagement. How did
you provide for the needs of diverse learners? Did you adjust your plan in any way? Describe how and why if
you did.
In this lesson I planned to use turn and talks to get students actively engaged. In this lesson I chose to do
small response questions that would take less time than in the previous lesson. I did this because in the last
lesson students lost focus in the longer turn and talks. For my diverse learners I planned for extra example time
for them with more directed instruction. I planned to do two examples of word problems with the whole class
and then separated the students into three groups. This would give me more time to work with the group that
needs more help and allow the two other groups to work independently. I also planned to define two common
terms that would be used in the lesson in the begging to help support ELL student. Sounds like your
modifications were effective and promoted more active engagement.
Classroom environment: Evaluate the ways in which your encouraged student participation. How did you
elicit student responses? How did you engage them in responding to you and each other? Evaluate your plan for
individual, small group and/or whole class work. How effective were these different organizational techniques
for keeping students involved in your lesson?
I encouraged student participation in many different ways. I had students work with one another in small
groups to do their worksheet and in their turn and talk partnerships. I also had students participate in the whole
group discussion by question answer responses. I feel that these worked well. I feel that the short turn and talks
gave a good balance of class participation and giving students to talk about their thinking on an individual basis.
I also decided that instead of having three large groups that I would split the two groups that were working
independently into smaller groups so there would be more focus in the groups. Sounds like a good idea.
Instruction: Evaluate your choices of instructional strategies. Did they have the effect you intended? Were the
needs of all learners met? What changes would you make if you repeated this lesson?
I chose to use different instructional strategies in my lesson. In the begging of the lesson I planned a turn
and talk to have students talk about the vocabulary that would be used in the lesson. This helps students call on
their background before they get to the new material. I felt that this was very effective because students were
using the terms throughout the lesson and when I was helping with the worksheet. The one thing that I would
have changed is that when I was defining the terms I didnt write out an example which I feel that would have
been really good to hook students. That would have been good it also would have served as a reference
during the lesson itself if needed.
Assessment: What assessment processes did you plan and how did they work? What did you learn from
listening to student responses, examining their work or listening to their interactions? How well did your
assessment procedures inform you about student attainment of your lessons objectives?
I planned two different types of informal assessment one being observation the other being an informal
worksheet. My observations showed that some students work better with other students and others personalities

clash. This is important to keep in mind when putting students together in groups. Also with my observations I
saw that some students are more proficient than I expected and others are less proficient than I expected. This
could lead to different group pairings and types of instruction I pick for students. In my informal worksheet I
saw that some students are better at doing math problems by writing them out while others are alright doing the
math and not showing as much work. I will need to adjust instruction to make sure students are at least giving
me some work to show their thinking. When thinking about assessment, be sure it connects back to the
objective in this case the ability to solve word problems.
Professional responsibilities: What did you learn from your cooperating teachers feedback on this lesson?
How will you apply it to future lessons?
I learned from my cooperating teacher that I should include more time for students to write on the board
to get students more engaged in the lesson. I think she wanted to have kids more involved in the solving of the
example problems. I can include more students coming up to the board in my next lesson.
Reflection: What did you learn about student learning and assessing from this lesson? How will it affect your
planning for future teaching?
In this lesson I learned a lot about what works with this group of students. I learned that short turn and talks
keep students engaged but doesnt give them enough time to lose focus. I also learned the needs of the
different groups of students. If I am to do a split up work time with them again I can move some students
based on needs and behavior. Some students I thought would work better independently than they actually
did. Additionally I liked getting to work with a smaller group of emerging students to get a feel for what
they know and what they still need to work on. This allows me to set up more differentiation in my lesson
plans. Important lessons learned.

Cooperating Teacher Feedback:

Lesson # ___3___Lesson date: __3/18/16_________

Lesson #3: March 18th, 2016.


Started out with math vocabulary/concepts on the SmartBoard. I liked that you had the kids turn and talk to
discuss what they knew about these two words/concepts. There was some great conversation between some
of the kids.
Having some of the kids come up to write/show their thinking on the SmartBoard is another great idea to get
conversation going and get the kids more involved.