KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

STUDENT TEACHING

Teacher Candidate: _____Karley Hoff_____________________________________________ Date:

_2/9/17______________________
Cooperating Teacher: __Ms. Schneck_________________________________________Coop. Initials: ________________
Group Size: ___19__________________ Allotted Time: _45 mins_______________ Grade Level: _2nd________________
Subject or Topic: _Math/Mentally Count by 1's and 10's._________________Section: _____________________

STANDARD: (PA Common Core):

CC.2.1.2.B.2 Use place-value concepts to read, write, and skip count to 1000.

I. Performance Objectives (Learning Outcomes)

A. Students will be able to use place-value patterns to mentally count by 1s and 10s from a
given number by completing solve and share problem in workbook.
B. Students will be able to explain how they used the place-value patterns to mentally count by
1s and 10s from a given number by writing a sentence.

II. Instructional Materials

A. Computer (1 for teacher)
B. Math Workbook (21 for students)
G. Checklist (1 for teacher)

III. Subject Matter/ Content

A. Prerequisite skills
1. The students should have an understanding that the three digits in a three-digit
number represent amounts of hundreds, tens and ones.
2. Students should understand place-value.
3. Students should be familiar with a number chart.

B. Key Vocabulary
1. place-value- The value of where the digit is in the number.
2. number chart- chart that shows different numbers and their number
patterns.

C. Big Idea- Place-Value Patterns with Numbers

D. New Content-
1. Place-value patterns can help you mentally count by 1s and 10s from a given number.
IV. Implementation
A. Introduction
1. Start lesson by reviewing with students a number chart. Ask students how number
charts can help us when using mental math. Listen to students answers.

B. Development
1. Next, discuss with students that today we will be working with a number chart. Ask
students what they notice about the ones place reading left to right. Students should
notice that the ones place changes by 1.
2. Ask students what they notice about the tens place when reading the number chart from
top to bottom. Students should notice that the tens place changes by 1.
3. Put Solve and Share problem on the board from textbook. Read directins to students.
Ask students to help you fill out the missing numbers on the chart. Ask students how they
knew what number to put in the missing boxes. Tell students to write their explanation on
the page. Walk around to help if needed.
4. Get students attention back. Ask an early finisher to explain their answer to class.
5. Next, play visual learning video. When the video pauses, work through the question
with students. (Visual learning video is interactive and goes over what was explained
during the solve and share).
6. After visual learning, ask students if they notice any other patterns on the number
chart. Listen to students answers. Discuss.
7. Have students turn to page 543. Tell students to work work with their 5 o clock partner.
Walk around and help students when needed.

C. Closure
1. When students are done with independent practice. Go over answers with
students. Put page on smartboard, call on students to come up and fill out answers
and explain their answer to the class.
2. Ask students how a number chart can help when doing mental math.

D. Accommodations / Differentiation -
1. If partners are finished before others, have students practice their explanations to
explain to the class.

E. Assessment/Evaluation plan
1. Formative
a. Solve and share will be completed to show their ability to use place-
value patterns to mentally count by 1s and 10s from a given number.
b. Open ended response will be completed to show their ability to explain
how they used the place-value patterns to mentally count by 1s and 10s
 from a given number.

V. Reflective Response

A. Report of Students Performance in Terms of States Objectives

1. Did my students achieve the expectations of the objectives?
Yes, my students were able to achieve the expectations of the objectives.
15 out of 19 students were able to answer questions correctly during the
lesson.
21 out of 21 were able to explain why the digit in the place has a certain
value in open ended responses.
o 4 students needed some assistance.

B. Personal Reflection
1. Is there anything I could have done to help their level of achievement?

I could have maybe modeled more examples during the lesson to help those
students who needed some guidance during the open ended question.
2. What could I have done to have students more engaged during my lesson?

3. Was the lesson completed in the time allotted? If not, why?

Yes, the lesson was completed in the time allotted.

VI. Resources
enVision math book.