GenericLessonPlanForm

Subject:Math Activity: Measuring Setting:2ndgradegened. #ofStudents:24

StatementofObjective: Bytheendofthislesson,studentswillbeabletocompare Accommodations

*Observable/Measurable(A,B,C,D)
*GLCE/IEP measurementsgiventheframeIf(name)isxinchestall,and
(name2)isyinchestall,howmuchtalleris(name)than
(name2)?with80%accuracy.
Materials: Measuringtape,calculator,heightcomparisonsheet,math
*Preparedandorganized
*Availableforall books
Opening: ReminderofBeattheTeacherbehaviormanagement
*Gainattention/motivate
*Activatepriorknowledge
~link/relate;assess;preparefornew Remindthemofthestoryproblemswevebeenworkingonto
learning(e.g.vocabulary)
*Stategoals/setpurpose findthedifferencebetween2quantities.Theseareimportant
~explaintask:why,what,how,and
whenforstrategies
*Cleardirections
Presentation: Modelmeasuring&fillingoutsheetwithMrs.Avolio
Teacher:
*Varietyoflearning(T/S,S/S,S/T) Emphasizemeasuringinincheswhichonesarethey
*Organizationalframework
~construct,clarify,andlinkconceptsin
onthemeasuringtape?
ameaningfulcontext Whenitsayshowtallwouldtheybetogetherwhat
*Presentvisually,verbally,
kinesthetically,
kindofmathproblemdowedo?
realworld(e.g.LESH) Howmuchtalleris____than___iswhatkindof
*Modelandthinkaloudtomakevisible
~languagepractices/processes mathproblem?
~learningstrategiesandadaptations Theseanswersareverydifferentnumbers!Ifyouadd,itslike
(how,
whenandwhy) stackingthetwoontopofeachother.Subtractingtellsyouthe
~organization,relationships,andclues differencebetweenthetwo,soitshouldbeasmallernumber.
*Transferofcontrol
~studentsexplain,justify,clarify,etc. Becarefultopayattentionanddotherightkindofmath
*Cleardirections problemremembertomakeamentalpicture
*Checkforunderstanding
~appropriatefeedback:praise,prompt
probe/question(inZPD) Studentslinethemselvesupinorderofshortesttotallest
~assess/errordrill
~monitorandadjustinstruction withouttalking.Ipartnerthemupsothatthereisameasurable
Students: differenceforthemtocompare
*Participation
~overtandactive Onepartnergetstheirmeasuringtape,onepartnergets
~instructionaldialogue,thinkaloud, thepapers
explain,justify,evaluate,etc.
GuidedPractice: Studentsmeasureeachotherandcompletemathproblemson
*Activityrelatedto
presentation/objectives sheet
*Activestudentparticipation
~providerationaleforassignment
~multisensoryandrealworld Checkinwithteacherwhenfinished,thenworkonmath
~instructionaldialogue journalpages(comparinglengthsoffish)withsamepartner
*Transferofcontrol
~studentsexplain,justify,clarify,think Thistaskmovesfromconcretetorepresentationalmath
aloud
*Checkforunderstanding
(drawingsoffishinsteadofconcreteperson)
~ensurehighsuccessrate
~appropriatefeedback:praise,prompt,
probe/question(inZPD)
Icirculateandhelpwherestudentsneedhelp,guidewith
IndividualPractice: questions
~assess/errordrill
~monitorandadjustinstruction
*Management/monitoring MathBoxesifextratime
~scan,circulate,assess,support,praise
Closing: Pairsmeetotherpairs(toformgroupsof4)andtalkaboutthe
*Adequatetime
*Studentssummarizecontentand answerstheygot/howtheysolvedtheirproblems
accomplishments
*Assess/identifynewgoals
*Linktofuturelearning

Reflection:
__________________________________________________________________________________________________

Name:

is inches tall. is inches

tall. How tall would they be together?

Part Part

Whole

is inches tall. is inches

tall. How much taller is than ?
(Taller person)

Quantity

Quantity Difference