Professional Documents
Culture Documents
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.
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
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
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.