Course Lesson Plans

Teacher: Brandy Young

Mathematics, Grade 2 - Thursday, November 17, 2016

This is what we are learning about:

(TEKS/Standards)

Solving one and multi-step problems computations with 3-Digit Addition using a variety of strategies. The FOCUS
will be on using the algorithm correctly and regrouping in the tens place.

This is what we are doing to learn it:

(Activities/Assignments)

Daily Rigor: Numbers

Lesson: 3-Digit Addition

Whole group mini-lesson (15 minutes)

Review addition process and regrouping.

- Share and show section. Students will be formatively assessed using white boards. (show what you know)
- Watch math on the spot video, cover H.O.T questions
(whole class).
Students will be reminded of the group-work expectations they have decided on, and will be given instructions for
each station. Students will move into small group differentiated stations based on the M.A.T.H. model.

M (Math Facts) - Students are continuing work on mastery of basic addition and subtraction facts within 12. Students
will practice through using Reflex Math.

A (At Your Seat) - Students will review lessons on addition strategies. Students will have the ability to watch a
teacher created tutorial on the Educreations application and create their own video as an extension activity. This is a
guided PBL; answering the question -

"What is the best way to add 3-digit numbers?"

Differentiated Options:

Tier 1 - Student will create their own video to teach other students to subtract using a focus strategy of their
choosing. Students may show how to use touch-points within the problem, count columns on a number-line, or break
apart to add. Students should be able to manipulate the numbers with ease in a way that would clearly explain the
best way to add to their peers. Students will use a persuasive argument with clear directives for the viewer.

Tier 2 - Students will create their own video modeled from the teacher's algorithm video lesson that they can watch
as a reteach. Students should use the problem provided by the teacher and the modeled vocabulary.

Tier 3 - Students will watch teacher and peer strategy videos and follow along on a white board to solve problems
modeled by teacher and peers. These students will be given an answered algorithm to use as a guide and will walk
the viewer through the process of finding a solution. The focusd for these students is understanding the process as
they are still mastering counting on and following multi-step directives (i.e. begin in the ones place, regroup ten ones
to the tens place...).
they are still mastering counting on and following multi-step directives (i.e. begin in the ones place, regroup ten ones
to the tens place...).

Students will save draft, or completed product to the iPad and if time allows, upload the finished product to their
student portfolio for authentic audience review.

T (Teacher Time) - Students will be solving 3-digit addition problems either independently or with the amount of
scaffolding needed for success. Struggling students will be held at Teacher Time for additional time if needed.
Student self-monitoring determines the seating at the Teacher Table; with students rating themselves in the neediest
categories taking the seats nearest the teacher.

H (Hands On) - Students will solve problems on task cards spiraling 2-Digit addition practice and practicing our
newly learned subtraction skill.

Self Correct: Students will check their work using the QR code readers on the iPad. If students are incorrect, they
will rework the problem.

Students can "ask the expert" if they are unable to match the check answer.

This is how we know if we learned it:

(Assessments/etc.)

Station M (Math Facts) - Students monitor their own growth using the fact pyramid graphing tool within Reflex Math.
Student individual fact goals vary, while each student strives consistently to reach a "green light" within their 15 - 20
Minute rotation time. Some students receive 5 additional or 5 fewer minutes at this station as time is adjusted to
give my lowest students extra Teacher Time. A green light represents 15 minutes of concentrated use with fact
mastery success.

Station A (At Your Seat - Differentiated Independent Level Work) - Students will save a draft, or completed product to
the iPad (Teacher & Peer Review). If time allows, students will upload the finished product to their student portfolio
for authentic audience review from parents and linked ClassDojo teachers.

Station T (Teacher Time) - Immediate feedback is received from the teacher as is the appropriate amount of
scaffolding needed to find success in addition and build confidence in the process.

Station H (Hands On) - Students will self-check their work using the QR code readers on the iPad. The "hands on"
station produces the student awareness data on the front board chart. Depending on the amount of help they feel
that they will need when at Teacher Time, students rate where they believe they are independently on the TEKS
focused skill in progress.