Teaching Work Samplejerrickathompson.weebly.com/.../47089723/teaching_work_sample-je… · Teaching...
Transcript of Teaching Work Samplejerrickathompson.weebly.com/.../47089723/teaching_work_sample-je… · Teaching...
Teaching Work Sample
Jerricka Thompson
Mathematics | Place Value to 100
Madison Elementary School
2nd Grade
Fall Semester, 2017
Table of Contents
Contextual Factors
Community
District/School
Classroom
Implications for Instruction
Goals and Objectives
Time Line
Unit Lesson Timeline
Lesson Plans
Lesson Plans
Reflection Log
Assessment
Pre-Assessment
Ongoing Assessment
Post Assessment
Data Analysis
Individual Students
Whole Class
Recommendations
Summary of Student Progress
Example: Letter to Parents
Example: Website Posting Regarding Unit
Contextual Factors
Madison School District
Madison Elementary School
Community
The Madison Elementary School is located in Madison, SD. Madison is located between
Lake Herman and Lake Madison. The population is about 6,500. Madison is located in Lake
County. Madison’s population is made up of mostly Caucasian, although the community is
seeing more diversity in the community and school district. Madison is considered a rural
community, as well as a farming community. 28.2% of students in the Madison School District
are eligible for free and reduced lunches. (SD DOE, 2015) The student to staff ratio is 14:3 and
the district attendance rate is 96.2%. (SD DOE, 2015) Madison School District’s 2015 fall
enrollment was 1,154 students. (SD DOE, 2015) Madison has an unemployment rate of Madison
is 3.6%. The median household income is 37,045. (US Census Bureau, 2015)
District/School
The Madison School District has 1,130 enrolled for the 2017-2018 school year, with 512
students being k-5th (SD DOE, 2016 Enrollment). Madison Elementary employs about 52 staff
members. Madison Elementary is a Title 1 school. Through this program students can receive
support in math and reading. Madison Elementary is a Targeted Assistance School, which allows
students to receive additional support from a Title 1 educator. Madison Elementary scores a
passing rate of 54% on the standardized math tests and 64% on the standardized English
Language Arts standardized test. Both of these scores are relatively high compared to other
South Dakota schools.
Classroom
The 2nd grade classroom at Madison Elementary has 21 students. There are 11 girls and
10 boys in the classroom. The class is mostly made up of Caucasian students. There is one
student who is Hispanic and Spanish speaking. The students sit in rows of 4, all facing the front
of the classroom. Most of the instruction takes place in the back of the classroom on the carpet.
The students gather in the back of the room and are taught mini lessons, as well as hands on
activities. This year the 2nd grade teachers have purchased many different varieties of flexible
seating. The students have the options of choosing; stools, lap desks, stability balls, yoga mats,
rugs, and spooners. The classroom has an open layout with a library located in the back left
corner, standing desks in the front right hand corner, and desks in the middle of the classroom
and meeting area located in the back of the room. There are 3 out of the 21 students on IEPs.
Two studnets are on IEP for SLD and one student is on an IEP for speech. The three students are
taken out of the classroom sporadically throughout the day. These students need many verbal
prompts throughout the day, but are able to complete the same materials as their classmates.
There is a daily schedule located on the front white board and the students know the expectations
and practice it daily. The classroom has a “take a break” area that includes a chair in the back of
the room behind the library and a timer. The students use this area if they are being disruptive or
decide they do not want to take part in a lesson or activity. There are also two students who have
behavior charts. The charts are broken into different time slots and the teacher gives the student a
score depending on their behavior. If the student follows directions, is not disruptive, and stays
on task the student receives a two. If the student is following 2 out of the 3 expectations the
student receives a one. A zero is given if the student decides to not comply with the expectations
he is given.
Implications for Instruction
The students in the 2nd grade classroom are at different learning levels. To differentiate
instruction, the classroom teacher uses many different instructional methods. She focuses on
visual learning as well as hands on experiences. There is not a full time aide in the classroom,
however, those who are on IEPs are taken out of the class at various times of the day to work one
on one with a special education teacher. These students need many prompts throughout the day
to stay on task. The teacher has manipulatives, such as hundreds charts and Base Ten Blocks that
the students can use during math if they prefer to do so.
Goals and Objectives
Mathematics | Place Value to 100
Goals
2.NBT.A.1a
o Understanding that the three digits of a three- digits number represents amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Understand the following as special cases: 100 can be thought of as a bundle of
ten tens- called a hundred
2.NBT.A.2
o Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.A.3
o Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
2.NBT.A.4
o Compare two three-digit numbers based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to record the results of comparisons.
2.NBT.B.8
o Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or
100 from a given number 100-900.
2.OA.C.3
o Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of tow equal addends.
Students will read and write number words for numbers 0-99.
Students will compare two-digit numbers using symbols.
Students will identify and write numbers that are one before and one after given numbers.
Students will identify and write numbers that are 10 more and 10 less than given
numbers.
Students will learn to identify even and odd numbers.
Unit Objectives
By the end of the unit, students will be able to group objects into tens and ones to show two-digit
numbers with 80% accuracy.
By the end of the unit, students will be able to identify and write numbers that are one before and
one after given numbers with 80% accuracy.
By the end of the unit, students will be able to identify and write numbers that are one before and
one after given numbers with 80% accuracy.
By the end of the unit, students will be able to learn to identify even and odd numbers in 4/5
trails.
By the end of the unit, students will be able to read and write number words for numbers 0-99
with 80% accuracy.
By the end of the unit, students will be able to compare two-digit numbers using symbols with
80% accuracy.
Lesson Objectives
Lesson 1:
Students will group objects into tens and ones to show two-digit numbers with 80% accuracy.
Lesson 2:
Students will read and write number words for numbers 0-99 with 80% accuracy.
Lesson 3:
Students will compare two-digit numbers using symbols with 80% accuracy.
Lesson 4:
Students will compare two-digit numbers using symbols with 80% accuracy.
Lesson 5:
Students will identify and write numbers that are one before and one after given numbers with
80% accuracy.
Lesson 6:
Students will identify and write numbers that are 10 more and 10 less than given numbers with
80% accuracy.
Lesson 7:
Students will learn to identify even and odd numbers in 4/5 trails.
Time Line
Date:
October 3rd, 2017
Day 1 Lesson 1
Objectives
Students will group objects into tens and ones to show two-digit
numbers with 80% accuracy.
Introduction
Whole Group Discussion and Practice Building Models for Tens and
Ones
Content Delivery
Review Material Adding and Subtraction Fractions with Like
Denominators; Finding Multiples of Numbers
Closure
Review Covered Material
Teaching Strategies
Discussion, Whole Group Instruction, Individual Work Time
Form of Assessment
Handout 5-1 Models for Tens and Ones
Length of Lesson
30 Minutes
Date:
October 5th, 2017
Day 2 Lesson 2
Objectives
Students will read and write number words for numbers 0-99 with
80% accuracy.
Introduction
Whole Group Discussion
Content Delivery
Reading and Writing Numbers
Closure
Review Covered Material
Teaching Strategies
Discussion, Whole Group Instruction, Individual Work Time
Form of Assessment
Participation, Handout 5-2 Reading and Writing Numbers
Length of Lesson
30 Minutes
Date:
October 6th, 2017
Day 3 Lesson 3
Objectives
Students will compare two-digit numbers using symbols with 80%
accuracy.
Introduction
Whole Group Discussion, Small Group Activity
Content Delivery
Building of Numbers
Closure
Review Material, Clean Up Work Area
Teaching Strategies
Discussion, Whole Group Instruction
Form of Assessment
Participation, Observation, Kahoot Review
Length of Lesson
30 Minutes
Date:
October 10th, 2017
Day 4 Lesson 4
Objectives
Students will compare two-digit numbers using symbols with 80%
accuracy.
Introduction
Whole Group Discussion
Content Delivery
Building of Numbers
Closure
Review Material
Teaching Strategies
Discussion, Whole Group Instruction
Form of Assessment
Participation, Observation, Handout 5-3 Using Symbols to Compare
Numbers
Length of Lesson
30 Minutes
Date:
October 11th, 2017
Day 5 Lesson 5
Objectives
Students will identify and write numbers that are one before and one
after given numbers with 80% accuracy.
Introduction
Whole Group Discussion
Content Delivery
Counting to 100
Closure
Review Material
Teaching Strategies
Discussion, Whole Group Instruction, Independent Practice
Form of Assessment
Participation, Observation, Handout 5-4 Counting to 100
Length of Lesson
30 Minutes
Date:
October 12th, 2017
Day 6 Lesson 6
Objectives
Students will identify and write numbers that are 10 more and 10 less
than given numbers with 80% accuracy.
Introduction
Whole Group Discussion
Content Delivery
10 More or 10 Less
Closure
Review Material
Teaching Strategies
Discussion, Whole Group Instruction, Independent Practice
Form of Assessment
Participation, Observation, Handout 5-5 10 More or 10 Less
Length of Lesson
30 Minutes
Date:
October 13th, 2017
Day 7 Lesson 7
Objectives
Students will learn to identify even and odd numbers in 4/5 trials.
Introduction
Whole Group Discussion
Content Delivery
Even and Odd Numbers
Closure
Review Material
Teaching Strategies
Discussion, Whole Group Instruction, Independent Practice
Form of Assessment Participation, Observation, Handout 5-6 Even and Odd Numbers
Length of Lesson
30 Minutes
Lesson Plans
Lesson 1:
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Ms. Thompson
Grade Level: 2nd
School: Madison Elementary School
Date: 10/3/17
Time: 1:00 PM
Reflection from prior lesson:
Lesson 5.1 will be the first lesson of Topic 5 Place Value to 100. This unit will be a review of 1st
grade. The students took a pre-assessment with 10 questions. The students did well on the pre-
assessment, but there are areas from each lesson of Topic 5 that need to be reviewed.
Lesson Goal(s) / Standards: Models for Tens and Ones (Page 123) Terms to know- none
2.NBT.A.1a
o Understanding that the three digits of a three- digits number represents amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Understand the following as special cases: 100 can be thought of as a bundle of
ten tens- called a hundred
MP.1 Make sense of problems and persevere in solving them.
MP.5 Use appropriate tools strategically.
MP.6 Attend to precision.
MP.8 Look for and express regularity in repeated reasoning.
Lesson Objectives:
Students will group objects into tens and ones to show two-digit numbers with 80% accuracy.
Materials Needed:
Models for Tens and Ones Handout (21), pencil, white board, Dry Erase Markers, Marker
Boards, Folders (21), Tens & Ones Mats (21), Base Ten Blocks
Contextual Factors/ Learner Characteristics:
Students work well together in groups. Sometimes the students can be talkative right before
lunch. The math period is right after lunch. The period lasts from 1:00 until 2:00. The students
get anxious towards the end of the lesson because they are ready to go outside at 2:05 for their
afternoon recess.
A. The Lesson
1. Introduction (3 minutes)
● Getting attention - Students will be in the back of the room for math talk with
Mrs. Morse. After Mrs. Morse’s math talk I will keep the students there for a
moment and explain to them that they will need their marker boards out. I will
also tell them that I will be handing out tens and ones mats. I will make sure to
explain that we are going to work on building numbers using the mats. Ask
students if they remember building tens and ones using a tens mat. Can they give an
example of how to use a tens and ones chart?
● Relating to past experience and/or knowledge- “Last year we practiced forming
groups of tens and ones.”
● Creating a need to know- “Today, in math you will be practicing the same strategy.”
● Sharing objective, in general terms- … “and you will be able to group objects into
tens and ones to show two-digit numbers.”
2. Content Delivery
Guided Practice (10 minutes) –
Before Building Numbers Activity: “Okay boys and girls, today I am going give you some
numbers that I want to see you build on the tens and ones mat. After you have built the number I
want you to write the number on your marker board. Make sure you do not erase your number or
remove your Base Ten Blocks from the mat until I have check your work. ”
Give the numbers 56, 74, 97, and 33. Make sure to keep a checklist of students who are
struggling and not struggling.
After Activity: “Okay students you may put your marker boards away. I need the helper of the
day please hand out today’s handout while I pick up the mats.”
“We are now going to work on the 5-1 Handout Models for Tens and Ones.”
Independent Practice (15 minutes)
Cross off the front page. The students model their understanding during the activity.
I will do problems 7 and 8 with the students. I will model the questions on the white
board.
Students will finish problems 1-4 and 5-6 of the hand out by themselves.
● If students are struggling, prompt them by asking them how many groups of ten can they
make and how many ones are left over?”
3. Closure (5 minutes)
Once all students have finished the handout bring them back together as a whole class.
“Today, we talked about making models of tens and ones. Tomorrow we will work on
reading and writing numbers.”
B. Assessments Used
Formative Assessment- Models For Tens and Ones Handout
Discussion- Students discussed and modeled building tens and ones.
C. Differentiated Instruction
● For students who are struggling, I will allow them to use Base Ten Blocks while they are
completing the handout.
● Students who finished the handout early will be able to work with a partner in their math
binders.
D. Resources
● enVision MATH Common Core – 2nd Grade
Lesson 2:
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Ms. Thompson
Grade Level: 2nd
School: Madison Elementary School
Date: 10/5/17
Time: 1:00 PM
Reflection from prior lesson:
The last lesson covered was 5.1 Models for Tens and Ones. The students were given 4 problems
on the board to check for understanding. Each student showed that they could build and record
models of tens and ones. The students did well on the handout, most of the mistakes that were
made were from not taking their time and checking their work.
Lesson Goal(s) / Standards: Reading and Writing Numbers (Page 127A) Terms to know-
digits, number word
2.NBT.A.3
o Read and write numbers to 100 using base-ten numerals, number names, and
expanded form.
MP.1 Make sense of problems and persevere in solving them.
MP.5 Use appropriate tools strategically.
MP.6 Attend to precision.
MP.7 Look for and make use of structure.
Lesson Objectives:
Students will read and write number words for numbers 0-99 with 80% accuracy.
Materials Needed:
Reading and Writing Numbers Handout (21), pencil, Folders (21), Promethean Board, Computer,
Poster, Promethean Board Activity-Writing Numbers & Number Words, Math Binders
Contextual Factors/ Learner Characteristics:
Students work well together in groups. Sometimes the students can be talkative right before
lunch. The math period is right after lunch. The period lasts from 1:00 until 2:00. The students
get anxious towards the end of the lesson because they are ready to go outside at 2:05 for their
afternoon recess.
A. The Lesson
4. Introduction (3 minutes)
● Getting attention - Students will be in the back of the room for math talk with
Mrs. Morse. After Mrs. Morse’s math talk I will keep the students there for a
moment and explain to them that today we will work on reading and writing
numbers and number words. Ask students where they have seen numbers written as
words (books, stories).
● Relating to past experience and/or knowledge- “Yesterday we practiced forming
groups of tens and ones.”
● Creating a need to know- “Today, in math you will be practicing writing numbers
and number words.”
● Sharing objective, in general terms- … “and you will read and write number words
for numbers 0-99.”
5. Content Delivery
Guided Practice (15 minutes) –
During Discussion: “Okay boys and girls, today we are going to practice writing numbers and
number words.” Go over the poster about reading and writing numbers.
After Discussion: Pull up the activity on the promethean board
(http://exchange.smarttech.com/details.html?id=cc670b84-3376-490b-ab98-8b9d3a69e02d ).
Explain the activity directions to the students. Have volunteers come to the board and answer the
questions from the activity.
After Activity: “We are now going to work on the 5-2 Handout Reading and Writing Numbers.”
Independent Practice (10 minutes)
Go through front page as a class.
I will do problems 19 and 20 with the students. I will model the questions on the white
board.
Students will finish problems 1-8 and 9-18 of the hand out by themselves.
● If students are struggling with spelling, prompt them to look in the back of their word
journals for the spellings of each number word.”
Once students have handed in the handout allow them to get into groups of 2 or 3 and work in
their math binders.
6. Closure (5 minutes)
Once all students have finished the handout bring them back together as a whole class.
“Today, we practiced reading and writing numbers. Tomorrow we will begin working on
using symbols to compare numbers.”
B. Assessments Used
Formative Assessment- Reading and Writing Numbers Handout
Discussion- Students discussed reading and writing numbers
C. Differentiated Instruction
● For students who are struggling, I will allow them to use Base Ten Blocks and their word
journals while they are completing the handout.
● Students who finished the handout early will be able to work with a partner in their math
binders.
D. Resources
● enVision MATH Common Core – 2nd Grade
● Smart Exchange: http://exchange.smarttech.com/details.html?id=cc670b84-3376-490b-
ab98-8b9d3a69e02d
Lesson 3:
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Ms. Thompson
Grade Level: 2nd
School: Madison Elementary School
Date: 10/6/17
Time: 1:00 PM
Reflection from prior lesson:
Lesson 5.3 will be the third and fourth lesson of Topic 5 Place Value to 100. This unit will be a
review of 1st grade. Prior to the lesson, the students learned how to read and write number words
for number 0-99. The students did well on this lesson, but struggled with writing numbers such
as two for twenty.
Lesson Goal(s) / Standards: Using Symbols to Compare Numbers Terms to know- >
(greater than), < (less than), and = (equal to)
2.NBT.A.4
o Compare two three-digit numbers based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to record the results of comparisons.
MP.2 Reason abstractly and quantitatively.
MP.6 Attend to precision.
MP.7 Look for and make use of structure.
Lesson Objectives:
Students will compare two-digit numbers using symbols with 80% accuracy.
Materials Needed:
Building and Comparing Numbers Activity Cards (1 Per Group of 2), Comparing Numbers
Worksheet (21), Kahoot Review, Kahoot QR Codes (21), IPads (21) Comparing Numbers
Poster, pencil, Fact Cards
Contextual Factors/ Learner Characteristics:
Students work well together in groups. Sometimes the students can be talkative right before
lunch. The math period is right after lunch. The period lasts from 1:00 until 2:00. The students
get anxious towards the end of the lesson because they are ready to go outside at 2:05 for their
afternoon recess.
A. The Lesson
7. Introduction (3 minutes)
● Getting attention - Students will be in the back of the room for math talk with
Mrs. Morse. After Mrs. Morse’s math talk I will keep the students there and talk
about today’s topic. Ask students what they remember about comparing numbers
with <,> and = to from first grade. Can they give an example using >, <, and =.
● Relating to past experience and/or knowledge- “Yesterday we practiced writing
numbers and number words.”
● Creating a need to know- “Today, in math you will be practicing using symbols to
compare numbers.”
● Sharing objective, in general terms- … “and you will be able to compare two-digit
numbers using symbols.”
8. Content Delivery
Guided Practice (20 minutes) –
Reviewing Poster: “Okay boys and girls, today we are going to be practicing using symbols to
compare numbers.” Go through poster on the back carpet. Go through examples.
Have the students get into a fish bowl.
Activity: “Today you are going to be in groups of two. You are going to practice comparing
numbers. You and your partner will each draw a number. Once you have discussed your
numbers compare using the >, <, and = card, record it on the sheet. You will each need to record
your answers on your own sheet.”
After Activity: Have students go to their desks. Hand out IPads and QR codes for the Kahoot
Review.
Independent Practice (15 minutes)
“Okay boys and girls, we are going to use Kahoot to review today’s lesson. Please scan your QR
code and join using the class pin.” Once all students are logged in, begin the review.
Kahoot Review: https://play.kahoot.it/#/lobby?quizId=be119986-8748-4e24-bdf8-
4650fb5695e4
9. Closure (5 minutes)
Once all students have finished the Kahoot review, review today’s lesson. “Today, we
practiced using symbols to compare numbers. Tuesday we will continue working on
comparing numbers.
B. Assessments Used
Formative Assessment- Using Symbols to Compare Numbers Activity, Kahoot Review
C. Differentiated Instruction
● For students who are struggling, I will allow them to use Base Ten Blocks while they are
doing the activity.
● Students who finished the worksheet early will be able to work with a partner on fact
cards.
D. Resources
● enVision MATH Common Core – 2nd Grade
● Kahoot.com
Lesson 4:
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Ms. Thompson
Grade Level: 2nd
School: Madison Elementary School
Date: 10/10/17
Time: 1:00 PM
Reflection from prior lesson:
Lesson 5.3 will be the third and fourth lesson of Topic 5 Place Value to 100. This unit will be a
review of 1st grade. The students learned how to compare two-digit numbers using symbol. Most
students did well on this lesson and knew which way to place the symbols. Some students did not
understand the concept of the symbol < and > and what they stood for.
Lesson Goal(s) / Standards: Using Symbols to Compare Numbers (Page 131A) Terms to
know- > (greater than), < (less than), and = (equal to)
2.NBT.A.4
o Compare two three-digit numbers based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to record the results of comparisons.
MP.2 Reason abstractly and quantitatively.
MP.6 Attend to precision.
MP.7 Look for and make use of structure.
Lesson Objectives:
Students will compare two-digit numbers using symbols with 80% accuracy.
Materials Needed:
Using Symbols to Compare Numbers Handout (21), pencil, Folders (21), Fact Cards
Contextual Factors/ Learner Characteristics:
Students work well together in groups. Sometimes the students can be talkative right before
lunch. The math period is right after lunch. The period lasts from 1:00 until 2:00. The students
get anxious towards the end of the lesson because they are ready to go outside at 2:05 for their
afternoon recess.
A. The Lesson
10. Introduction (3 minutes)
● Getting attention - Students will be in the back of the room for math talk with
Mrs. Morse. After Mrs. Morse’s math talk, I will keep the students there for a
moment and explain to them that today we will continue working on using
symbols to compare numbers. Ask students what they remember from yesterday’s
lesson. Can they give an example using >, <, and =.
● Relating to past experience and/or knowledge- “Yesterday we practiced using
symbols to compare numbers.”
● Creating a need to know- “Today, in math you will continue practicing using
symbols to compare numbers.”
● Sharing objective, in general terms- … “and you will be able to compare two-digit
numbers using symbols.”
11. Content Delivery
Guided Practice (10 minutes) –
Before the Handout: “Okay boys and girls, today we are going to continue to practice using
symbols to compare numbers.” (Posing a problem) Have you ever seen a box of crayons that
holds 72 crayons? How would you compare it to a box that contains 64 crayons? Talk with your
neighbor to decide which of these numbers are greater and be ready to tell how you know. Have
volunteers share their answers with the class.
Have the students go back to their desks. Distribute the 5.3 handout.
After Activity: “We are now going to work on the 5-3 Handout Using Symbols to Compare
Numbers.”
Independent Practice (15 minutes)
Go through front page as a class.
I will do problems 14 and 15 with the students. I will model the questions on the white
board.
Students will finish problems 1-13 of the hand out by themselves.
● If students are struggling, I will allow them to use Base Ten Blocks to compare
numbers.”
Once students have handed in the handout allow them to get into groups of 2 or 3 and work on
fact cards.
12. Closure (5 minutes)
Once all students have finished the handout, bring them back together as a whole class.
“Today, we practiced using symbols to compare numbers. Tomorrow we will begin
working on counting to 100.”
B. Assessments Used
Formative Assessment- Using Symbols to Compare Numbers Handout
Discussion- Students discussed using symbols to compare numbers
C. Differentiated Instruction
● For students who are struggling, I will allow them to use Base Ten Blocks while they are
completing the handout.
● Students who finished the handout early will be able to work with a partner on fact cards
D. Resources
● enVision MATH Common Core – 2nd Grade
Lesson 5:
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Ms. Thompson
Grade Level: 2nd
School: Madison Elementary School
Date: 10/11/17
Time: 1:00 PM
Reflection from prior lesson:
The last lesson covered was 5. 3 Using Symbols to Compare Numbers. Each student showed that
they could compare two-digit numbers using symbols. The students did well on the handout,
most of the mistakes that were made were from not taking their time and checking their work.
Lesson Goal(s) / Standards: Counting to 100 (Page 135A) Terms to know- before, after
2.NBT.A.2
o Count within 1000; skip-count by 5s, 10s, and 100s.
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.7 Look for and make use of structure.
MP.8 Look for an express regularity in repeated reasoning.
Lesson Objectives:
Students will identify and write numbers that are one before and one after when given numbers
with 80% accuracy.
Materials Needed:
Counting to 100 Handout (21), pencil, Folders (21), One Before/One After Poster, Math Binders
Contextual Factors/ Learner Characteristics:
Students work well together in groups. Sometimes the students can be talkative right before
lunch. The math period is right after lunch. The period lasts from 1:00 until 2:00. The students
get anxious towards the end of the lesson because they are ready to go outside at 2:05 for their
afternoon recess.
A. The Lesson
13. Introduction (3 minutes)
● Getting attention - Students will be in the back of the room for math talk with
Mrs. Morse. After Mrs. Morse’s math talk I will keep the students there and talk
about today’s topic. Ask 3 children to stand in line so the class can see them. “How
can you use words like before and after to describe where the children are standing?”
● Relating to past experience and/or knowledge- “Yesterday we practiced using
symbols to compare numbers.”
● Creating a need to know- “Today, in math you will be practicing using the words
before and after to help you describe the position of numbers. You will also count on
and count back...”
● Sharing objective, in general terms- …and you will be able to write numbers that
are one before and one after.”
14. Content Delivery
Guided Practice (10 minutes) –
Poster: “Okay boys and girls, today we are going to practice writing numbers that are one before
and one after given numbers.” Go through poster. Have volunteers come to the board and fill in
the empty squares on the poster. Have students go back to their desks. Handout the 5.4 handout.
After Activity: “We are now going to work on the 5-4 Handout Counting to 100.”
Independent Practice (15 minutes)
Go through front page as a class.
I will do problems 19, 20, and 21 with the students. I will model the questions on the
white board.
Students will finish problems 1-14 and 15-18 of the hand out by themselves.
● If students are struggling, I will prompt them to look at the 120s chart provided at the top
of the handout. I will tell them to use what they know using the terms before and after.”
Once students have handed in the handout, allow them to get into groups of 2 or 3 and work in
their math binders.
15. Closure (5 minutes)
Once all students have finished the handout, bring them back together as a whole class.
“Today, we practiced writing numbers that are one before and one after when given
numbers. Tomorrow we will begin working on writing numbers that are 10 more and 10
less.”
B. Assessments Used
Formative Assessment- Counting to 100 Handout
Discussion- Whole group discussion, Poster
C. Differentiated Instruction
● For students who are struggling, I will allow them to use a 120s Chart.
● Students who finished the handout early will be able to work with a partner in their math
binders.
D. Resources
● enVision MATH Common Core – 2nd Grade
Lesson 6:
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Ms. Thompson
Grade Level: 2nd
School: Madison Elementary School
Date: 10/12/17
Time: 1:15 PM
Reflection from prior lesson:
The last lesson covered was 5.4 Counting to 100. The students were given 10 problems on the
board to check for understanding. Each student showed that they could identify the number one
before and one after a certain number. The students did well on the handout, most of the
mistakes that were made were from not taking their time and checking their work. The students
also struggled with the terms counting on and count back.
Lesson Goal(s) / Standards: 10 More or 10 Less (Page 139A) Terms to know- none
2.NBT.B.8
o Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or
100 from a given number 100-900.
MP.2 Reason abstractly and quantitatively.
MP.4 Use appropriate tools strategically.
MP.5 Attend to precision.
MP.7 Look for and make use of structure.
MP.8 Look for an express regularity in repeated reasoning.
Lesson Objectives:
Students will identify and write numbers that are 10 more and 10 less than given numbers with
80% accuracy.
Materials Needed:
10 More or 10 Less Handout (21), pencil, Folders (21), Tens and Ones Mat (21), Base Ten
Blocks, Hundreds Chart, Ten More or Ten Less Poster, Math Binders
Contextual Factors/ Learner Characteristics:
Students work well together in groups. Sometimes the students can be talkative right before
lunch. The math period is right after lunch. The period lasts from 1:00 until 2:00. The students
get anxious towards the end of the lesson because they are ready to go outside at 2:05 for their
afternoon recess.
A. The Lesson
16. Introduction (3 minutes)
Getting attention - Students will be in the back of the room for math talk with Mrs.
Morse. After Mrs. Morse’s math talk, I will keep the students there and talk about
today’s topic. Ask students if they have an idea about some ways we could find the
number that is ten less than and ten more than a certain number. Talk about how they can
use the count back/ on method or use a 120s Chart.
● Relating to past experience and/or knowledge- “Yesterday we practiced describing
numbers using one before and one after.”
● Creating a need to know- “Today in math, you will be practicing naming a number
that is 10 more or 10 less than another given number”
● Sharing objective, in general terms- …and you will be able to write numbers that
are ten more and ten less than given numbers.”
17. Content Delivery
Guided Practice (10 minutes) –
Poster: “Okay boys and girls, today we are going to practice writing numbers that are 10 more
or 10 less than a given number.” Go through poster. Have volunteers come to the board and fill
in the empty areas on the poster.
Activity: Have students go back to their desks. Hand out the tens mats, base 10 blocks, and 120s
Chart. Give students a number (Example 24). Have the students show 24 with ten more and ten
less using the blocks. Do 5 more problems on the board. Walk around and monitor student
progress. Have the students clean up their area when they are done.
After Activity: “We are now going to work on the 5-4 Handout Counting to 100. You will need
a pencil and your folder out.”
Independent Practice (15 minutes)
Go through front page as a class.
I will do problems 19 and 20 with the students. I will model the questions on the white
board.
Students will finish problems 1-18 of the hand out by themselves.
● If students are struggling, I will prompt them to look at the 120s chart provided at the top
of the handout.”
Once students have handed in the handout allow them to get into groups of 2 or 3 and work in
their math binders.
18. Closure (5 minutes)
Once all students have finished the handout, I will bring them back together as a whole
class. “Today, we practiced writing numbers that are 10 more and ten less than a given
number. Tomorrow we will begin working on identifying even and odd numbers.”
B. Assessments Used
Formative Assessment- 10 More or 10 Less Handout
Discussion- Whole group discussion, Poster
C. Differentiated Instruction
● For students who are struggling, I will allow them to use a 120s Chart.
● Students who finished the handout early will be able to work with a partner in their math
binders.
D. Resources
● enVision MATH Common Core – 2nd Grade
Lesson 7:
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Ms. Thompson
Grade Level: 2nd
School: Madison Elementary School
Date: 10/13/17
Time: 1:15 PM
Reflection from prior lesson:
The last lesson covered was 5.5 10 More and 10 Less. The students were given 10 problems on
the board to check for understanding. Each student showed that they could identify the number
that are 10 more and 10 less than a given number. The students did well on the handout, most of
the mistakes that were made were from not taking their time and checking their work. The
students also struggled with the wording of some of the problems. Ex. 35 is ten less than what
number? The student would answer 25 instead of 45.
Lesson Goal(s) / Standards: Even and Odd Numbers (Page 143A) Terms to know- even,
odd
2.OA.C.3
o Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of tow equal addends.
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.5 Use appropriate tools strategically.
MP.6 Attend to precision.
MP.7 Look for and make use of structure.
Lesson Objectives:
Students will learn to identify even and odd numbers in 4/5 trails.
Materials Needed:
Even and Odd Handout (21), pencil, Folders (21), Even and Odd Poster, Math Binders
Contextual Factors/ Learner Characteristics:
Students work well together in groups. Sometimes the students can be talkative right before
lunch. The math period is right after lunch. The period lasts from 1:00 until 2:00. The students
get anxious towards the end of the lesson because they are ready to go outside at 2:05 for their
afternoon recess.
A. The Lesson
19. Introduction (3 minutes)
● Getting attention - Students will be in the back of the room for math talk with
Mrs. Morse. After Mrs. Morse’s math talk I will keep the students there and talk
about today’s topic. The students have been covering even and odd in the last
couple of math talks. Ask the class, “What do you know about even and odd
numbers? What does the word even mean? What does odd mean? How can you tell if
a number is even or odd?”
● Relating to past experience and/or knowledge- “Yesterday we practiced writing
numbers that are 10 More or 10 Less than a given number.”
● Creating a need to know- “Today, in math you will practice classifying numbers as
even or odd even and odd numbers”
● Sharing objective, in general terms- …and you will be able to identify even and
odd numbers.”
20. Content Delivery
Guided Practice (10 minutes) –
Poster: “Okay boys and girls, today we are going to practice identifying numbers that are even
and odd.” Go through poster. Have volunteers come to the board and fill in the empty areas on
the poster.
After Activity: “We are now going to work on the 5-6 Even and Odd Handout.”
Independent Practice (15 minutes)
Go through front page as a class.
I will do problems 12 and 13 with the students. I will model the questions on the white
board.
Students will finish problems 1-11 of the hand out by themselves.
● If students are struggling, I will allow them to use Base Ten Blocks to make groups of
numbers to help them identify the number as even or odd.
Once students have handed in the handout, allow them to get into groups of 2 or 3 and work in
their math binders.
21. Closure (5 minutes)
Once all students have finished the handout, I will bring them back together as a whole
class. “Today, we practiced identifying numbers that are even and odd. Tuesday we will
take our post assessment to see what you have learned the last two weeks in math.”
B. Assessments Used
Formative Assessment- Even and Odd Handout
Discussion- Whole group discussion, Poster
C. Differentiated Instruction
● For students who are struggling, I will allow them to use Base Ten Blocks to make
groups of numbers to help them identify the number as even or odd.
● Students who finished the handout early will be able to work with a partner in their math
binders.
D. Resources
● enVision MATH Common Core – 2nd Grade
Reflection Log
Lesson 1:
Prior to beginning of the unit place value to 100 and lesson 5.1, the students had been working
on doubles and near doubles. A common mistake that the students made was taking the double
and adding one to find the nearby neighbor. As the students completed the pre-assessment for
place value to 100, the students appeared to remember most of the topic from first grade. The
unit I am teaching is a review from first grade. As I begin teaching the unit, I will have to find
ways to challenge the students so that they are engaged in the lessons and continue to strengthen
their understanding of place value to 100.
Summary of Student Progress
(Data Analysis, What Went Well)
After teaching lesson 5.1, I noticed that the
students had a good understanding over the
concept.
Were lesson objectives met?
19 out of 21 students met the objective of
80% or higher on the handout.
Instructional Decisions (Were students
engaged?; How will you remediate
difficulties or problems from this lesson?)
The students were engaged during the whole
group discussion and the hand-out. I will use
activities throughout the unit to keep the
students engaged.
Include in tomorrow’s lesson:
Students will begin to work on reading and
writing number words. Students will read and
write number words for numbers 0-99 with
80% accuracy.
Lesson 2:
Prior to lesson two, the students were taught how to build numbers using models of tens and
ones. A common mistake that the students made was looking for the missing numbers in the
pattern and saying a number such as 50, had 50 tens instead of 5 tens. As the students completed
the handout for section 5.1, I noticed that many students met the objective of receiving an 80
percent or higher. The lesson 5.1 was a review from first grade. As I continue teaching the unit, I
will need to find more ways to challenge the students, so that they are engaged.
Summary of Student Progress
(Data Analysis, What Went Well)
After teaching lesson 5.2, I noticed that the
students had a good understanding of the
concept. The students did well when it came
to writing the number that matches the
number word. The students struggled when it
came to writing the number word. Most
students would use the teen word for the tens
word. ex: fifteen- six for 56
Were lesson objectives met?
20 out of 21 students met the objective of
80% percent or higher on the handout.
Instructional Decisions (Were students
engaged?; How will you remediate
difficulties or problems from this lesson?)
The students were engaged during the
promethean board activity. The students
continued to be engaged during the handout. I
will continue to use activities throughout the
unit to keep the students engaged.
Include in tomorrow’s lesson:
Students will work on comparing numbers
using symbols. Students will compare two-
digit numbers using symbols with 80%
accuracy.
Lesson 3:
Prior to lesson three, the students were taught how to compare numbers using symbols. A
common mistake that the students made was using greater than vs. less than. As the students
completed the handout for section 5.3, I noticed that many students met the objective of
receiving an 80 percent or higher. The lesson 5.3 was a review from first grade. As I continue
teaching the unit, I will need to find more ways to challenge the students, so that they are
engaged.
Summary of Student Progress
(Data Analysis, What Went Well)
After teaching lesson 5.3, I noticed that the
students had a good understanding over the
concept. Most of the students did well when
comparing numbers using symbols. Some
students struggled with which direction the
symbol should go depending on if the number
was greater or less than.
Were lesson objectives met?
16 out of 21 students met the objective of
80% percent or higher on the handout.
Instructional Decisions (Were students
engaged?; How will you remediate
difficulties or problems from this lesson?)
The students were engaged during the 5.3
activity with partners. The students enjoyed
building, comparing, and recording the
numbers. I will continue to use activities
throughout the unit to keep the students
engaged.
Include in tomorrow’s lesson:
Students will identify and write numbers that
are one before and one after given numbers
with 80% accuracy
Lesson 4:
Prior to lesson four, the students were taught how to compare numbers using symbols. A
common mistake that the students made was flipping the sign around so that the small side was
pointed at the greater number and the big open angle of the symbol was pointed at the less than
number. I reviewed the symbol and the direction it should go, because the students struggled on
the direction in the prior lesson. As the students completed the handout for section 5.3, I noticed
that many students met the objective of receiving an 80 percent or higher. The lesson 5.3 was a
review from first grade. As I continue teaching the unit, I will need to find more ways to
challenge the students, so that they are engaged in the lessons.
Summary of Student Progress
(Data Analysis, What Went Well)
After teaching lesson 5.3, I noticed that the
students had a good understanding over the
concept. The students did well when
comparing numbers using symbols.
Were lesson objectives met?
20 out of 21 students met the objective of
80% percent or higher on the handout.
Instructional Decisions (Were students
engaged?; How will you remediate
difficulties or problems from this lesson?)
The students were engaged during the 5.3
handout. I will continue to use activities
throughout the unit to keep the students
engaged.
Include in tomorrow’s lesson:
Students will work on. Students will identify
and write numbers that are one before and one
after given numbers with 80% accuracy
Lesson 5:
Prior to lesson five, the students were taught how to compare numbers using symbols. A
common mistake that the students made flipping the sign around so that the small side was
pointed at the greater number and the big open angle of the symbol was pointed at the less than
number. As the students completed the handout for section 5.4 I noticed that many students met
the objective of receiving an 80 percent or higher. The lesson 5.4 was a review from first grade.
Summary of Student Progress
(Data Analysis, What Went Well)
After teaching lesson 5.4, I noticed that the
students had a good understanding over the
concept. The students did well when it came
to figuring out numbers that were one before
and one after a given number. The students
struggled with the terms counting on and
counting back.
Were lesson objectives met?
18 out of 21 students met the objective of
80% percent or higher on the handout.
Instructional Decisions (Were students
engaged?; How will you remediate
difficulties or problems from this lesson?)
The students were engaged during the one
before and one after activity. The students
continued to be engaged during the handout. I
will continue to use activities throughout the
unit to keep the students engaged.
Include in tomorrow’s lesson:
Students will identify and write numbers that
are 10 more and 10 less than given numbers
with 80% accuracy.
Lesson 6:
Prior to lesson six, the students were taught how to identify and write numbers that are one
before and one after. A common mistake that the students made were counting on when they
were asked to count back and vice versa. As the students completed the handout for section 5.5, I
noticed that some students met the objective of receiving an 80 percent or higher. The lesson 5.4
was a review from first grade.
Summary of Student Progress
(Data Analysis, What Went Well)
After teaching lesson 5.5, I noticed that the
students had a good understanding of the
concept. The students did well when it came
to figuring out numbers that were 10 before
and 10 after a given number. The students
struggled with the wording. Ex. 35 is ten less
than what number? The student would answer
25 instead of 45.
Were lesson objectives met?
15 out of 21 students met the objective of
80% percent or higher on the handout.
Instructional Decisions (Were students
engaged?; How will you remediate
difficulties or problems from this lesson?)
The students were engaged during the ten
more ten less activity. The students continued
to be engaged during the handout. I will
continue to use activities throughout the unit
to keep the students engaged.
Include in tomorrow’s lesson:
Students will learn to identify even and odd
numbers in 4/5 trials.
Lesson 7:
Prior to lesson seven, the students were taught how to compare numbers using symbols. A
common mistake that the students made was understand the wording and what the question was
asking. Ex. 35 is ten less than what number? The student would answer the redundant instead of
45. As the students completed the handout for section 5.5 I noticed that many students met the
objective of receiving an 80 percent or higher. The lesson 5.5 was a review from first grade.
Summary of Student Progress
(Data Analysis, What Went Well)
After teaching lesson 5.6, I noticed that the
students had a good understanding over the
concept. The students did well when it came
to figuring out which numbers were odd and
which numbers were even. Some students
struggled with the concept overall.
Were lesson objectives met?
19 out of 21 students met the objective of
80% percent or higher on the handout.
Instructional Decisions (Were students
engaged?; How will you remediate
difficulties or problems from this lesson?)
The students were engaged during the even
and odd activity. The students continued to be
engaged during the handout. Lesson 7 was the
last lesson to be taught during topic unit 5.
Include in tomorrow’s lesson:
Students will take the post-assessment. After
the assessment, I will review the data and
create a chart showing the students
progression.
Assessment
Pre-Assessment
Pretest The students will be given a pre-test with 10 questions to determine their ability to solve
problems including models for tens and ones, place value to 100, and even and odd numbers.
The students have worked on these skills in first grade, however this will be their first exposure
to it in 2nd grade. The students will not be told they are having the assessment before it is given.
The student teacher will explain to the 2nd graders what a pre-assessment is and to do their best.
The results of the assessment will be looked at and analyzed by the student teacher.
Ongoing Assessment
Lesson 5.1 In Class Assignment: The students will complete the handout 5.1 Models for Tens and Ones
activity from the enVision Math Common Core Student Booklet. The assessment asks students
to group objects into tens and ones to show two-digit numbers. The handout includes visual
learning, guided practice, independent practice, journal and problem solving questions.
Lesson 5.2 In Class Assignment: The students will complete the handout 5.2 Reading and Writing Numbers
activity from the enVision Math Common Core Student Booklet. The assessment asks students
to read and write number words for numbers 0-99. The handout includes visual learning, guided
practice, independent practice, journal and problem solving questions.
Lesson 5.3 Day 1 In Class Assignment: The students will complete the activity to practice Using Symbols to
Compare Numbers. The assessment asks students to compare two-digit numbers using symbols.
The activity includes visual learning, guided practice, independent practice, journal and problem
solving questions.
Lesson 5.3 Day 2 In Class Assignment: The students will complete the handout 5.3 Using Symbols to Compare
Numbers activity from the enVision Math Common Core Student Booklet. The assessment asks
students to compare two-digit numbers using symbols. The handout includes visual learning,
guided practice, independent practice, journal and problem solving questions.
Lesson 5.4 In Class Assignment: The students will complete the handout 5.4 Counting to 100 activity from
the enVision Math Common Core Student Booklet. The assessment asks students to identify and
write numbers that are one before and one after given numbers. The handout includes visual
learning, guided practice, independent practice, journal and problem solving questions.
Lesson 5.5 In Class Assignment: The students will complete the handout 5.5 10 More or 10 Less activity
from the enVision Math Common Core Student Booklet. The assessment asks students to
identify and write numbers that are 10 more and 10 less than given numbers. The handout
includes visual learning, guided practice, independent practice, journal and problem solving
questions.
Lesson 5.6 In Class Assignment: The students will complete the handout 5.6 Even and Odd Numbers
activity from the enVision Math Common Core Student Booklet. The assessment asks students
to identify even and odd numbers. The handout includes visual learning, guided practice,
independent practice, journal and problem solving questions.
Post-Assessment
Post-Test The students will be given a post-test that will evaluate their ability to solve problems including
models for tens and ones, place value to 100, and even and odd numbers at the end of the unit.
The results of the pre-assessment and post-assessment will be evaluated and put into a graph to
chart the progress students made over the course of the 8-day lesson.
Data Analysis
Individual Students
Prior to the unit, students were asked to answer 10 questions involving place value to 100. Three
of the students received a score of 80% or better. 18 of the students scored less than an 80%.
After the unit, I would like all of the students to receive a score of 80% or higher.
0
1
2
3
4
5
6
7
8
9
Nu
mb
er o
f Q
ues
tio
ns
(10
Qu
esti
on
s)
2nd Grade Place Value to 100 Unit Pre-Assesment
Pre-Assessment
Individual Students Cont.
After the completion of the unit, the students were given the same assessment to see if there was
any growth. Each student made significant progress. Every student progressed throughout the
unit and were able to score an 80% or higher on their post-assessment.
0
2
4
6
8
10
12
Nu
mb
er o
f Q
ues
tio
ns
(10
To
tal Q
ues
tio
ns)
2nd Grade Place Value to 100 Unit Pre-Assesment & Post-Assesment Results
Pre-Assessment
Post-Assessment
Whole Class Average
After breaking down the pre and post-assessment scores, the class average exceeded the unit goal
of receiving an 80%. The class averaged a 54.8% on the pre-assessment and 95.2% on the post-
assessment.
54.8
95.2
0
10
20
30
40
50
60
70
80
90
100
Pre-Assessment Post-Assessment
Ave
rage
Tes
t Sc
ore
s(I
n P
erce
nts
)
Whole Class
2nd Grade Place Value to 100 Unit Pre & Post-Assesment Class Average
Recommendations
After breaking down the data for the unit, I was overjoyed to see that the students had all met
the unit goal of an 80% or higher. I would continue to use the basal from enVision MATH common core. I
like how the curriculum has each teaching step laid out for you from how to engage the students, to
how to implement independent and guided practice. The basal did a great job laying out how I should
explain each step to the students. It was nice to see the students succeed when they came to the
independent practice section of the lesson. The students were able to explain how they knew the
answers using the new vocabulary that each section introduced.
The unit is broken down to meet each individual’s needs. For example, the homework can be
broken down into 3 leveled homework sections; reteaching master, practice master, and enrichment
master. The math curriculum also provided differentiated instruction for students at all levels.
One change I would make to the unit would be to have some lessons last longer than one day. I
think the students could have benefited from another day covering the topics Ten More and Ten Less
and Even and Odd Numbers. The students did well on the topics, however, I think extra time would have
provided them with more clarity over the topic. Overall, I would continue to use the basal to make sure
that I am meeting each student’s needs.
Summary of Student Progress
Example Letter to Parents:
Madison Elementary School
Madison, SD
October 23rd, 2017
Dear Parent or Guardian of Student 1,
Hello, my name is Jerricka Thompson and I am a student at Dakota State University, majoring in
Elementary & Special Education. I have had the privilege of working with your student over the course of
the first nine weeks. I have enjoyed getting to know the students, as well as watching them grow in their
academic abilities. I have learned a lot over the course of these nine weeks, and I am glad that I have
gotten to experience them with your child.
During my time at Madison Elementary, I am required to teach a specific content area to the whole
class. I am required to a unit over the course of a two week period. During this time, I was required to
prepare lessons, analyze data, and research certain topics. I chose to work with the 2nd graders on the
mathematic unit place-value to 100. The students practiced applying place-value skills to 100 by
comparing numbers, using a hundreds chart, and finding number patterns. I have been able to break
down the data from the unit and am overjoyed to announce that each student met the unit goal of
receiving an 80% or higher on the post-assessment.
Student 1 has been great to work with. She was always willing to raise her hand and participate
throughout all of the lessons. She is always willing to help her neighbor if he or she is struggling with a
problem. Her energetic personality makes it fun to have her in class.
Student 1 scored a 50% on the pre-assessment. The student knew basic facts about place-value to 100.
She was able to receive a score of 90% by the end of the unit. She exceeded the unit goal of receiving an
80% or higher.
The students in Mrs. Morse’s 2nd grade class have taught me the skills I need to be successful in my
future classroom. I am so grateful to I have had the opportunity to work with your daughter over the
course of these first nine weeks.
Sincerely,
Jerricka Thompson
Example Website Posting Regarding Unit: