SecondGradeMathJeopardyLesson

Author:KendalCarter
Datecreated:01/13/20153:56PMEDTDatemodified:01/14/20152:11AMEDT

VITALINFORMATION
TotalNumberofStudents

Therearetwentystudentsinthissecondgradeclass.Tenofthestudentsaremaleandtenofthestudentsarefemale.

Area(s)StudentsLiveIn

ThesestudentsliveinSanAnselmoandFairfax.

Free/ReducedLunch

Noneofthestudentsareonfree/reducedlunch.

EthnicityofStudents

ThisclassroomhasnoAfricanAmerican/Blackstudents,oneAmericanIndian/AlaskanNativestudent,thereare
fiveAsian/PacificIslanderstudents,thirteenWhitestudents,andnoHispanic/Latinostudents.

EnglishLanguageLearners

TherearenoEnglishlanguagelearnersinthisclass.

StudentswithSpecialNeeds

TherearetwostudentsinthisclassroomwithADHD.OneoftheboyswithADHDhasoccasionaloutburstsandisvery
openwithhisemotions.TheotherboywithADHDtestsextremelywellbutstrugglestonotblurtout
(answers/comments)whileinclass.HisparentsrecentlycuthimoffofhisADHDmedicationandheishavingaveryhard
timefocusingintheclassroomwithoutit.Thereareafewstudentsintheclassroomthatreallystrugglewithself
startingandrelyheavilyontheirpeersoroneononedirrectionsfromtheteacher.Allofthesestudentsaremorethan
capabletodotheworkontheirown,butalotofthetimetheyrefusetodotheworkiftheythinktheycangetsomeone
togothroughallofitstepbystepwiththem.

Subject(s)

Mathematics

TopicorUnitofStudy

InthislessonweareplayingaJeopardystylegametoreviewthedifferencebetweenyards,inches,andcentimeters.

Grade/Level

Grade2

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Thisweekwehavebeenlearningaboutthedifferenttoolswecanusetomeasureanobject.Studentshavelearned
howtousefeet,inches,andcentimeters.Thisgamewillbeareviewandassessmentforustomonitorwhatthe
studentshavelearnedandwhatwewestillneedtoreview.

LearningOutcome(s)

Studentswilltesttheirknowledgeoffeet,inches,andcentimeterswhileworktogetherintheirtablegroupstosolve
theseproblemsandexplaintheirreasoningonhowtheyreachtheiranswers.

Summary
Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade2students:
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersand
adultsinsmallandlargergroups.

Subject:Mathematics
Grade:Grade2
Domain:MeasurementandData2.MD
Area:Measureandestimatelengthsinstandardunits.
Standard:
3.Estimatelengthsusingunitsofinches,feet,centimeters,andmeters.
3.1Verifyreasonablenessoftheestimatewhenworkingwithmeasurements(e.g.,closestinch).(CAStandardNS
6.1)

Comments

ASSESSMENTS
Assessment/Rubrics

Iwillassessthestudentsthroughoutthislessonbyobservinghowtheyworkingroupsthroughmyobservations,by
watchingthestudent'ssportsmanshipandparticipationthroughoutthedurationofthegame,bycirculatingaroundthe
roomtoobservehowstudentsaresolvingtheproblemsandbylisteningtohowthestudentsexplaintheiranswers.

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Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

ToteachthislessonIwillneedtheprojector,anipadorlaptop,abell,popsiclestickswiththestudentsnamesonthem,
thesmallwhiteboards,expomarkers,thelargewhiteboard,thestudent'sfeet,andrulerswithinchesandcentimeters.
Ifthegamedoesnotwork,Iwillalsoneedscissors,pencils,andworksheets.

Comments

IMPLEMENTATION
SequenceofActivities

1.Beforethelessonbegins,Iwilltesttheoverheadprojectorandmypowerpointtomakesurethegamewillworkon
theoverheadprojector.IwillhookstudentsintothelessonbyaskingifanyonehaseverseenorplayedJeopardy.I
willbeginthelessonbyleadingaquickreviewofthedifferenceandcomparisonbetweenafoot,aninch,anda
centimeter.Aswearereviewing,Iwillwrite(oruncover)thecomparisonchartsoffeet,inches,andcentimetersonthe
whiteboard.
2.Wewillthendiscussappropriatewaystoplaythegame.Studentswillbeencouragedtofirstsolvetheproblemson
theirpersonalwhiteboardsandthenworkwiththeirtablegrouptotalkouttheiranswer.Oncetheystudentsagreeon
ananswerandareabletoexplaintheirthinking,onememberofthegroupwillcometothefrontoftheclassroomtoding
thebell.Theywillthenannouncetheiranswertotheclassandexplainhowtheysolvedtheproblem.Iwillremind
studentsthatiftheyshoutouttheanswersorarenotabletoexplaintheirreasoningthatanothergroupwillhavea
chancetoshareout.Groupswillreceiveonepointforeachroundiftheyareworkingquietlyandrespectfullyasagroup
andthewinninggroupoftheroundwillreceiveonetofivepointsbaseduponthedifficultyofthelesson.
3.WhileIturnontheprojectorandconnectthecomputerstudentswillbeaskedtogetoutthesmallwhiteboardsand
expomarkersfromtheirdesks.
4.Iwilldrawstudentsnamesatrandomfromthecupofpopsiclestickstoselectthestudenttochoosethequestionfor
theclasstoanswer.Asthestudentsaresolvingtheproblemsontheirsmallwhiteboards,Iwillwalkaroundtheroom
lookingatthestudentsworkandlisteningtohowtheyexplainhowtheysolvedtheirequations.
5.Oncethestudentsthinktheyhavethecorrectanswer,onestudentwillcomeupfromtheirtablegroupanddingthe
bell.
6.Thestudentwillthenshareouttheanswertheirgroupagreedonandtheywillexplainhowtheysolvedtheproblem
totheclass.Iftheyhavethecorrectanswerandtheclassunderstandhowtheysolvedtheproblem,Iwillmoveonto
thenextquestion.IfIseethatstudentsarestrugglingorarehavingahardtimeunderstandinghowtheirclassmate
solvedtheproblem,wewillpausethegameandgooverthequestionasaclass.
7.WewillcontinuetoplaythegameuntilfiveminutesbeforethesessionendsorwhenIseestudentsinterestinthe
gamefading.(Ifstudentsbecomedisinterestedinthegame,Iwillhaveworksheetreadytogoasabackupto
givethem.TherearethreeworksheetsonBobby'sblueprintswherestudentscutoutrulerstomeasurepartsofa
house,slide,androbot.Ialsohavetwoworksheetsontracingandmeasuringhandsandfeet.Ontheseworksheets
studentswillalsocutoutrulers,thentheywilltracetheirhandsorfeet,andfinishtheactivitybymeasuringtheir
tracingsandrecordingthemonanothersheet.Forhandsstudentscouldworkalone,butIwouldhavestudentsworkin
pairsontracingfeet.)
8.Iwillclosethelessonbyhavingeveryoneputalloftheirmathaway.Iftheyareplayingthegame,theywillplacetheir
expomarkersandsmallwhiteboardsbackintheirdesks.Iftheyareworkingonworksheets,theywillplacetheminto
theI'mfinishedortheI'mstillworkingbin(dependingonhowmuchworktheyhaveleft.)Studentswillthenbeaskedto
thinkabouthowtheycouldimprovetheirbehaviorasaclass(iftheywentfromthegametotheworksheets)ortheywill
beaskedtothinkaboutwhattheylearnedfromworkingintheirgroupstosolveproblems.Iwillaskthemafollowup
questiononiftheyfoundithelpfulhavingsomeoneintheclassnotonlyshareouttheiranswer,butalsocometothe
frontoftheroomandexplaintheirthinkingtotheclass.Aftertheydiscussthequestion(s)intheirsmallgroups,Iwill
askforafewstudentstoshareouttheiranswerswiththerestoftheclass.

GroupingStrategies

Thebeginningofthislessonwillstartasawholegroupactivity.Afterwereviewasaclass,studentswillbeworkingin
thenewtablegroupsthatJessicaassignedatthebeginningoftheweek.Theseareheterogeneousgroupsthatwe
mayendupchangingbeforethelessonbutasofrightnowafewofthetablegroupsarestrugglingtoeffectivelywork
together.Thislessonwillbeatestoncommunicationandcooperationtodetermineifandhowthetablegroupswillbe
changedbeforethenextweek.ThetwogroupsclosesttoJessica'sdeskhavebeenhavinganextremelyhardtime
stayingontask,workingtogether,andnotbickering.Thestudentsareawarethatiftheycannotcooperateintheir
groupsthatwewillsplitthemup.Whenthestudentsareansweringtheirquestions,theywillworkasindividualsto
solvetheproblemsbeforecheckinginwiththeirtablemates.Oncetheyhavetalkedquietlyasatablegroup,one
memberoftheirgroupwillpowerwalkuptothefrontoftheclasstodingthebell.Thisstudentwillthenstatetheir
answerandexplainhowtheysolvedtheproblemtotheclass.Ifstudentsarestillunsureofthecorrectanswer,wewill
worktheproblemontheboardasawholeclass.

DifferentiatedInstruction
Comments

REFLECTIONS
PriortoLesson
PostLesson
Comments

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