00 vote positif00 vote négatif

28 vues6 pagesFeb 22, 2016

© © All Rights Reserved

PDF, TXT ou lisez en ligne sur Scribd

© All Rights Reserved

28 vues

00 vote positif00 vote négatif

© All Rights Reserved

Vous êtes sur la page 1sur 6

Whitley Craig

Peak View Elementary School

Second Grade

B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD

It is important for me to preassess any prior knowledge they have about the

estimation and different ways to solve the same problems. The students have showed

they are ready for this lesson because they have been introduced to the idea of solving

problems using multiple methods in a prior CT lesson (Is There Enough Lesson). This

lesson takes their knowledge and builds upon it by requiring them to work with a

larger total.

The students have also been introduced to some important foundational skills

needed for this lesson in prior grades. In first grade, the students mastered:

1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward

by ones from 30.

1.6 The student will create and solve one-step story and picture problems using

basic addition facts with sums to 18 or less and the corresponding subtraction

facts.

1.14 The student will investigate, identify, and describe various forms of data

collection (e.g., recording daily temperature, lunch count, attendance, favorite ice

cream), using tables, picture graphs, and object graphs.

All of these standards show that the students are ready to apply this knowledge in new and

more complex ways.

C. LEARNING OBJECTIVES

Understand what are

the broad

generalizations the

students should begin

to develop? (These are

typically difficult to

assess in one lesson.)

facts, rules, specific data

the students will gain

through this lesson?

(These knows must be

assessed in your lesson.)

specific thinking

behaviors students will

be able to do through

this lesson? (These will

also be assessed in your

lesson.)

Understand we can

count the same amount

in multiple ways.

Know data is a

collection of facts, such

as numbers, words,

measurements,

observations or even just

descriptions of things.

Know an estimate is a

rough calculation or

judgment of a value,

number, quantity, or

amount.

Estimate the sum of two

whole numbers

recognize whether the

estimation is reasonable.

Identify the appropriate

data and the operation

needed to solve an

addition problem where

the data are presented in

a simple table, picture

graph, or bar graph.

Solve addition problems

using data from simple

tables, picture graphs,

bar graphs, and

everyday life situations.

D. ASSESSING LEARNING

Objective

Assessment

What documentation will you

have for each student?

Data Collected

What will your students do

and say, specifically, that

indicate each student has

achieved your objectives?

Students will record at

least two ways they

calculated the number

of pockets.

o Tallies

o Counting

cubes

o Estimation

o Counting by

2s, 5s, 10s

Students will write

about how they

collected data when

they found out how

many pockets each

student had.

Understand we can

count the same amount

in multiple ways.

multiple methods for

counting pockets in their

math journals.

Know data is a

collection of facts, such

as numbers, words,

measurements,

observations or even

just descriptions of

things.

Know an estimate is a

rough calculation or

judgment of a value,

number, quantity, or

amount.

Estimate the sum of two

whole numbers

recognize whether the

question in their math

journals that requires them

to understand data.

question in their math

journals that requires them

to understand estimation.

about how we

guessed before we

did our lesson.

question in their math

journals that requires them

about how we

guessed before we

estimation is

reasonable.

data and the operation

needed to solve an

addition problem where

the data are presented in

a simple table,

Solve addition

problems using data

from simple tables,

picture graphs, bar

graphs, and everyday

life situations.

to understand estimation.

they did to solve the

pocket problem in their

math journals.

counted by 1s, 2s, 5s,

used the tallies, etc.

they did to solve the

pocket problem in their

math journals.

counted by 1s, 2s, 5s,

used the tallies, etc.

E. MATERIALS NEEDED

Unifix cubes

Clear plastic jar

Tape/rubber band

Chart paper

Student Math Journals

Review Sheet- p.22 to review prior days lesson

F. RELATED VIRGINIA STANDARDS OF LEARNING

2.6 The student, given two whole numbers whose sum is 99 or less, will

a) estimate the sum; and

b) find the sum, using various methods of calculation.

2.8 The student will create and solve one- and two-step addition and subtraction problems,

using data from simple tables, picture graphs, and bar graphs.

G. PROCEDURE

(Include a DETAILED description of each step. Write what you will SAY and

DO.)

Activity Element

Procedures and management

Step-by step procedures including questions and main points

Preparation of the

Prepare Pocket Data Chart by creating a chart with three columns

Learning

titled, How many pockets are we wearing today? Label the second

Environment

column Pockets and the third column, People.

Gather materials

Make copies of review sheet p.22

Introduction of the

Ask the students what data is.

Lesson

o A collection of facts, such as numbers, words,

Engaging Students

measurements, observations or even just descriptions of

things

Ask the students what are some things we could collect data on.

Inform the students that every so often (~10 days), we will collect

data about the number of pockets all the students of the class are

wearing. On each pocket day, the class will gather data about how

Implementation of the

Lesson

Inform the students that we are first going to estimate and then

actually find the exact answer.

Ask if anyone knows what estimate is.

o roughly calculate or judge the value, number, quantity, or

extent of.

Start by asking the students how many pockets they think all the

people in our class are wearing today and how they came to that

estimate.

o Some will guess more wildly, while others will take into

account the class size and outfits their classmates are

wearing.

Record their estimates on the board.

Ask the students if they know a way they could use the unifix cubes

to measure how many pockets everyone is wearing.

o Reference back to the prior lesson when children each took

a cube and combined all of them to determine how many

students were in the class.

Share with the students that one way to count the number of pockets

in our class is for each of them to take one cube for each pocket that

they are wearing.

o Demonstrate by taking out the number of cubes for the

number of pockets you have.

o Pass around the bucket of cubes and instruct the students

to take one cube for each of their own pockets and then

pass the cubes to the next student.

o Assign a zero to anyone without pockets.

Show the students the large jar.

Ask them how we can use this large jar and the cubes they just

gathered to get the sum of pockets.

Inform them that you are going to call out a number. If you are

wearing that many pockets, come up and put your cubes in the jar.

o If you have zero pockets, come to the front of the room.

o Ask how many students have no pockets.

o Ask how many cubes they will each put into the large jar.

Use tally marks to keep track of how many students have each

number of pockets. This will allow the students to see another

representation of the same number.

Repeat the two steps above for two, three, etc. pockets.

Ask the students to estimate again the total number of pockets the

class is wearing.

o More than 20? 30?

o Record estimates on board.

Hold up the jar and mark it with tape or a rubber band. This will

serve as a visual reference the next time we complete this yearlong activity and can serve as a method of comparison.

Ask the students how we could find out exactly how many

pockets we are wearing today?

o To ensure accuracy, we will count in multiple ways.

Closure

Clean-Up

o Another by a second method.

o And another by a third method.

o (2s, 5s, 10s)

o Allow students to join in while you point.

Once we have come to a conclusion, record the total on our char

paper, How many pockets are we wearing today?

Read back what our chart says.

Remind students the rubber band/tape will stay on the jar for

future reference when we repeat the activity.

Remind students that we will do this activity every so often and will

keep track of our data over the whole year.

Instruct the students to get out their math journals and write about

their first Pocket Day using the questions on the screen:

o What was the question we were trying to answer?

o What data did we collect?

o How did we use estimation to count the number of

pockets?

o What are two methods we used to calculate the number of

pockets?

o What did we find out? How many pockets were there?

o You may use words, visuals, or a combination to respond

to the prompt.

Inform students they will have 10-15 minutes to do so.

Choose 2-3 students work to share with the class that went about

solving the problems in various and unique ways.

If time allows and students finish early, review the prior days lesson

through the use of page 22. This will be an individual activity.

Put unifix cubes away.

Store poster in safe place, preferably somewhere it can be seen.

Collect review worksheets.

H. DIFFERENTIATION

Differentiation is crucial to ensuring that all students have an opportunity to

learn and show their thinking. One way I am differentiating my lesson is by

allowing students to solve the pocket problem in multiple ways using multiple

methods and tools. This ensures that students are not stuck just because they do not

understand how one method works. A second way I differentiated my lesson was

by allowing students to show their knowledge and thinking through verbal and

written responses. This helps ensure that my perception of a students mathematical

thinking is not altered by a lack of writing skill. For students that finish early, we

will review and extent on the prior days lesson. For students that need extra

guidance, I will circulate the room during journal writing time to assess and prompt

as necessary.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO

ABOUT IT?

There are always things that could go wrong in any lesson no matter how much

you plan ahead. It is important to think about some of these things before had so

you can plan on how to combat them. In my lesson there are several aspects that

could need tweaking if they dont go smoothly. First there could be individual

conflicts between the students that are grouped together at tables. If this was noted,

I would first use proximity control to see if they refocus their energy. If that did

not resolve the issue, I would make sure the conflict is not carried over into the

second half of the lesson by regrouping accordingly.

During the group discussion, there are also some things that could put a roadblock

in my lesson plan. Some days classes seem to be all on board with sharing their

ideas, and sometimes they are more hesitant. If I do not get any response in my

beginning discussion questions, I could potentially freeze up and not know where

to go. If there is a lack of response, I will allow the students to discuss with their

partner each question for 30 seconds and then bring it back to group discussion.

This could alleviate potential stress for me and the students.

Thirdly, the students could not know how to get the writing process started

during journal time. For instances like this, I will circulate to prompt and

guide thinking with more probing questions.

## Bien plus que des documents.

Découvrez tout ce que Scribd a à offrir, dont les livres et les livres audio des principaux éditeurs.

Annulez à tout moment.