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UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if


Alex Novak 2nd applicable):
Lakeview Elementary/ Kim Scott

Subject area(s): Unit Lesson Title:


Math Topic/Theme: Describing Equal Groups (7.8)
Module 7

Relevant TEKS: Relevant ELPS: Relevant TX CCRS:


2.6 Number and Cross-curricular VIII. Problem Solving and Reasoning
operations. The student second language A. Mathematical problem solving
applies mathematical acquisition/speakin -analyze given information
process standards to g. The student is -formulate a plan or strategy
connect repeated expected to: -determine a solution
addition and subtraction (G) express -justify the solution
to multiplication and opinions, ideas, and
division situations that feelings ranging
involve equal groupings from
and shares. That communicating
student is expected to: single words and
(A) model, create, and short phrases to
describe contextual participating in
multiplication situations extended
in which equivalent sets discussions on a
of concrete objects are variety of social
joined. and grade-
appropriate
academic topics.
Lesson Objective(s)/Performance Outcomes
Learning targets: Today we will discuss equal groups. I know I have it when I can arrange
items into equal groups, so that I can find the total number more quickly.

Assessment (Description/Criteria)
Students will be assessed throughout the lesson with informal assessments including:
Checking students grouping of the apples
Nonverbal answers
And their responses to questions
A formal assessment will include:
The correctness of the completed Stepping Stones work book pages. (168-167)

Materials and Resources


Projector
IPad
Staticware
Origo website
Pencils
Blank sheets of paper
Clipboards
Dry erase markers
Stepping Stones Workbooks

Management of the Instructional Environment


Students will be placed strategically in groups for the engage portion, and on the
green carpet for whole group instruction
Direct instructions and expectations will be given
To gain students attention the following dialogue will be used:
Teacher: Time *holds up time-out sign*
Students: Out *stops what they are doing, holds up the time-out sign and gives full
attention to the teacher, awaiting for instruction*
Technology Integration
We will incorporate the overhead projector and the iPad to use the technological tool
Staticware to project the lesson and workbook to the class.

Diversity and Equity (Accommodations, Modifications, Adaptations)


Students will be given hands-on manipulatives to help them answer questions
Students who are not understanding the lesson (discovered through informal
assessments) will be given small group, or individual instruction for a quick reteach.
Our two friends will be given repeated instructions and reminders to stay on task

Activities/Procedures
Have clipboards with a white sheet of paper ready and available for the students.
Have students bring the clipboard, paper, and a pencil to the green carpet.
Instruct students to put their materials on the ground close by and keep their hands
in their lap.
Engage:
Have baggies and papers set up at tables for preparation.
Have students join you on the carpet for directions.
Explain to students that you will be putting them into groups and giving them a
specific number of objects for them to sort into equal groups.
Provide an example (see attached) of what their work should look like while they are
in their groups. Emphasize that the groups MUST be EQUAL.
Go over these group rules with students.
-ALL students must work efficiently and be engaged
-Group members must work together as a team and use their time wisely
-The objects will only be used for sorting (students who chose to play with the objects
will be asked to sit out of the activity.)
Give groups a minute at each station (times may very based on progress). Make sure
that students are clear about how you would like them to rotate.
Allow a short discussion over the different ways that students decided to sort their
groups.
Direct the students attention to the learning goals on the board.
Have one student read aloud the learning goal for the lesson and have another
student state what the goal is in their own words.
Ask students why being able to group things into equal amounts may be important.
Ask them to think about ways that they might use this tool in real life.
Have students think, pair, and share their thoughts.
Have a brief discussion on their conversations as a whole group.
Draw the conclusion that being able to group items is important because it helps us
count more quickly, just like in our previous lessons where we were skip counting to
find our totals.
Explore:
Get on to the Origo site and navigate towards Stepping Stones lesson 7.8
Use the iPad to project the image software onto the projector screen. The image
should show 4 bags, each containing 3 apples.
Ask the students what they can tell you or what they noticed about the picture
displayed on the screen. Encourage students to explain that each bag has an equal
number of apples.
Ask students what a quick way to figure out the total number of apples is.
Have students use counting by threes to determine the total number of apples.
Ask students if they can think of any other ways to group the apples and have them
draw their ideas on the blank sheet of paper, including the number of bags with a
certain amount of apples in each.
Have students hold up their answers to show that they are finished. Check answers
to see what their groups are and if they are understanding the concept.
Invite 1 or 2 students to share their answers and see if the groupings contain an
equal amount and add up to be a total of 12.
Have students set their materials back on the ground.
Explain:
Write ____ bags of __ is __ on the board and ask students what numbers can we write
to describe the picture of apples on the screen.
Ask students to remember what each of the blanks meant in the previous lesson,
Choose a volunteer to write the numbers up on the board and have the class give a
thumbs up or a thumbs down to show if they agree or disagree. Talk about why the
numbers are correct or incorrect.
Invite students to imagine putting one more apple in each of the bags. Ask students
how many apples they will have in total now that we have added more apples. How
do they know?
Draw an apple to each of the bags and ask students to skip count by four in order to
determine the total amount of apples.
Ask students to think about how each blank will change. Go through each blank and
have students hold up the number that they think will fill in the blank for each one.
Discuss the appropriate answer.
Add or take away apples as many times as needed until everyone understands.
Create a word problem in which students can draw the corresponding pictures to. Ex:
6 bags of 4. Have students draw the picture that represents the sentence on their
piece of paper. Check to see that everyone has the answer correct.
Ask students what they looked at to know what to draw.
Elaborate:
Pull up the Stepping Stones Pages on the screen and look over the directions as a
class.
Ask students to return to their seats and complete pages 166-167
Students may work on their Math Lunch Menu when finished.
Evaluate:
Check student workbook pages with a rubric for accuracy.

Reflections and Documentation/Evidence of Lesson Effectiveness

I am extremely proud of how my lesson turned out. My students seemed to be very


engaged and assessments show that they understood the challenging lesson. I think that
I did a really god job at picking out an opening activity. Being able to sort objects into
groups really helped to paint a picture for the students. Many of them made reference to
the activity while completing the step up question in their Stepping Stones book. I also
think I did a great job changing my pace based on the students needs. I made sure that
they were still learning and not getting bored because they already knew the answers.
Another part that I liked about the lesson is that the students were engaged throughout
the entire lesson, and they each were required to participate in their own way. Lastly the
guidelines were very clear and based on the students behavior, I feel like my classroom
management has really improved.

I came to the realization that I have difficulty making sure that all students were called
on. It is important to make sure that all students receive the opportunity to participate.
In order to improve in the category, I am going to try using popsicle sticks to call on
people or printing out a list to check of each students name when I call on them. I also
want to have a list so that I can make notes on who is getting it and who is struggling
with certain concepts. Although I was checking that throughout my informal
assessments, I did not write it all down and struggled remember the specific needs that
still needed to be met. Finally, I really need to work on doing better to know what is
going on with everyone at all times. To achieve this, I will continue to practice keeping
my back to the wall and making sure to still have an eye on the class while helping
specific students.

Overall, I think this lesson went extremely well. Even though I need to continue to work
hard, I am very proud of myself and my students. This lesson in particular gave me a lot
of confidence in my teaching and is allowing me to keep pushing through to be better.

Stepping Stones workbook pages:


Super Sorting
Directions: Sort the items into equal groups. See how many
different ways you can sort the items, and if they all equal
the same number. (Hint: think of skip counting).

Super Sorting
Directions: Sort the items into equal groups. See how many
different ways you can sort the items, and if they all equal
the same number. (Hint: think of skip counting).

Super Sorting
Directions: Sort the items into equal groups. See how many
different ways you can sort the items, and if they all equal
the same number. (Hint: think of skip counting).

Super Sorting
Directions: Sort the items into equal groups. See how many
different ways you can sort the items, and if they all equal
the same number. (Hint: think of skip counting).

Super Sorting
Directions: Sort the items into equal groups. See how many
different ways you can sort the items, and if they all equal
the same number. (Hint: think of skip counting).

Super Sorting
Directions: Sort the items into equal groups. See how many
different ways you can sort the items, and if they all equal
the same number. (Hint: think of skip counting).
Super Sorting Example
Three groups with two dry erase markers in each. There is an
equal amount of dry erase markers in each.

Group Rules
The objects will only be
used for sorting.
ALL students must work
efficiently and be
engaged.
Group members must
work together as a team
and use their time wisely.