Course Description

TEACHER: Sam Wilson - Gray COURSE: DEPARTMENT:

GRADE LEVEL: 2 TOTAL STUDENTS 19 DATE: 2/6/17 -
TIME/PERIOD Beginning of math class (10:05 M, T, Th, 9:35 W, F)
TOPICS: Sprint and Word Problems

PA State Standards
Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards

Word Problems:
CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
using drawings and equations with a symbol for the unknown number to represent the problem.1
CCSS.Math.Content.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.1
CCSS.Math.Content.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols
appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Sprints:
CCSS.Math.Content.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of
two one-digit numbers.
CCSS.Math.Content.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS.Math.Content.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Use place value understanding and properties of operations to add and subtract.
CCSS.Math.Content.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction.
CCSS.Math.Content.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties of operations.

Objectives
Objectives correspond with PA State Standards listed above.

SWBAT correctly solve one- and two- step word problems with addition and subtraction equations within 100.
SWBAT write what they should do to solve word problems (math action).
SWBAT correctly solve word problems involving money using the appropriate $ and symbols.
SWBAT fluently add and subtract within 20.
SWBAT skip count by 5s, 10s, and 100s to solve problems within 1000.
SWBAT read and write numbers within 1000.
SWBAT correctly add up to four two-digit numbers using strategies based on place value and properties or
operations.

Administrators initials: _____________

 Lesson Introduction: (5-7 min)

Math sprints will be handed out daily. Students will start with sprints then a word problem will be completed as
class. Sprints will relate to topics covered in class (expanded form as standard form, adding 2s, adding 10s,
etc.). Students should put names on the top of the sprint and wait until I give them directions to start.

Word problems will be handed out in the beginning of the week. There will be 4/5 word problems given to them
at once. Students should put the word problems into their math binder. One will be covered each day.

Activities/Procedures: (25-30min)
Lesson Plans are conducive to student achievement and focus on PA State standards and objectives

Sprints will be timed. The time allowed will depend on what sprint is given and how fast students move through
them. I will walk around to check how students are progressing and make sure that students arent copying
others work. When time is up students should put their pencils down and I will scan the room to make sure no
one is still writing. I will review the process with them. If they got the answer correct they should put a check
mark and say yes. If they get it wrong, they should circle their answer. I will walk around the room to see if any
students are erasing their answers to change them. If necessary, I will ask the whoever is going over the answers
to tell us how they wrote a certain number (8-0-3 vs 8-3-0). After we finish going over answers students should
write the number correct at the top of their paper. I will walk around to check for the lowest number. I will begin
to call out the lowest number and when they hear the number they got correct they should stand and remain
standing. If directions are followed they will be allowed to do a cheer to celebrate. The sprint will be put into
their math binder. If any were lost with the sprint they will be collected.

I will start with the word problem by having them place their finger on the number and I will read it aloud to
them as they follow along. Then they will whisper read it to themselves and start to think. I will then ask them
to talk to their group about what the math action will be or to just tell me what it will be depending on time. I
will try to explain the word problem and the math action to the best of my ability so that everyone will
understand how to solve the problem and why we are solving it the way we are. The math action will be written
on the board for them to copy down and I will give them time to write it. They should be writing the math action
and then rereading it to themselves so they truly understand what they should do to solve the problem. I will
then ask someone to tell me what our equation will be and I will use the bar model on the board to help explain
the reasoning behind the equation. Students will then be given the opportunity to solve the equation and I will
ask someone to come up to the board to show everyone how to solve it and what the correct answer is. Once we
are finished with the word problem they will continue with the lesson for the day.

Closing& Assessment: (5-7 min)

The answers to the sprints will be read aloud and I will walk around as everyone checks their answers so I can
double check on certain students to make sure they are being honest and look for any odd mistakes that were
made. I may collect some papers that were off to note that certain students may need additional support in some
areas.

I will listen to students conversations as they talk about the math action for each word problem and how they
should solve it. I will also check their work on their paper to make sure that they are solving their equations
correctly and have copied down the math action.

Administrators initials: _____________

 Assessment Procedures: (check all that apply)
Structure should simulate PSSA testing format to assist with PSSA test prep
Formative Summative
Guided Practice Participation Unit/Chapter Test PSSA Type Questions
Enrichment PSSA Type Questions Oral Presentation Notebook Check
Homework Notebook Check Research Project Authentic Assessment
Group Work Authentic Assessment Technology Other:
Rubric Other: Rubric
Independent Practice Portfolios

Materials/Resources
List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets
Text Book: Other:
Graphic Organizer/Handouts(s): sprints, word problems
Technology:

Accommodations

Allowing more time for some students to complete

their work.

Differentiated Instruction

Administrators initials: _____________

 Notes for the Substitute

In accordance with Neumann University educational guidelines for emergent teachers please describe how the
following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.

INTASC Principles
Interstate New Teachers Assessment and Support Consortium

INTASC 1: Making content meaningful

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and creates learning experiences that make these aspects of subject matter meaningful for students.
Evidence/Reflection:

INTASC 2: Child development and learning theory

The teacher understands how children learn and develop and can provide learning opportunities that support their
intellectual, social, and personal development.
Evidence/Reflection:

INTASC 3: Learning styles/diversity

The teacher understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Evidence/Reflection:

INTASC 4: Instructional strategies/problem solving

The teacher understands and uses a variety of instructional strategies to encourage students development of
critical thinking, problem solving, and performance skills.
Evidence/Reflection:

Administrators initials: _____________

INTASC 5: Motivation and behavior
The teacher uses an understanding individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagements in learning, and self-motivation.
Evidence/Reflection:

INTASC 6: Communication/knowledge
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Evidence/Reflection:

INTASC 7: Planning for instruction

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum
goals.
Evidence/Reflection:

INTASC 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Evidence/Reflection:

INTASC 9: Professional growth/reflection

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on
others (students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
Evidence/Reflection:

INTASC 10: Interpersonal relationships

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support
students learning and well-being.
Evidence/Reflection:

Administrators initials: _____________