Name:​ Kristen Steffen

Grade Level:​ 2 - Personalized Learning

School:​ Harrisburg Journey
Date:​ October 31, 2018
Time:​ 10:15am

Reflection from prior lesson:​ Remind learners to check and understand their goals or “I can”
statements on Empower.

Lesson Goals/Standards:
I can mentally add numbers to 20.

I can add 10 or 100 to any number from 100-900 in my head without counting. I can subtract 10 or
100 from any number from 100-900 in my head without counting.

Lesson Objectives:
2.OA.2 - Add and subtract within 20.
Fluently add and subtract within 20 using mental strategies.

2.NBT.9 - ​Use place value understanding and properties of operations to add and subtract.
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given
number 100– 900.

Materials Needed:
Goal Sheets (All)
Amber - Game boards, dice, markers, Mastery Check for reference
Braeden, Emily, Olivia - Game boards, spinners, dice, expo markers, Mastery Check for
reference
Handler & Emmeline - Game boards, spinners, dice, expo markers, Mastery Check for
reference

Contextual Factors/Learner Characteristics:

Community: Lincoln County
School District: Harrisburg
School Factors: Personalized Learning group; first rotation of the day
● Grouping - Learners take a placement test in for their topic and are then placed in a
specific measurement topic and lesson based on what is just right for their learning.
● No IEPs
A. The Lesson - Daily 3 Math Rotations

1. Introduction (4-5 minutes) Whole Group Seminar

a. Getting attention: ​Have everyone bring their purple goal sheets, a
highlighter, and sit up front in community zone.
b. Relating to past experience and/or knowledge:​ Highlight or circle your
goal for today. Remember those who are on a new MT need a new purple
goal sheet.
c. Creating a need to know:​ Note: Remember to take a look at your “I can”
statement(s) on Empower in the first (goals) tab.
d. Sharing objective, in general terms: ​ Strive for accuracy and persist
through your lessons to reach your goals for today. Let them all get to
work and start calling back kids for coaching sessions.

2. Content Delivery (60 minutes) (Coaching Sessions)

a. Austin​ needs to finish MT2 LT1 Mastery Check
b. Andrew​ needs to take MT2 LT1 Mastery Check
c. Ava​ needs to finish Placement Test for +/-
d. (+/- MT1) Amber​ - ​(grab a die) ​Reference Mastery Check for vocab: Sum,
difference. Play a game with her. Roll & Race Addition to 20, Roll & Race
Subtraction from 20. (See attached copies; directions on how to play are
on there)
e. (+/- MT2 LT1) Braeden, Emily, Olivia​ - ​(grab 2 dice & spinner)
Reference Mastery Check - Have each grab an eraser and expo marker.
Play games with them. Start with Lesson 8.2 Ten More/Ten Less
Reinforce. Then, play 100 More/100 Less on 8.3 - ​Give each their own
sheet with page protector covering, but you roll and spin and have them
write the answers. If time allows, they can play on their own while you
monitor.
f. (+/- MT2 LT1) Emmeline, Handler ​(Possibly Andrew and/or Ava,
depending on their tests) - ​(grab 2 dice & spinner)​ Reference Mastery
Check - Have each grab an eraser and expo marker. Play games with
them. Start with Lesson 8.2 Ten More/Ten Less Expand. Next, Lesson
8.2 Ten More/Ten Less Reinforce. Then, play 100 More/100 Less on 8.3 -
Give each their own sheet with page protector covering, but you roll and
spin and have them write the answers. If time allows, they can play on
their own while you monitor.
g. Open Coaching Session​ - Check the board to see which students asked
for a coaching session and help as needed. Otherwise, grab Brent and
work on adding to nearest 10, 20.
h. ** ​Around 11:10​ - Those who are ​not​ in a coaching session and not back
in Mastery Zone can clean up, get their iPads, and go on Addimals or
Subtractimals.
 3. Closure (1-2 minutes) (Around 11:22)
a. Clean up area (if needed) and line up at purple dot for those who are
heading out of the studio.

B. Assessments Used
1. Observation
2. Games
3. Notes
4. Mastery Check
a. Mastered - 85% correct, clearly understands concepts
b. Progressing - less than 85% correct, some understanding of concepts
c. Not there yet - Many problems incorrect, little to no understanding of
concepts

C. Differentiated Instruction
1. By having the learners already grouped by their measurement topic (MT), I am
able to narrow in on a topic for these learners so it is just right for them, rather
than trying to differentiate between a mixed level of learners.

D. Resources
1. Harrisburg.empowerlearning.net
2. Zearn.org