EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Jessica McCrea Date: April 2, 2014

PART I: PLANNING

Title of LessonUsing Mental Math to Add Tens

Source

Is this lesson original idea? If not, from what source did I borrow this lesson?

This lesson was created by the First Grade Team at Sheridan Elementary.

Subject Area (s)Math

Grade Level1st

Curriculum Standards

1NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two digit number and multiple of 10.

Description and Background Information

Describe the lesson’s activities and content to provide a clear overview of the lesson.

During this lesson, the teacher see what students already know by asking students what changes when you add tens to a two digit number. Together, the teacher and students will chose random numbers from the hundreds chart and determine how to figure out what is the sum of that number when multiples of tens more are added. This step will be repeated and questioning will be used to check for understanding. Students will be asked to notice how the tens place value changes. Students will complete pages 337-338 in their math magazines with the teacher as guided practice. For independent practice, students will complete pages 339-340 using the strategies that were used during guided practice. As a closure, the students and teacher will review the independent practice after all math magazines have been collected.

Lesson Objectives What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

Students will be able to add multiples of tens to a two digit number using mental math with 70% accuracy.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material?How will I vary these objectives for students who have already mastered the concept?How will I vary these objectives for students who are presently learning English?

For students who do not understand the material and are presently learning English, visuals and vivid examples will be given to help illustrate the content. If additional assistance is needed, the teacher will pull the ELLs for small group math intervention. For students who have already mastered the content and/or completed assignments early, they will be given a game worksheet on the topic to play with a partner.

Statement of Purpose

Why is it important for the students to learn this content?

It is important for the students to learn how to add tens to two digit numbers using mental math because this will allow students to solve math problems quickly and more effectively when manipulatives are not available.

Materials and ResourcesWhat materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

The students will need pencils, hundreds chart, connecting cubes and math magazine pages 337-340. The teacher will need a teacher’s edition for topic 10 lesson 4, EnVision math software, red pen, laptop, projector and smartboard.

Anticipatory Set What will you do to motivate the students and get their attention? What is the “hook” that will serve as a focus for the lesson’s activities?

To hook, motivate and get students’ attention, the teacher read to students the story “Hats At the Store”. This story will prepare students for the lesson.

Part II: IMPLEMENTATION

Pre-assessmentHow will I find out what students already know about this topic?

To find out what students already know, students will show the number sentence 46 plus 40 using without using manipulatives. Teacher will monitor student responses.

Teacher Modeling or Demonstration

What will I do to show students what is expected?

To show what is expected of students, the teacher will use the enVision math software to explain that when adding tens to two digit numbers, only the tens digit changes. The teacher will model the adding process using further explaining that the number of tens you have is the same number that you will add to the tens place of the original number. The teacher will complete items 1-2 pg. 337 to show students what is to be expected.

Guided PracticeWhat will we do together as they learn how to succeed at the new task?

Together, the teacher and students will add multiples of tens to a two digit number using mental math. Students will be asked to notice how the tens place changes when adding multiples of tens to a two digit numbers. Together the teacher and students will complete pages 338 in their math magazines as guided practice.

Checking for UnderstandingWhat questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

To determine if students understand so far, the teacher will ask students the following questions:

- What do you notice about the tens digits? Ones digits?- What does the value of each digit represent?

Techniques that will be used throughout the lesson are scaffolding and questioning.

Independent Practice

What will students do by themselves to show that they have internalized the knowledge?

The students will complete pages 339-340 using the strategies that were used during guided practice.

ClosureHow will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

To conclude and wrap up the lesson, all student math magazines will be collected and the class will review the independent practice. Students will be allowed time to reflect on what they have learned.

AssessmentWhat will students do to demonstrate what they have learned?

To demonstrate what students have learned, students will be assigned homework relate to

(attach to lesson plan) the lesson from the math workbook.

Extension Activities What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

In the classroom, students can collect data on each other’s ages and multiples of tens to their ages. To improve student performance, the teacher could a invite a banker to discuss money and relate money to adding tens when counting large amounts of money.

Technology

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

To assist students with learning the content and enhance delivery and comprehension, the teacher will use EnVision Math software and the smartboard throughout the lesson.

Connection Across the Curriculum

How will you connect this lesson with other content areas across the curriculum?

The Arts: Students will draw tens rods if needed to complete assigned problems..

Health: Students will be presented the following word problem: If Jane had 46 healthy food snacks and Jack had 40 healthy food snacks, how many snacks do they have in all? How did the tens place change?

Physical Education: The students will do11 jumping jacks and the teacher will do 10 more. The teacher will ask students to create a math sentence using adding multiples of tens to solve the problem. SS: Students will create a math sentence and solve a word problem using the number of US Presidents. For example, if George Washington Carver planted 34 peanut plants and then planted 40 more, how many plants does he have in all? How does the tens place change?

Science: Students will answer the following problem: If plant A needs 12 hours of sunlight for photosynthesis (definition will the given) and plant B needs 20 more hours than plant A needs, how many hours does Plant A and B need together? Students must create a math sentence by adding multiples of tens.

ELA: Students will use their phonics skill to decode the words from the word problems mentioned above.

PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and classroom management.Describe the strengths of student engagement.

The strengths of my instructional techniques/strategies were my ability to vary the objectives and use scaffolding for my ELLs as well as those students who need extra assistance. This part of my instructional planning made the content easier to comprehend. A strength of my classroom management was utilized by the behavior chart. Students are aware of the expectations and consequences. Student was engagement was good. The majority of the students participated throughout the lesson, while a few decided not to do the right thing.

Weaknesses

Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

A weakness in my instructional techniques, strategies, classroom management and student engagement appeared when I noticed the students became restless near the end of the lesson. Students began to focus their attention on other things, did not participate as much as the usually do and I had to refer to the classroom rules more than once. To help resolve this issue, I will allow time for

students to stretch in between the guided and independent practice.

Suggestions for Improvement

What would you change when teaching this lesson again?

When teaching this lesson again, I would include some type of interactive game on the SmartBoard that the class could play as a whole to enhance the lesson.

Revised 6-2013

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