Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Nara Lee 11/20/2013 Subject/ Topic/ Theme Roll Away Grade 2

I. Objectives How does t is lesson connect to t e unit !lan"

repare! them to build me"tal math co"cept! a"d practice a"d de#elop e!timatio" !$ill!

Learners will be able to#

S$ill+ully determi"e a"d a"aly,e which multiple o+ te" a %i#e" "umber i! "eare!t )o"!truct two&di%it! "umber! u!i"% two di++ere"t "umber! )ompare two two&di%it! "umber! a"d ju!ti+y which o"e i! bi%%er )ooperate! with their part"er! duri"% the acti#ity

co%"iti#e& R ' Ap A" ( )*

phy!ical de#elopme"t

!ocio& emotio"al

A" Ap ( -

$LCEs or Common Core standards addressed#

%CC.&.OA.& .lue"tly add a"d !ubtract withi" 20 u!i"% me"tal !trate%ie!/ 0y e"d o+ Grade 21 $"ow +rom memory all !um! o+ two o"e&di%it "umber!/ %CC.&.'().* .lue"tly add a"d !ubtract withi" 100 u!i"% !trate%ie! ba!ed o" place #alue1 propertie! o+ operatio"!1 a"d/or the relatio"!hip betwee" additio" a"d !ubtractio"/
2Note# 3rite a! ma"y a! "eeded/ 4"dicate ta5o"omy le#el! a"d co""ectio"! to applicable "atio"al or !tate !ta"dard!/ 4+ a" objecti#e applie! to particular lear"er! write the "ame2!6 o+ the lear"er2!6 to whom it applie!/6 *remember1 u"der!ta"d1 apply1 a"aly,e1 e#aluate1 create

II. (efore +ou start Identif+ !rere,uisite -nowledge and s-ills. Stude"t! !hould be able to +i"d which multiple o+ te" a"y %i#e" two&di%it "umber i! "eare!t/ Stude"t! !hould be able to per+orm two&di%it multiple! o+ te" additio"/
Pre-assessment (for learning):

Di!cu!! !$ill! o" how to +i"d which multiple o+ te" a %i#e" "umber i! "eare!t Outline assessment activities 2applicable to thi! le!!o"6
Formative (for learning):

A!$ 7ue!tio"! time to time while demo"!trati"% the acti#ity

Formative (as learning):

Stude"t! i" pair! chec$ each other8! a"!wer! a! they play the %ame Summative (of learning69 Stude"t! re+lect o" their !$ill! that they u!ed duri"% the acti#ity
Provide %ulti!le %eans of 2e!resentation ro#ide optio"! +or perceptio"& making information perceptible Stude"t! become !$ill+ul at +i"di"% the "eare!t multiple o+ te" o+ a %i#e" "umber by playi"% a %ame ro#ide optio"! +or la"%ua%e1 mathematical e5pre!!io"!1 a"d !ymbol!& clarify & connect language Directio"! are pro#ided i" the be%i""i"% o+ the acti#ity to e5plai" what the "umber! o" dice repre!e"t +or thi! particular %ame Provide %ulti!le %eans of Action and E1!ression ro#ide optio"! +or phy!ical actio"& increase options for interaction Stude"t! are %athered i" +ro"t o+ the !cree" +or ope"i"% di!cu!!io" a"d paired up later to play the %ame ro#ide optio"! +or e5pre!!io" a"d commu"icatio"& increase me ium of e!pression Stude"t! #erbally e5pre!! their idea! duri"% cla!! di!cu!!io" a"d i"teract! with their part"er! a! they play the %ame Provide %ulti!le %eans of Engagement ro#ide optio"! +or recruiti"% i"tere!t& choice, relevance, value, authenticity, minimize threats Stude"t! may choo!e to u!e a "umber chart a"d/or "umber li"e !heet! ro#ide optio"! +or !u!tai"i"% e++ort a"d per!i!te"ce& optimize challenge, collaboration, mastery-oriente fee back Stude"t! ta$e tur"! to play the %ame 2!tude"t ha! to wait a"d help hi!/her part"er u"til he/!he %et! the tur"6

. at barriers mig t t is lesson !resent" . at will it ta-e / neurodevelo!mentall+0 e1!erientiall+0 emotionall+0 etc.0 for +our students to do t is lesson"

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ro#ide optio"! +or comprehe"!io"& activate, apply & highlight Stude"t! apply their !trate%ie! they lear"ed +rom pa!t le!!o"

ro#ide optio"! +or e5ecuti#e +u"ctio"!& coor inate short & long term goals, monitor progress, an mo ify strategies Stude"t! mo"itor their pro%re!! i" +i"di"% the "eare!t multiple o+ te" o+ a %i#e" "umber a"d two&di%it additio" a! they play the %ame

ro#ide optio"! +or !el+&re%ulatio"& e!pectations, personal skills an strategies, self-assessment & reflection Stude"t! re+lect o" their a"!wer! a"d e!timatio" ba!ed o" the comme"t! +rom their part"er!

%aterials3w at materials 4boo-s0 andouts0 etc5 do +ou need for t is lesson and are t e+ read+ to use"

e"cil a"d era!er 3hiteboard a"d mar$er )omputer a"d !cree" Number chart a"d Number li"e Recordi"% !heet Dice <oti#atio"9 cla!! di!cu!!io" i" +ro"t o+ the !cree"= !tude"t! %ather arou"d the !cree" De#elopme"t9 part"er acti#ity= !tude"t! i" pair!

How will +our classroom be set u! for t is lesson" III. ) e Plan )ime Com!onents & & & %otivation 2ope"i"%/ i"troductio"/ e"%a%eme"t6 & & &

6escribe teacher activities A'6 student activities for eac com!onent of t e lesson. ut up a "umber li"e a"d/or "umber chart o" !cree"/ Gather !tude"t! i" +ro"t o+ the !cree"/ >e!terday1 we did e5erci!e o" +i"di"% the "eare!t multiple o+ te" +or %i#e" two&di%it "umber/ )a" you recall the !tep! you had to ma$e to +i"d out which multiple o+ te" a %i#e" "umber i! "eare!t? Tal$ to the per!o" "ear you how o"e ca" decide the "eare!t multiple o+ te" o+ a %i#e" "umber/ @a#e two or three !tude"t! !hare their !trate%ie!/ @a#e !tude"t! %o bac$ to their ori%i"al !eat!/ Di!tribute recordi"% !heet +or the acti#ity/ 3rite dow" their !trate%ie! o" the board/

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Gather arou"d at the bac$/ Tal$ to the "ei%hbor! a"d !hare idea!/

* mins

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(5plai" the !tep! to determi"e which multiple o+ te" a %i#e" "umber i! "eare!t/ Go bac$ to their !eat!/

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&73&* mins

6evelo!ment 2the lar%e!t compo"e"t or mai" body o+ the le!!o"6

)all !tude"t!8 atte"tio" a"d model with the !tude"t! how to play ASha$e1 Rattle1 a"d Roll/B 1/ ic$ o"e !tude"t 2Stude"t 16/ 2/ Let the !tude"t roll two dice/ A!$ what "umber! he/!he %ot a"d write them o" the board/ 3/ A!$ whole cla!! how ma"y two&di%it "umber! we could ma$e u!i"% tho!e two "umber! obtai"ed by rolli"% the dice/ ;/ 3rite the !maller "umber o" the le+t a"d bi%%er "umber o" the ri%ht/ C/ A!$ Stude"t 1 +or determi"i"% which multiple o+ te" the !maller "umber i! "eare!t/ 3rite the "umber "e5t to the actual "umber/ D/ A!$ Stude"t 1 +or determi"i"% which multiple o+ te" the bi%%er "umber i! "eare!t/ 3rite the "umber "e5t to the actual "umber/ E/ A!$ whole cla!! to +i"d the e!timated !um/ air the !tude"t! up/ ro#ide each pair with two !i5&!ided dice a"d "umber chart a"d/or "umber li"e/ @a#e !tude"t! play the %ame a"d wal$ arou"d to chec$ +or their u"der!ta"di"%/

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Li!te" a"d loo$ at the demo"!tratio"/ Grab a "umber chart a"d/or "umber li"e !heet/ lay the %ame 1/ Stude"t 1 roll! two dice a"d record the "umber! o" recordi"% !heet/ 2/ <a$e two po!!ible two&di%it "umber!/ Determi"e which two&di%it "umber i! !maller/bi%%er a"d write them dow" o" recordi"% !heet/ 3/ .i"d the "eare!t multiple o+ te" +or each "umber a"d add them to +i"d a" e!timate/ ;/ Stude"t 2 chec$! Stude"t 18! a"!wer!/ C/ Stude"t 2 ta$e! a tur"1 +ollowi"% !tep! 1&;/ D/ .or each rou"d1 compare the e!timate a"d Stude"t who ha! a bi%%er e!timate draw! a circle arou"d the e!timate/ E/ Stude"t! ta$e tur"! +or a total o+ !i5 rou"d!/

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* mins

Closure 2co"clu!io"1 culmi"atio"1 wrap&up6

)la!! Di!cu!!io" / A!$ Fue!tio"! & (5plai" how you +ou"d the clo!e!t multiple o+ te"/ & Do you thi"$ your e!timated !um i! hi%her or lower tha" the actual !um? 3hy? @ow could you chec$? & 3hat $i"d! o+ !ituatio"! i" li+e mi%ht be ea!ier i+ you $"ew how to e!timate a"d add "umber! li$e thi!?

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A"!wer to the 7ue!tio"!/ Share their idea! about the proce!! a"d u!a%e o+ e!timatio"/

8our reflection about t e lesson including evidence4s5 of student learning and engagement as well as ideas for im!rovement for ne1t time. 23rite thi! a+ter teachi"% the le!!o"1 i+ you had a cha"ce to teach it/ 4+ you did "ot teach thi! le!!o"1 +ocu! o" the proce!! o+ prepari"% the le!!o"/6 4" the be%i""i"% o+ the le!!o"1 4 decided to do a Number Tal$ i"!tead o+ a!$i"% 7ue!tio"! about what they remember +rom ye!terday8! le!!o"/ Gpe"i"% the le!!o" with a Number Tal$ tur"ed out #ery %ood/ .ir!t1 4 wrote 111 CH1 a"d :D o" the board a"d a!$ed !tude"t! to +i"d the "eare!t multiple! o+ te"! +or each "umber/ 4 could tell that the !tude"t! were acti#ely e"%a%i"%/ They were +ollowi"% the directio"! a"d $"ew what they had to do/ 4 had to help out 3&; !tude"t!1 but mo!t o+ them were able to !ol#e the problem! by them!el#e!/ Ne5t1 4 a!$ed them to !hare their a"!wer! with the part"er! or a"yo"e "ear them be+ore they !hare them to whole cla!!/ Thi! way1 the !tude"t! were able to chec$ their a"!wer! prior to cla!! di!cu!!io"1 which ultimately lowered their a"5iety o+ a"!weri"% 7ue!tio"! whe" a!$ed by the teacher/ The" 4 pic$ed a !tude"t +or each 7ue!tio" u!i"% pop!icle !tic$! a"d a!$ed them to !hare their !trate%ie! they u!ed to %et to the a"!wer/ .i"ally1 we mo#ed to the mai" acti#ity1 ARoll Away/B 4 !howed a" e5ample o" how to play the %ame/ 4 paired the !tude"t!1 %a#e two dice +or each pair1 a"d let them play the %ame/ 4 wal$ed arou"d the cla!!room to chec$ their u"der!ta"di"%/ .or tho!e who "eeded more e5pla"atio"1 4 played the +ir!t rou"d with them1 e5plai"i"% each !tep/ 3e played the %ame +or twe"ty +i#e mi"ute!/ About 1CI o+ the !tude"t! were able to +i"i!h all D rou"d!1 E0I o+ the !tude"t! +i"i!hed u"til 2&3 rd rou"d1 a"d 1CI o+ them did "ot %et to +i"i!h the +ir!t rou"d becau!e they were i" a"other cla!! whe" 4 wa! e5plai"i"% the acti#ity/ Ne5t time i+ we play thi! %ame1 there are !ome rule! that 4 would !peci+y9 1/ Roll the dice o"e at a time/ 2/ Roll your !eco"d die a%ai" i+ you ha#e the !ame "umber a! the +ir!t o"e/ 4 +ou"d out that the recordi"% !heet re7uire! too ma"y proce!!/ The !tude"t! had to +i"d two "umber! u!i"% the "umber! o+ the dice a"d determi"e which two&di%it "umber i! !maller/lar%er/ They al!o had to +i"d the "eare!t multiple! o+ te"! +or tho!e two "umber! a"d add them i" the e"d/ 4 thi"$ 4 will modi+y the recordi"% !heet a! well to ma$e the "umber they %et +rom the +ir!t die be the te"8! di%it a"d the !eco"d "umber be the o"e8! di%it/ The" they will ha#e to +i"d the "eare!t multiple o+ te" +or that "umber o"ly1 a"d it will be the "umber they will ha#e to compare to decide who wo" the rou"d/ :&;&12