Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: _________Helen Haskin_________ Date: ____11/4/20____

School: _______Newton Distance Learning Academy _________ Grade: __2__

Starting and Ending Time: _10:35_ to _11:35_

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

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.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

Students will be able to solve one and two-digit subtraction word problems and show their work
using pictures.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will show their work by submitting pages 71–72 from their math workbook on Seesaw.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

Students will be able to understand the terms count all, count back, subtract in parts, and add up
as strategies for subtraction.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will show their understanding by verbally answering what strategy they’ve used during
check ins with the teacher.
Content: What are the specific details of the lesson’s content knowledge?

The content of this lesson involves identifying and using strategies for solving one and two-digit
subtraction problems within word problems.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (5 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

-Before we start, make sure you have your math journal (or a piece of paper) and a pen or dark
marker (pencil if you don’t have either).
-On Monday we learned about story problems. We practiced using CUBS and using pictures to
show our work.
-Today we’re going to continue working on story problems. I want to go slowly. Visualize the
story in your head. Ask yourself, what is this problem asking me? What strategy can I use to
solve it (count all, count on, count down, add or subtract in parts)? What tools could I use (cubes,
number line, picture)?

During Lesson (50 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

-Let’s start with a story problem similar to Monday. I will display it on a jamboard and read it out
loud.
-Amelia was cleaning up after baseball practice. There were 9 balls in a bag and 6 more balls on
the field. How many baseballs were there in total?
-Prompt students to think about the problem, visualize it in your head, retell the story, what
question is being asked, use CUBS, will the answer be more or less than 9, how would you solve
this, who has a different strategy for solving this (name the strategies used)
-Kira had 16 baseball cards. She gave 7 of them away. How many baseball cards does kira have
left?
-What is happening in this problem. Don’t solve it yet. Just explain what you see in your mind.
-In this problem, what are we trying to find out? Let’s underline the question. What information
do we already know? Let’s circle the numbers. Let’s box the important information. Will the
answer be more than 16 or less than 16? Why?
-What equation could we write to represent what is happening in this problem? What does the 16
stand for? What does the 7 stand for? We can use the minus sign to show that something is being
removed or subtracted. Now we’re going to find out how many baseball cards Kira has left, or
what 16 – 7 equals.
-Think about what strategy you could use to solve this problem. Who would like to explain their
strategy? Who used a different strategy?
-Everyone is doing such great work. You’re doing a fantastic job explaining your strategies.
(Send Juan and Bella to a breakout room with Ms. McManama.) Now we’re going to work on
some more problems independently. I want you to follow the same steps we’ve been doing
together. Visualize the problem. Figure out what question is being asked. Mark the problem
using CUBS. Write an equation. Show you work using a picture or words. That’s a lot to
remember so I’ve made a checklist that I’ll display on the screen. When you finish a problem,
check your work using the checklist.
-Speak up if you have a question. After 7 minutes (not sure that will be the amount of time) we’ll
go over problem 2 together. Make sure you show what strategy you used so you can tell the class
about it.

-After half of the independent time has elapsed I will check in with students who haven’t asked
any questions. We will go over problem number 2 as a group. What did you get? How did you
get it? What strategy did you use? I will name the strategies each student uses.

-Early finishers can work on pages 73–74 or try to solve the same problems using a different
strategy.

Closing (5 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

-We’re almost out of time for math today. Does anyone have a question about story problems?
-Today you all did an excellent job using strategies like count on, count all, count down, and
subtract in parts to solve story problems.
-Nice work today! Please take a picture of the pages in your math journal and submit them on
Seesaw.
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Overview:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
(1) examples format (verbal/written)
Graphic organizers
Seat students Provide alternate Give daily progress
strategically near one reading or the same text Use Braille or large report
another, you or the at varying reading print
focus of instruction levels Extend time
Use manipulatives
Pair students Provide on-level (2) Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of (3)
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: Students will begin as a whole class for the mini-lesson, but two students on IEPs
will work with a teacher in a small group on the workbook problems.

Support #2: Students will be encouraged to use cubes to assist them in visualizing and creating
pictures of the story problems.

Support #3: While students independently work in their workbooks, I will display a slide with a
checklist of what needs to be included in each answer for their reference.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

At the beginning of the period I will provide time for the students to gather their materials so that
they do not need to leave the screen during the lesson. I will remind students to use whole body
listening and will consistently check everyone’s screen to make sure they are working. I will call
on students and ask for them to hold up their work and walk me through it if they seem like they
are distracted by something else. If things are getting out of control and students seem antsy, I will
provide a quick movement break to reset.

Technology: How did you incorporate technology into the lesson?

This lesson will be taught online. Students will complete their work on paper and submit it on
Seesaw. I will use Google Slides and/or Jamboards to display examples.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

students will need:

-math journal (if they can’t find it they can use a blank sheet of paper)
-pen or dark marker (pencil will work if they can’t find either)
-cubes

teacher needs to prepare:

-google slides/jamboard

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

Students will continue to work on story problems during synchronous and asynchronous lessons
over the next few weeks.

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Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley