Math Lesson

Pre-practicum 2 – Lesson Template
Name: Julia Picard Date: 8/21/17
School: Countryside Grade: 2
Starting and Ending Time: 10:45 to 11:25
OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State 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?
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.
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 correctly solve two word problems, with or without the help of
manipulatives, and will be able to provide a clear explanation of the strategies they used.
Assessment: What specific, tangible evidence will show that each student has met this objective?
Students will be asked to complete two word problems and to show their work. Their worksheets
with the problems will be collected and graded both for correctness of the answer and clarity of
the explanation. Strategies may include the use of connecting cubes or a number line.
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 Read Aloud Training (Elementary) or Academic Language Training
(Secondary) and 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.
The students will be able to demonstrate their understanding of the words “fewer” and “more” in
relation to word problems by orally answering questions regarding the number of objects in a
problem and participating in partner discussions.
Assessment: What specific, tangible evidence will show that each student has met this objective?
The students will have met this objective if they can correctly answer whether or not they think
there will be more or fewer objects at the end of the number story. This is related to their
understanding of the operations of addition and subtraction and their ability to decide which
operation to use.
Revised August 2015 Cass/Malley/Hagen 1

Venkatesh/Akoury/Malley
Content: What are the specific details of the lesson’s content knowledge?
This lesson focuses on determining which operations are needed to solve a word problem. It also
asks students to think about the problems conceptually before actually solving them, as well as
sharing their ideas orally. These word problems are important because they are ones that could
potentially occur in real life.
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 (10 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?
This lesson will begin with reading a couple math stories out loud and asking the students to
imagine them in their minds. For each story, the students will do a turn and talk and retell the
story to their partner. After, I will ask one of the students to retell the story out loud for the whole
class. I will then pose the question to the class, “Will there be more or fewer items at the end of
the story?” The students will then solve the problem with a partner. After, I will ask several
students to discuss strategies they used with the whole class.
Story #1: Sally has 9 red marbles and 6 blue marbles. How many more marbles does she have in
all?
Story #2: Jake has 7 books. Kira gives him 4 more books. How many books does he have in all?
During Lesson (25 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?
We will begin this lesson by introducing the assessment activity. I will first read the problem:
Kira had 30 pennies in her piggy bank. She spent 19 pennies at the store. How many pennies
does Kira have left? I will again encourage students to visualize this problem in their head and to
retell it to a partner. At this point, the students are not solving it yet but are just visualizing what
is happening.
Several questions will be posed to the class:
 In this problem, what are we trying to find out?
 What information do we already know?
 Will the answer be more than 30 or less then 30? Why do you think so?
 What equation could we write to represent what is happening in this problem?
 How could you use manipulatives, such as counting blocks, to solve this problem?
Then, students will work on the assessment part of this activity.

Closing (5 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
After completing the assessment, two or three students will share out loud the explanations that
they have written to the class. We will then go over the correct answer and talk about different
strategies used.

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.
Before beginning the lesson, I will remind students of the proper listening techniques that they
usually use. I will also remind them that when they are sharing out answers during our group
portion of the discussion, they should only share when called upon.
Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
-counting blocks
- worksheets with word problems
- word problems that we will discuss
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)?
The students will continue to work with addition and subtraction within 20 and will slowly move
away from using manipulatives during these problems.


Math Lesson

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Pre-practicum 2 – Lesson Template

Name: Julia Picard Date: 8/21/17

School: Countryside Grade: 2

Starting and Ending Time: 10:45 to 11:25

OVERVIEW OF THE LESSON

Revised August 2015 Cass/Malley/Hagen 1

PROCEDURES FOR THE LESSON

Revised August 2015 Cass/Malley/Hagen 2

Revised August 2015 Cass/Malley/Hagen 3

Revised August 2015 Cass/Malley/Hagen 4

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