Lesson1 Refl Spring2020

UNLV/Department of Teaching & Learning
Elementary Lesson Plan Template

UNLV Student: Brooke Lantz PSMT Name: Ms. Mattie
Lesson Plan Title: Math Lesson Plan Topic: Equal Groups
Date: January 25, 2019 Estimated Time: 60 minutes
Grade Level: 2nd School Site: Hummel
1. State Standard(s):
1. Work with equal groups of objects to gain foundations for multiplication: 2.OA.3
Determine whether a group of objects (up to 20) has an odd or even number of members,
e.g. by pairing objects or counting them by 2s; write an equal to express an even number
as a sum of two equal addends
2. Teaching Model(s):
1. Direct
2. Whole group
3. Partners
4. Independent
3. Objective(s):
1. SWBAT create equal groups when multiplying.
4. Materials and Technology Resources

1. Daily word problem
2. Sentence strips
3. Dice
4. Notebook activity page
5. Projector
5. Instructional Procedures:
a.Motivation/Engagement (5 minutes):
1. Teacher will greet each student at the door before starting the day.
2. Teacher will have paper passers hand out the word problem that gets glued into their
math notebooks. Teacher will read the problem aloud a few times while walking
around and monitoring students.
3. After about 5 or so minutes, teacher will have one student come up to the projector
and show how they solved the problem.
b.Developmental Activities or Learning Experiences (40 minutes):
1. Teacher will review what students have been working on (repeated addition
problems and introduction to multiplication) (Lemov Strategy: At Bats)
2. Teacher will model to students on the project how they can draw equal groups using
tally marks or dots.
3. Students will make a “Monster Hat” using a sentence strip with 2-5 eyes on them.
They will decide the number of the dots they want on each eye, therefore creating a
multiplication problem. (ex. 3 eyes with 3 dots each = 9).
4. Students will wear their hats while completing the activity and notebook page. For
the activity, students will roll a dice twice to create their multiplication problems.
They will then use small counters to represent that problem before drawing the
picture and solving for the total. (partner work)
5. Students will complete the notebook page, which has them making flaps where they
write the multiplication problem underneath the picture. (e.g. 4 groups of 7; 4 x 7 =
28)
c.Closure (10 minutes):
1. Students will take a formative assessment on repeated addition.
d.Extension:
1. Students who need extra time will be able to work on the problems during RTI time.
2. Students who finish early are able to get on an iPad or computer and do another
appropriate activity (ST Math, Capstone, etc.)
6. Accommodations, Modifications and Differentiations for Diverse Learners:

1. Students who need extra support are able to use manipulatives to visual the problem
before drawing it and solving it
2. Students who are more comfortable with just drawing the multiplication problems may
do so
7.Assessment and Evaluation of Learning:

a. Formative:
1. Formative assessment at the end of the lesson
2. Teacher will also check student work on the activity before they move on to the
notebook page
b. Summative:
1. To be given at a later date
8. Homework Assignment:
1. None for this lesson
Lesson Reflection
This math lesson was designed to build off of repeated addition, which is what we did the
last few days. Today’s lesson started off with students creating a monster hat, in which they
made their own multiplication problem using eyes and then wearing them during the other
activities. The activity had students create equal groups by drawing pictures and then writing and
solving the problem that is associated with it. The activities were all independent, but students
were given the chance to talk to their classmates using a voice level 2 if they had any questions
or needed any help. I monitored the class while they were working to remind students to lower
the volume and stay on task. At the beginning of the lesson, I reminded students of what we have
been doing the last few days. One student was able to explain how they solved the word problem
of the day up on the projector and show their illustration to the entire class. Students were able to
listen to their reasoning and decide whether or not they agree. Throughout the lesson, students
were able to make connections between repeated addition and multiplication.
I felt like I was a little flustered at the beginning of the lesson because I had just made the
copies for the activities about 10 minutes before so I was a little bit of a rush. I don’t think I
showed it too much since I was able to get everything done. At the end of the lesson, I realized I
had forgotten to introduce arrays to them, since they were on the formative assessment that was
given after this lesson. Next time, I will make a note of everything I should discuss with them
that way I don’t forget anything.

Lesson1 Refl Spring2020

Uploaded by

Copyright:

Available Formats

Lesson1 Refl Spring2020

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson1 Refl Spring2020

Uploaded by

Copyright:

Available Formats

UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

4. Materials and Technology Resources

6. Accommodations, Modifications and Differentiations for Diverse Learners:

7.Assessment and Evaluation of Learning:

were able to make connections between repeated addition and multiplication.

that way I don’t forget anything.

You might also like