Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Nara Lee 11/19-20/2013 Subject/ Topic/ Theme Building to / Bu ting 100 !rade 2

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

"ntroduce tudent to t#o digit $ t#o digit addition and ubtraction
cogniti%e& ' (p (n ) *+ ph, ical de%elopment ocio-emotional

Learners will be able to#

'nder tand decompo ing and compo ing group ten &epre ent t#o digit number u ing a manipulati%e *ollaborate #ith their partner and be re pon ible -or their a igned role in cla

' (p

acti%itie

$LCEs or Common Core standards addressed#

%CC.&.OA.' ' e addition and ubtraction #ithin 100 to ol%e one- and t#o- tep #ord problem in%ol%ing ituation o- adding to/ ta0ing -rom/ putting together/ ta0ing apart/ and comparing/ #ith un0no#n in all po ition / e1g1/ b, u ing dra#ing and e2uation #ith a ,mbol -or the un0no#n number to repre ent the problem1 %CC.&.OA.& 3luentl, add and ubtract #ithin 20 u ing mental trategie 1 B, end o- !rade 2/ 0no# -rom memor, all um o- t#o one-digit number 1 %CC.&.()*.+ 3luentl, add and ubtract #ithin 100 u ing trategie ba ed on place %alue/ propertie o- operation / and/or the relation hip bet#een addition and ubtraction1
4Note# 5rite a man, a needed1 "ndicate ta6onom, le%el and connection to applicable national or tate tandard 1 "- an objecti%e applie to particular learner #rite the name4 7 o- the learner4 7 to #hom it applie 17 +remember/ under tand/ appl,/ anal,8e/ e%aluate/ create

II. )efore ,ou start Identif, !rere-uisite .nowledge and [Link].

Student Student

hould 0no# place %alue 4ten9 digit and one9 digit71 hould under tand that 1 ten i e2ual to 10 one and %ice %er a1

Pre-assessment (for learning):

( 0 tudent the %alue o- each ba e ten bloc0 4one / ten / and hundred 7 Outline assessment activities 4applicable to thi le on7
Formative (for learning):

!o through addition problem #ith tudent and ha%e them contribute coming up #ith the an #er
Formative (as learning):

:a%e tudent -ill out the record heet 4#al0 around and chec0 their under tanding7 Summative (of learning7; :a%e tudent hare about the le on and a 0 ome e ential 2ue tion related to the acti%it,
Provide %ulti!le %eans of 3e!resentation <ro%ide option -or perceptionmaking information perceptible The acti%itie #ill be demon trated tep b, tep The tudent #ill u e ba e ten bloc0 a their %i ual manipulati%e <ro%ide option -or language/ mathematical e6pre ion / and ,mbol - clarify & connect language The tudent #ill e6pre the number u ing the bloc0 Provide %ulti!le %eans of Action and E2!ression <ro%ide option -or ph, ical actionincrease options for interaction The tudent #ill #or0 in pair and hare their idea to cla Provide %ulti!le %eans of Engagement <ro%ide option -or recruiting intere t- choice, relevance, value, authenticity, minimize threats The tudent can choo e either =building to/bu ting 100> or =building to/bu ting ?0> <ro%ide option -or u taining e--ort and per i tence- optimize challenge, collaboration, mastery-oriente fee back The tudent #ill need to do their a igned role #ith their partner

/ at barriers mig t t is lesson !resent" / at will it ta.e 0 neurodevelo!mentall,1 e2!erientiall,1 emotionall,1 etc.1 for ,our students to do t is lesson"

<ro%ide option -or e6pre ion and communication- increase me ium of e!pression The tudent #ill rai e 2ue tion during the acti%it, or at the end othe le on

9-@-12

<ro%ide option -or comprehen ionactivate, apply & highlight The tudent #ill appl, their 0no#ledge o- ba ic addition and ubtraction to -ind the total and di--erence

<ro%ide option -or e6ecuti%e -unction - coor inate short & long term goals, monitor progress, an mo ify strategies The tudent ha%e hort term goal o- ol%ing addition/ ubtraction throughout the acti%itie The tudent ha%e long term goal o- =building to/bu ting 100>

<ro%ide option -or el--regulatione!pectations, personal skills an strategies, self-assessment & reflection The tudent can re-lect their under tanding through cla di cu ion

%aterials4w at materials 5boo.s1 andouts1 etc6 do ,ou need for t is lesson and are t e, read, to use"

<encil and era er *omputer/ projector A creen Ba e ten bloc0 4 hould contain 1 hundred9 / 10 ten9 / and 20 one9 7 <lace Balue Cat (ddition A ubtraction record heet Student it on the -loor at the beginning o- the le on Student in pair during the acti%itie

How will ,our classroom be set u! for t is lesson" III. * e Plan *ime Com!onents %otivation 4opening/ introduction/ engagement7 -

7escribe teacher activities

A(7 lesson.

student activities for eac com!onent of t e

+4'8 mins

=La t time/ #e learned about ho# to de cribe a number through number riddle acti%it,1> :a%e tudent it on the -loor -acing the projector creen and pull out lide o- ba e ten bloc0 addition e6ample 1 C'ST DD EF Do a number tal0 on e6ample EF1 4Dptional7 Demon trate each addition problem 1 Di cu the an #er

Tal0 about #hat the, remember -rom la t le on/acti%it, *ome it on the -loor1 ( 0 2ue tion

&+498 mins

7evelo!ment 4the large t component or main bod, othe le on7

(*T"B"TG E1 4Da,-17 - 3or each pair/ pro%ide number card / place %alue mat/ addition recording heet/ and ba e ten bloc0 1 - ( ign Student E1 to record and Student E2 to place bloc0 on the place %alue mat1 - )6plain the acti%it,; 11 Student E1 pic0 a number card1 Student E2 manipulate the number #ith the bloc0 on their place %alue mat1 Student E1 #rite do#n the number on the recording heet1 21 Student E2 pic0 a number card and manipulate the number u ing bloc0 on the place %alue mat1 Student E1 #rite do#n the number on the recording heet1 31 (dd Student E19 number and Student E29 number1 Student E2 record the total1 @1 No#/ 0eep the total1 Student E1 pic0 a number card and #rite do#n the number #hile Student E2 manipulate the number #ith the bloc0 1 3ind their ne# total/ and Student E1 record it1 - ( 0 tudent #or0 #ith a partner and pla, the =Building to 100> game1 - 5al0 around and chec0 -or under tanding -or each pair1 + Student #ho truggle to do until 100 ma, do until ?0

!rab number card / place %alue mat/ addition recording heet/ and ba e ten bloc0 1 Student ta0e turn pic0ing number card 1 Student hould u e their place %alue mat to manipulate the number1 The number othe card i added to the e6i ting total1 Together partner determine their ne# total and record thi number on a heet o- paper1 <artner continue pic0ing the number card and adding the number until the, reach 100 4or abo%e71

9-@-12

in tead1 (*T"B"TG E2 4Da,-27 - 3or each pair/ pro%ide number card / place %alue mat/ ubtraction recording heet/ and ba e ten bloc0 1 - ( ign Student E1 to record and Student E2 to place bloc0 on the place %alue mat1 - )6plain the acti%it,; 11 Student E1 pic0 a number and record it on the heet1 Student E2 ho# the e2uation 4100 $ the number Student E1 pic0ed7 #ith ba e ten bloc0 1 Together -ind out the di--erence1 21 No#/ 0eep the di--erence1 Student E2 pic0 a number and manipulate it u ing the bloc0 #hile Student E1 record it1 3ind their ne# di--erence/ and Student E1 record it1 - ( 0 tudent #or0 #ith a partner and pla, the =Bu ting100> game1 4:a%e tudent pla, bac0#ard -rom 100 to 017 - 5al0 around and chec0 -or under tanding -or each pair1 + Student #ho truggle to begin #ith 100 ma, tart -rom ?01 *la Di cu ion / ( 0 Hue tion - :o# do #e repre ent number u ing ten and one I - 5hat did ,ou do to -igure out ho# man, bloc0 to add/ ubtract each timeI - :o# did ,ou 0no# ,our total/di--erence #a correct or not each timeI - Sho# me J@ on ,our mat1 :o# i that amount di--erent -rom @JI :o# i it the ameI !rab number card / place %alue mat/ addition recording heet/ and ba e ten bloc0 1 Student begin #ith ten group o- 10 ten and brea0 apart the group to remo%e the number o- the card the, pic0ed1 Thi time the mat begin #ith 10 ten bloc0 alread, on it1 Student ta0e turn pic0ing the number card 1 Student hould u e their place %alue mat to repre ent the number1 The number o- the card pic0ed i ta0en a#a, -rom the e6i ting di--erence1 Together partner determine their ne# total and record thi number on a heet o- paper1 <artner continue pic0ing the number card and ta0ing o-- the bloc0 until the, ha%e reached 8ero bloc0 1

&+498 mins

:4'8 mins

Closure 4conclu ion/ culmination/ #rap-up7

Student

hare their idea and a 0 2ue tion

;our reflection about t e lesson including evidence5s6 of student learning and engagement as well as ideas for im!rovement for ne2t time. 45rite thi a-ter teaching the le on/ i- ,ou had a chance to teach it1 "- ,ou did not teach thi le on/ -ocu on the proce opreparing the le on17 1 . . 1 1 . 1 1 . 1 . 5 .6 . . . 1 . . " 1 1 . < . 1 1 . = 1> = 1> = .> . 1 1 1 1 . . . . . . " 1 . 1 . 1 1 1 1 . . 5 .6 = > . < . . .

9-@-12