ED 345 Calvin University Teacher Intern Lesson Plan Template #1

Teacher Intern: Hope Triezenberg Date: 10-14-19 Mentor Teacher: Leslie Overway

Grade Level: 2nd Subject/ Topic: Intro to Math Centers - Pre-assessment

Approx. time spent planning this lesson: 2hrs
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: (What are the big ideas and/or questions you will answer in this lesson?)
- What are math centers?
Brief Context: (How does this lesson tie into the unit or the rest of the curriculum?)
- This unit will be using math centers and this is the intro to math centers lesson where students learn about the
centers and the expectations
Prerequisite Knowledge/Skills: (What skills are necessary for the students to have mastered or understood before they
can understand this new content?)
- how to work with a partner
- what an addition problem looks like
-
Lesson Objectives/Learning Targets (What do you Aligned Assessments (What will the students do to
expect your students to know upon completion of the demonstrate comprehension of the curriculum? Consider
lesson? formative & summative tools.)
The learner will: I will assess learning by:
1. be able to generate ideas about what math 1. the ideas they generate for what math centers look,
centers look, sound, and feel like sound, and feel like
2. solve -0 and -1 facts 2. students figure out Miss. T recording sheet
3. figure out the rule in a set of numbers 3. using 10 a helper fact half sheet
4. use 10 as a helper fact to solve a subtraction 4. sticky note fact family
problem 5. frames and arrows rule game worksheet
5. generate what addition and subtraction problems
for a fact family

Standards Addressed: (Include full standard.)

- CCSS.MATH.CONTENT.2.OA.B.2
- Fluently add and subtract within 20 using mental strategies.2 By the end of Grade 2, know from memory all sums of two one-digit numbers.

Instructional Resources and Materials: (List resources including classroom, community, and supplemental student
resources. Include technology and cite websites.)

Day one

- expectations sheets
- looks like, sounds like, feels like
- math centers powerpoint
- large piece of white paper with fact family paper instructions on it
- white board, marker and stand
- sticky notes
- using 10 as a helper fact

Day two
- What's my rule game
- frames and arrows sheet for each student
- Figure out Miss. T
- recording sheet
- poster with math problems on it
 - Link sheet - one per student

Consideration of Learners: (Note how you have responded to your diverse learners. Consider UDL -Multiple means of
Engagement, Representation, Action & Expression- & principles of differentiation.)

- powerpoint timer uses the numbers in a countdown along with a visual of time running out
- students come up with expectations for math centers
- students are grouped in a way that the teaching can be differentiated
- Teacher can scribe for students on link sheet
- students can draw pictures to explain their method of solving a problem

Individual Accommodations: (Identify accommodations you will make in response to needs and/or interests of a student
or group of students.)

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Building respectful relationships: (Note any specific ways in which you plan to establish rapport, build mutual trust,
monitor & maintain relationships. Consider student-teacher & student-student relationships.)
- student lead expectations conversation
- using students during my examples

Organizational routines: (Identify ways that you have intentionally organized time, space, materials, & students to
minimize disruptions and maximize learning.)
- PowerPoint for transitions
- modeling/practice going through stations
- game center in a different room for noise level
- independent center by the laptops
- teacher circle by the carpet for use of the overhead projector
- students clean up each center
- center items prepped the day before

Specifying & reinforcing productive behavior: (Note how expectations are specified, productive behavior is reinforced
and disruptive behavior is redirected.)
- students discuss and come up with what math centers do and don’t look, sound, and feel like
- referring back to the expectation sheets when they do not follow them
- using positive reinforcement while using golden tickets for on task behavior

DOMAIN 3: INSTRUCTION- [Content Management]

Prep:
Write on independent center white board
- Grab a sticky note. On the front of it write you name.
- One the back write as many addition and subtraction problems you can from this fact family
- ___ + ___ = ___
- ___ - ___ = ___
- When you have written as many problems as possible place your sticky note on the big white
sheet of paper
- Put up sticky note fact family
Day ONE

Motivation/Opening/Intro: (Think creatively about how to recruit learning. Tell a story, show an object, etc.)

- Hello boys and girls I am so excited to be teaching you this next math unit. You have been doing such a great job
working in two seperate groups and I thought you’d be able to handle yourself doing three groups. Each day
there will be three separate centers that you will travel too and from. Today and tomorrow we will be practicing
going through the centers and I will talk about what you will be doing at each of them every day. The first center
I want to tell you about is the centers where you get to work with me! This will be on the carpet in the front of
the room just like where you are now. This is where I will be teaching you a new strategy for solving subtraction.
Our next center is the game center which will be in the other room. When you are at this center you will be
playing a math game with your math partner (I have picked these out). The last center is the independent work
center where you will be able to choose from different activities to work on on your own or with a partner. This
center is located at the back tables in the classroom. You will be able to work at the table or on the small carpet
by the non-fiction books. If you are the bucket winner you get to use an iPad during this center after you
complete everything that is on the white board telling you what to do that day. On special days you will be able
to use the computers too but always look at the white board at that center to see what tasks you have for that
day

Expectations

- Now that you have a little idea about the centers I’d like to have a discussion about what math centers look,
sound and feel like. I know this is new but we know what on track behavior looks like for the classroom.
- What do math centers look like, sound like, and feel like
- do’s and don’ts
- Look like
- students on task working on what was assigned
- students in their center and not moving around
- students transitioning during the timer
- students at their next center by the time the timer is done
- students packing up their work before moving to the next center
- students coming in from specials, looking at the screen to see which center they
start at and going right there.
- Doesn’t look like
- students out of their seat/center
- students misusing their materials
- students coming to talk to the teacher
- students waiting out in the hall after specials or wandering the room
- Sounds like
- voice level 0 and 1
- students talking about math
- quiet hands, feet, and mouths as you transition to the next center
- Doesn’t sound like
- voice level 3&4
- students fighting/arguing with each other
- Feels like
- being ready to learn
- Doesn’t feel like
-
Okay boys and girls, these are our expectations that we have created together for our math centers. Mrs. O and I will be
holding you accountable to these.

- wiggle break

Powerpoint

I talked about a timer during our conversation and I’d like to show you what I’ve created to help you be in charge of your
own learning.
This powerpoint will let you know when it is ready to go to your next center and will even tell you where to go. Let me
show you.
- Pull up ppt
- Each day you will come in from specials, go to your desk and grab your math journal and a pencil and come to
the carpet
- add to expectations sheet
- I have a special timer programmed to let you know when it is time to move to the next center
- Talk about the timer and expectations that go with the timer
- when you hear the timer start you will quickly and quietly get your materials ready for the next group
and you will move to the next center before the timer is over. The timer counts down from 60 and even
shows you how much time is left. Once the timer goes off the screen will change and show you where to
go next. All you have to do is find your name and look at the top to see which center you are going to.
- add to expectation list

Development:

Model

Now friends, I know this is a lot of new things to remember and a lot to take in so I thought we could practice together
using the powerpoint to help us. I’d like you to get a pencil from your desk a come back quickly and quietly to the carpet.
We will wait here for the timer and then check to see where we have to go next.
- timer goes off.
- go to games
- tell students that when to move to this center they will find their math partner.
- have students do this
- explain to students that when they are in this center they need to keep their voices down in
order to be able to hear the timer goes off otherwise they will be late to their next center and
that will be a problem.
- Timer goes off
- go to independent station
- sit quietly on the floor
- Now friends at this table there will either be instructions on what tasks you need to get done
before free choice. When you get to this station always look for what to do. Let’s read what we
have to do today.
- sticky note question (see large white paper)
- Using 10 as a helper fact half sheet if there is time
- ooo let's look and see. point to poster and have read it to students

1. Grab a sticky note. On the front of it write you name.

Okay boys and girls I’d like you to do what it says. You can grab a sticky note and on the front, the side without the sticky
part I’d like you to write your name.

2. One the back write as many addition and subtraction problems you can from this fact family
- ___ + ___ = ___
- ___ - ___ = ___
- When you have written as many problems as possible place your sticky note on the big white
sheet of paper

Now you can answer this question to the best of your ability. If you don’t know that is okay because I haven’t taught you
this skill yet. I am just trying to see what you know. Put your sticky note up on the big white paper and then grab a half
sheet. During addition we used 10 as helper facts. We can do the same with subtraction. Show me how you could use 10
as a helper fact for subtraction. Again we haven’t learned this so if you don’t know that is totally ok.

- students try using 10 as a helper fact

- turn into bin at center

Friends, tomorrow at this station you are going to be solving different math problems to figure some facts out about me

Closure:

Tomorrow you will come in and come to the carpet first before doing the centers as I have a little more explaining to do

(IF time) Okay we have a little bit more time before recess so I would like you to Join back on carpet and add to
expectation list anything new that the students thought of/learned.

(If no time) your ticket to recess is your using 10 as a helper fact or sticky note depending on time.

Day TWO

Motivation/Opening/Intro:

- Quickly while students are in centers review of expectations

- the activities/math tasks may be something you don’t know and that’s okay because I want to see
what you know. We will learn all of this together!
- How to play Jenga
- Explain/Model
- Math Groups
- Show paper

Development:

- teacher circle
- Link Sheet
- L group first
- So we are going to try and solve this math problem and fill out each of these squares. If you need help
writing I can help you. I’d like to explain it first and then you may work and ask questions
 - You can do these boxes in any order but I’d like you to complete each of them
- In the first you simply but the missing number in the blank
- In the second you will draw a picture for this math problem
- In the bottom right box you will write a number story for this math problem
- and last you will tell me in words how you solved the problem
- I want to know what you know, not what your friend knows, so please keep your eyes on your own
paper. Again if you need help writing words I am more than willing to help you.
- If time show them how to play dots and lines flash card game

Transition - practice this until they get it

- Game
- What’s my Rule Frames and Arrows

How to play

- Students will finish the first three frames and arrows on their own.
- After that students will create their own rules for the blank frames and arrows and give them to their
partner to solve.
- The first person to complete their frames and arrows and their partners arrows correctly wins.
- If there is extra time they can create more on their own.

- Independent
- Figure Miss. T out
- Jenga

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

Reflection after teaching the lesson: (What went well, what would you change, did your students learn what you
intended?)

The powerpoint wasn’t timed correctly for this lesson, so I need to go back and fix that, so it runs on its own instead of
having to change it on my own. In this lesson, the students responded well and were very excited for math. I was able to
get the pre-assessments done while teaching the procedures of math centers

Evidence of professionalism: (Note recent evidence of your efforts as a professional. This could include in-services, PLC’s,
faculty meetings, PT Conferences, parent notes, etc.)