Running Head: MATH LESSON - CLINICAL #1 1
Math Lesson - Clinical #1
Jessica Babington-Brown
February 2020
2
“Section 1: Lesson Preparation”
“Teacher Candidate Jessica Brown-Babington
Name:”
“Grade Level:” 2nd grade
“Date:” February 5th, 2020
“Unit/Subject:” Math
“Instructional Plan Present & Parcel Story Problems with Two-Digit Numbers
Title:”
“Lesson Summary and Students will be introduced to the Presents and Parcels scenario. They
Focus:” will be learning how to model two-digit numbers through presents that
will come in packaged sets of 10 and individually. Students will also be
introduced to the Work Place 3D Base Ten Triple Spin game.
“Classroom and According to the class profile, there are 12 students who are English
Student Language Learners. Three students, who are 3rd graders, are one grade
Factors/Grouping:” below their learning level. For this reason, they are learning 2nd grade
math. All students will be working together to complete this lesson plan.
“National/State - Understand that the three digits of a 3-digit number represent amounts of
Learning Standards:” hundreds, tens, and ones (2.NBT.1)
- Skip-count by 10s and 100s within 1000 (2.NBT.2)
- Read and write numbers to 1000 represented with numerals and in
expanded form (2.NBT.3).
- Compare pairs of 3-digit numbers, based on an understanding of what
the digits in their hundreds, tens, and ones places represent (2.NBT.4)
- Use >, =, and < symbols to record comparisons of two 3-digit numbers
(2.NBT.4).
- Reason abstractly and quantitatively (2.MP.2).
“Specific Learning Students will be able to add up base ten area pieces in sets of hundreds,
Target(s)/Objectives:” tens, and ones.
Students will be able to write equations using hundreds, tens, and ones.
Students will be able to count packaged sets of 10s and 1s.
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“Academic Language” ● Compare
● Greater than
● Less than
● Expanded notation
“Resources, Materials, ● Student whiteboards
Equipment, and ● Markers
Technology:” ● Erasers
● 1 set of large base ten area pieces
● 10 additional red hundreds pieces from the sets of large base ten
area pieces
● 1 Base Ten Triple Spin Spinner
Section 2: Instructional Planning
“Anticipatory Set” Time
The teacher will begin by introducing the section stating that we will be creating and Needed
solving story problems about presents and parcels.
ASK: “Do you know what a parcel is?” 2
minutes
ASK: “Are there any occasions where you have received presents? What did you get?”
“Multiple Means of Representation” Time
Needed
Direct Instruction: The teacher will introduce a picture to the students. The picture has
three girls and three presents. The teacher will ask the students questions such as, “What
do you notice about the picture?” Students will share their observations with a partner
then with the class. This process is repeated with the picture on the second page. 40
minutes
Guided Practice with Whiteboards: Students will each get student whiteboard. The
teacher will draw quantities of presents and parcels. Students will use various paths to
answer how many parcels and presents they see. The numbers of parcels and presents
will be put together to make 2-digit numbers.
- Create a large 10 parcel and 1 small present
- ASK: “What if I asked you to use the small squares to make 13 presents?
How would that look?”
- ASK: “What is another way to make 13 presents?”
- ASK: “How can you make an equation from that?”
- Repeat with 46 presents.
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4
Group Work - 3D Base Ten Triple Spin Game:
Students play 3D Base Ten Triple Spin against each other then in partners.
- To play the game, player 1 spins the spinner to see if they will play for more or
less. The other player will circle more or less on their own sheet.
- Player 1 spins the number spinner and decides to take that digit in base ten area
ones, tens, or hundreds. Player 2 will do the same following Player 1.
- Player 1 spins again and must take the digit in a different denomination and
Player 2 will do the same.
- On the 3rd spin, the players will take the result in whatever denomination remains
- Players write their base ten area pieces in the 100s, 10s, and 1s boxes. They will
write the equation on their record sheet.
Explain how you will differentiate materials for each of the following groups:
● English language learners (ELL): During guided practice and group work,
instruction will be clearly outlined and discussed prior to the game. Students will
be closely monitored during the lesson.
● Support: For students who need more support, they may sit with other students
and copy presents and parcels off of their paper until they can do the task
themselves. Give students struggling with teen numbers, give them similar
numbers, such as 11, 12, 13, and 15 for practice.
● Early finishers (those students who finish early and may need additional
resources/support): Early finishers will be instructed to complete another game
with their partners.
“Multiple Means of Engagement” Time
Needed
Collaborative Group Work/ 3D Base Ten Triple Spin Game:
● I will use a game to engage students in actively learning about parcels and
presents.
● I will use the the projector to model how to play the game - first with the whole
class. 20
● I will then go around the room and monitor student progress while they play the minutes
game with a partner.
Think-Pair-Share:
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● I will use think-pair-shares during our anticipatory set, our direct instruction, and
during guided practice. Students will discuss answers in partners before
discussing the answers with the class.
Formative Questioning and Higher Order Thinking Questions:
● Questions will be asked
○ What are ways that you could use small squares and rectangles to make
13? What about 26? Does anyone have a different idea?
○ What is a fast way to count the presents in the parcels?
Explain how you will differentiate activities for each of the following groups:
● English language learners (ELL): English Language Learners will get extra
time to complete the partner activity. They will be closely monitored during their
think-pair-share. Higher order thinking questions will be asked based on their
academic level.
● Early finishers (those students who finish early and may need additional
resources/support): Early finishers will be asked to continue questioning with
their partner during their think-pair-share.
“Multiple Means of Expression” Time
Needed
Throughout the lesson the teacher will quickly assess students using the thumbs up,
thumbs, middle, and thumbs down strategy. This will allow the teacher to understand
what the students know and what they need more work on. At the end of class, the 10
students will be given an exit ticket regarding presents and parcels. minutes
Explain how you will differentiate assessments for each of the following groups:
● English language learners (ELL): English Language Learners will be graded on
their academic levels. The question will be read outloud to the class. The teacher
will monitor and track their progress according to their academic abilities.
● Early finishers (those students who finish early and may need additional
resources/support): When students are finished, they will be asked to silently
read until all students are finished with their exit ticket.
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6
“Extension Activity and/or Homework”
Students will continue learning about presents and parcels for the remainder of the unit
using story problems.
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