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Name Lisa Reagan Content or Math Today’s 11/15/19

Subject: Date
12/2/19 2nd Grade No. of 18
Date to be Taught: Grade
Students
Central Focus of TSW use strategies to add within 100 TSW use a number line to skip 1 of 3
Lesson ___
Learning Segment or by skip counting and grouping. Lesson Focus count by 1s, 5s, and 10s.
of ___
Unit of Instruction
The students have been learning about strategies to incorporate for subtraction and addition. They have been focusing on regrouping using
Connection to Prior manipulatives such as beans, by using a big cup for hundreds, a small cup for tens, and single beans for the ones. For addition, the students have been
Learning or Previous working on arrays and finding different ways to add the numbers to get to the sum. The students have used the information from addition to create a
Lesson multiplication equation.

Pre-assessment: 8 out of 18 students were able to make jumps of 1, 5, and/or 10 to get to the correct number on a number line. 14 out of 18 students
Data Used to Inform were able to count sticks and bundles to get to the correct amount. 1 out of 18 students were able to make jumps of 1, 5, and 10 to get to a given
Instruction number, by creating their own number line.

Learning objectives stated Formative or Summative How will Feedback be Provided to

Content Standard
behaviorally including criteria Assessment Strategy Students
By using a number line, TSW show 2.NBT.5 Fluently add and subtract Assessment method: Hit TSW provide verbal feedback and
how to add with 1s, 5s, and 10s by within 100 using strategies based the Target Student positive redirection while the students
skip jumping to reach the target on place value, properties of Worksheet with 75% are engaged in the process of hitting the
Alignment of Learning number with 75% accuracy. operations, and/or the relationship accuracy by skip counting. target number. The students will be
Objectives, Content between addition and subtraction. assessed on their ability to skip count
Standards, and Scoring guide: Checklist by 1s, 5s, and 10s during the activity by
Related Assessments a checklist.
Formative: TSW will show
skip jumps of 1, 5, and 10,
use the fewest amount of
jumps, and label their
jumps.
Academic Language Academic Learning objective stated Formative or Summative How will Feedback be Provided to
Content Standard
Objective behaviorally including criteria Assessment Strategy the Students
By using a number line, TSW explain 2.NBT.5 Fluently add and subtract Formative: While students TTW provide positive redirection and
how to skip count by 1s, 5s, and 10s within 100 using strategies based are working on hitting the authentic verbal feedback linked to the
to add and subtract within 100 to on place value, properties of target, TTW look for outcome of the lesson.
reach the target number. operations, and/or the relationship conversation of students
between addition and subtraction. explaining their thought
process of skip jumping.

Previously taught and continuing with this lesson:

Description of
Academic Language
Introducing during this lesson:
Demands
 Skip counting: Counting in groups of a certain number.
Resources and Teacher Materials: 5 feet of blue masking, tape measure, smartboard, checklist
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Materials Required Student Materials: Whiteboards, markers, erasers, Hit the Target Worksheet

Speech IEP (2 Students): No accommodations for instruction in the classroom; both students receive speech therapy for thirty minutes a week.
Cooperating teacher recommended to ask students to restate and remind students to ask for clarification.
Accommodations for
IEP/504 Students o Struggling learners (3): Small group instruction, teacher assistance, intervention, manipulatives
o Underperforming (5): Manipulatives, engagement through group work and discussions
o Advanced students (2): Expansion activities at the end of each lesson.
ISTE Student Standard: Used during Day 3.

Candidate and/or ISTE Educator Standard: 7b: Use technology to design and implement a variety of formative and summative assessments that accommodate learner
Student Use of needs, provide timely feedback to students and inform instruction.
Technology - The teacher used technology to create formative assessment for this lesson, which will inform instruction for the next day.

TTW introduce the lesson by stating, “Today, we are going to learn about skip counting by jumping. We will work with open and empty number
Lesson Hook,
lines in some different ways. Then, each of you will practice your new knowledge of skip jumping by different amounts. Give me a thumbs up if
Motivation, and/or
you’re ready!”
Instant Activity
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Process/Instructional Strategies/Learning Tasks/Planned

Content Information Targeted Differentiation Product
Supports (including academic language supports)
Estimates are taken by students TTW ask students to gather on the carpet area. Process: TSW think-pair-share to
to determine their thought  TTW place 5 feet of blue masking tape on the ground determine estimates.
processes, then the actual for students to estimate the length.
length is found for students to  TTW ask students to think-pair-share, then gather
see if they were relatively close guesses and write on the board (inches, feet, Unifix
to the actual length. cubes, just numbers?)

TSW use a tape measure to find the actual length of the tape.
 TTW discuss the actual length in comparison to the
students’ estimations.

TTW ask students if they think that they can stand at one end
of the blue tape and jump clear to the other end in one jump.
 TSW volunteer to try (2-3 students will attempt to jump
the whole 5 feet)

The long jump is one of the TTW the history of the long jump and work with students to
oldest sporting events in human measure out the record of 30 feet.
history. Now, in track and field  The students will estimate the length of 30 feet.
and the Olympics it is still very  As a whole group, we will decide how to measure and
popular. The longest recorded mark the distance of 30 feet.
jump is nearly 30 feet. This  TTW discuss how remarkable it is to be able to jump
record is held by Mike Powell this length.
in 1991.

In track and field, there is TTW introduce taking multiple skip-jumps.

something called the triple  TTW say what if ___ could jump 5 feet three times?
jump. This is done by taking How far will he/she have gone then?
three jumps. They measure how  Counting by 5s. _____ would jump another 5 feet to get
far they can travel in a total of to 10, then another 5 feet to get to 15.
three jumps.  TTW say “What would happen if he kept going?” (Keep
count to 35)
Skip counting: jumping by the
same number multiple times.
Skip jumps can use used to TTW introduce taking jumps of longer distances, like 10 feet Process: TSW turn and talk to determine
count by a group of a certain or 30 feet. how to skip count 3 jumps of 30.
number. This number can be  Discuss 5 jumps of 10.
different. You can skip count  Discuss 10 jumps of 10.
by various numbers, but most  Discuss if Mike Powell jumped 30 feet 3 times… 3 jumps
often skip counting is by 1s, 5s, of 30. Turn and talk with partner.
10s.
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Jumps of 5: Jumping in groups TTW use the Smartboard to model jumps of numbers using Process: TTW model how to skip jump
of 5 the number lines. by 5, 10, and 30 by using an empty
 5, 10, 15, 20, 25, 30, 35… number line for a visual representation
of how to make your own number lines.
Jumps of 10: jumping in groups
of 10
 10, 20, 30, 40, 50…

Jumps of 30: jumping in groups

of 30.
 30, 60, 90…
By starting at 0, you need to TTW introduce the activity “Hit the Target.”
skip jump by 5 three times to - TTW model by starting at 0, then ask the class how
arrive at the target number of many jumps of 5s are needed to get to 15 using jumps
15. Three jumps are needed to to get to the target number.
get to the target number. - TSW decide how to jump to 15 using jumps of 10 and
5.
By starting at 0, you can jump
10 then jump 5 to get to the
target number of 15.
Number lines do not need to TSW use whiteboards to solve how to get from 0 to 7 in the
marked with each individual fewest amount of jumps of 5 and 1.
number that they present. They - TTW ask students to draw an empty number line on
can be drawn to help you the white board with a hash mark on the left end with
determine the correct answer by a label of 0.
making hash masks. It is - TTW ask the students to make a second hash mark on
necessary to label how far you the right end with the number 7, then circle the
jump and the number that you number 7.
jumped to. - TTW explain that 7 is the target number. TSW use the
fewest number of jumps of 5 and 1 to get to the target
number of 7. TSW label their jumps and the numbers
that they land on.

TSW share how they solved the problem with a partner, then
TTW ask students to share with the whole group.

You can add and subtract using TSW use their white boards to jump from 0 to the target Process: TSW use the white board to
the skip jump. The goal is to number of 9 with the fewest jumps of 5 and 1. practice making the number line and
use the least amount of jumps - TSW pair and share their answers. jumps as a class. This will prepare
possible. - TTW ask a volunteer to share their solution with the students for the activity.
class.
- TTW challenge students to think of a different way
that uses less than 5 jumps.
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- TTW say “What jump would we get to if we use 2

jumps of 5? That will be really close to our target
number.”
- TSW attempt the problem using forward jumps and
backwards jumps.
- TSW explain that they can make 2 jumps of 5 and take
one jump of 1 backwards to reach the target number
of 9.

TTW explain to the students that they will start to work on

this in pairs.
- TTW review the directions by explaining that they can
jump by 1s, 5s, or 10s. The students can jump forward
or backwards. TSW label each jump and the number
that they land on.
- TTW review the example with the class.

TSW work on the Hit the Target worksheet with a partner. Learning environment: TSW move to a Product: The students will have
- The goal is to use the fewest amount of jumps to comfortable spot in the room, by completed the Hit the Target
reach the target number. working at desks, the carpet, or another activity and will hand it in to the
spot with their partner. teacher to view their work to
inform Day 2.
1. In this lesson, the idea of skip jumping is introduced by discussion a real-world sport. In track and field, the long jump and triple
jump are realistic ideals of skip jumping amounts. By discussing and relating mathematics to student’s real lives, it will be a more
prominent learning experience for the students. It was shown that by examining students personal understanding to a
mathematical understanding can be beneficial to learning outcomes. The teacher needs to be careful with their language during
the lesson. We need a focus on student engagement in the process. We need to assist students in sense of the mathematics we are
Connection to teaching them. (Brown & Hirst, 2007).
Research/Theory 2. In this lesson, the students often think-pair-share, turn and talk, and work together to determine the mathematical concepts.
Discourse in mathematics is essential to the students’ ability to explain their solutions. By providing opportunities to allow
discourse for the content and problem solving, the students get a better sense of how to problem solve and build a community of
learners trying to grasp the same concepts. By using different kinds of examples, the lesson will make sense to the students as
visuals and real-world examples are used to connect to the students’ prior knowledge. (Loewenberg Ball, 1993)

TTW ask students to turn and talk to revisit what it means to skip jump. TTW say, “Today, we learned how to use empty number lines to skip
jump by different numbers to reach the target number. Tomorrow, we will work on a game to show our skip jumping abilities. Now that we
Lesson Closure
have calculated how far the sleds have gone, we will see what type of force is needed for a sled to move. Let’s move on to science!”

ANALYSIS OF STUDENT WORK AND REFLECTION OF TEACHING TO BE COMPLETED FOLLOWING THE TEACHING EXPERIENCE

References:
Bridges Math - Teacher Tips and Resources. (2015). Retrieved from https://sites.google.com/a/leanderisd.org/teacher-tips-and-resources/bridges.
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Brown, R., & Hirst, E. (2007). Developing an understanding of the mediating role of talk in the elementary mathematics classroom. Journal of Classroom Interaction, 41(2), 18–
28. Retrieved from https://files.eric.ed.gov/fulltext/EJ780289.pdf
Loewenberg Ball, D. (1993). With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics. The Elementary School Journal, 93(4), 373–
397. doi: 10.1086/461730

Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide. Retrieved from
https://www.mathlearningcenter.org/sites/default/files/documents/sample_materials/br2-tg-u3-m2.pdf

Math Learning Center. (n.d.). Family Orientation. Retrieved from https://www.mathlearningcenter.org/sites/default/files/documents/family/family-orientation.pdf.

Materials:
- Hit the Target Bridges Worksheet (Pages 33-36)
- 5 feet of blue masking
- Tape measure
- Smartboard
- Whiteboards
- Dry Erase markers
- Eraser
- Checklist
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Checklist
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