AOA2_TASK_2_LESSON_PLAN_(1).docx - LESSON PLAN TEMPLATE \u2013 2015 GENERAL INFORMATION Lesson Title Subject(s How Does Your Pattern Grow(Demonstrating

AOA2_TASK_2_LESSON_PLAN_(1).docx - LESSON PLAN TEMPLATE...

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LESSON PLAN TEMPLATE – 2015 GENERAL INFORMATION Lesson Title & Subject(s): How Does Your Pattern Grow? (Demonstrating Understanding of 5’s, 10’s and 100’s Number Pattern Growth) Topic or Unit of Study:Patterns and Functions Grade/Level: Second Grade Instructional Setting: Second grade classroom; 4 tables, arranged to make an open-ended rectangle (the “open” end facing the dry erase board at the front of the room); 5 students per table. Each table is labeled as “Group” 1, 2, 3 or 4. These groups were arranged by student achievement on the previous day’s “ticket out the door” assessment of skip-counting pattern understanding. Student materials needed for this lesson will be placed in a large basket in the middle of each table. STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): State of Georgia Second Grade Standard MGSE2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. Lesson Objective(s): Students will demonstrate their understanding of 5’s and 10’s number pattern growth, when given individual hundreds charts, modeled function tables and modeled correlating equations, with 80% accuracy . MATERIALS Instructional Materials: For each student: dry erase board, dry erase marker, marker eraser, laminated hundreds chart. For teacher: White board, dry erase marker, marker eraser, hundreds chart, document reader, tokens (to mark place on hundreds chart). INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Student Prerequisite Skills/Connections to Previous Learning: A basic understanding of 2 digit minus/plus 2 digit, 2 digit minus/plus 1 digit, 1 digit minus/plus 1 digit addition and subtraction.Basic foundational understanding of using hundreds chart to “skip count” or “build number patterns with a rule” (the rule being increase by 5 and 10, or decrease by 5 or 10;this lesson would be a day 2 or 3 practice/extension beyond the basic introduction to the concept of skip-counting). 2. and 3. Presentation Procedures for New Information AND Modeling (25 minutes)
The purpose of this lesson is for students to explore different ways to demonstrate their understanding of number patterns developed by skip-counting in increments of 5 and 10. Teacher begins lesson by projecting hundreds chart to the classroom whiteboard. Asking the students to stand, the teacher explains that the class will “clap-stomp-count” 5’s and 10’s patterns (skip-counting being a skill that has been introduced in a recent lesson and the familiar vocabulary referring to skip-counting as “creating number patterns with a rule”). Pointing to each number on the hundreds chart at the whiteboard, the teacher instructs the students to “clap as they call out each number in in a pattern with the rule of ‘5 more and a sequence of 9.” After making their way through the 5’s column, the teacher instructs the students to “stomp as they call out each number in a pattern with the rule of ’10 more and a sequence of 9.” Following, the

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