100%(1)1 out of 1 people found this document helpful
This preview shows page 6 - 7 out of 7 pages.
students turn to their neighbor and began taking turns counting by 10’s until they get to 1000. Walk around ad listen inas students skip counts to check for understanding. Come have a seat at their carpet spots with their thousands chart and listen as teacher talks. Watch as teacher put up a card and with a neighbor, take turns skip counting by that amount until 1000. Students should use the thousands chart to help them keep track.Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.Gifted and Talented:Teacher will accommodate for the needs of these students by giving them non friendly numbers to skip count by. Instead of skip counting by 5’s,10’s and 100’s, these students will get a card that will ask them to skip count by 2’s, 15’s, 50’s etc. Students will need to apply the understanding of umber patterns to skip count by these numbers.ELL:Vocabulary words will be posted up on the board with picture examples for students to visually see and refer to when comparing three-digit numbers. Using visuals when explaining vocabulary will help these students with understanding the vocabulary in this lesson.Students with Other Special Needs: These students have a spot on the carpet closest to me. I will be monitoring students understanding and help them skip count along with the class. When breaking up into independent work, these students will join me at the back table to work on skip counting.AssessmentFormativeDuring the lesson, teacher will walk around to assess students’ thinking and ask in-dept questions to further their thinking level. During the guided practice portion of the lesson, teacher will walk around as students are working with each other to ask probing questions and assess students’ current understanding of the concept. Asking questions like “How do you know that this number is next?” or
“What do you noticed about the patterns of the number that you colored on the chart?” will help teacher assess where students are at and their thinking process.SummativeTeacher will take formative notes as the students are working independently when circulating the classroom. As teacher is walking around, they will record what students struggled with and what they succeeded with (academic vocabulary, skip counting, seeing the patterns of numbers, etc.). This will helpteacher create and pull small groups for math where they will target the specific skills that students are needing more support working on.References:National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common Core State Standards for mathematics: Second Grade. Retrieved February 1, 2020 from