Pre-practicum 3/ Grad P1 Lesson Template

Name: Emily Sosrodjojo Grade: 2nd Grade

Starting and Ending Time: 08:50 to 09:45

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: With
regard to how this lesson fits into the big picture of the students long-term learning, which
MA framework does the lesson most clearly address?

MA.2.OA.2 Fluently add and subtract within 20 using mental strategies.

MA.2.NBT.9 Explain why addition and subtraction strategies work, using place value and
the properties of operations.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

SWBAT name the starting number on the number line, understanding the fact that they do
not have to start with the number one and that they should not choose arbitrary numbers
to start, by orally naming the starting number or writing down the starting number on
their own worksheets during the lesson.
SWBAT decide whether they should be counting up or counting down the number
line when solving an equation involving subtraction by orally saying counting down or
counting up and writing the appropriate numbers on the number line during the lesson.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will orally share the starting number and orally say counting down or
counting up during the whole class practice session.
Students will write down the starting number and complete the number line on their
worksheets during individual work time.
Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

SWBAT use the words counting up or counting down when describing the direction
that they should take as they solve the equations throughout the lesson.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will answer Ms. S question (should I count up or count down? Am I counting
up or counting down in this situation?) with the words counting up or counting down
during the lesson, both in the whole group session and individual working session.

Content: What are the specific details of the lessons content knowledge?

Learning how to complete a number line based on the equation given (i.e., they do not
always have to start with the number one; they do not use arbitrary numbers on the
number line; when counting down the number line, they only need to write down the
larger number to get the answer as the smaller number will be the number of hops they
make on the number line).
Deciding whether counting up or counting down the number is the best choice based
on a given Math equation; students will need to use their number sense to help determine
the two options (i.e., counting down is the more efficient option when the two numbers
involved have a large difference between them).
 PROCEDURES FOR THE LESSON
In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (10 minutes): How will you introduce the instructional objective to the students,
activate learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?
Remind the students the different subtraction strategy they learned with Mrs. D.
Can anyone remind me the different subtraction strategies that you learned with Mrs.
D. yesterday?
Inform the students the strategy that we will be focusing on for the day
Today, we are going to focus on counting up and down the number line. Does anyone
remember what that means? How does the number line help us subtract?
Review what subtraction means if the students if need be: 19 2 is taking away 2
from 19. I will write down on a small white board this example to visualize the
problem so that the students can more easily solve the problem and be reminded of
the parts of a subtraction equation (i.e., the minus sign).
During Lesson (25 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?
Practice solving different equations using the strategy as a whole class (using the Elmo to
project the equations). Both number sentences formats will be used in the practice round
and the Subtraction Worksheet.
Now I have some practice equations with me, but I need your help to solve them. You
will need to tell me what to write and where to write it, okay? Remember, no calling
outs, so make sure you raise your hand before helping me.
Before we start, can we turn around and face the projector? Im going to use the Elmo
to show you the practice equations. I know you have assigned seating on the rug so
please quietly go to your assigned spots.
Students will have to tell Ms. S the starting number for the number line and decide
whether counting down or counting up the number line is the best choice.
When we use the number line, do we always have to start from the number one? Can I
start from just any number that I want to use? Where should I write the number?
What should I do now that Ive written down the first number?
For counting down problems: Which number do you think we should write first on
the number line? The larger number or the smaller number? Lets see what happens
when we start with the smaller number (results in counting up the number line). Now
were counting to start with the larger number (results in counting down the number
line). Which one do you think is the better option? (starting with the larger
number/counting down the number line)
Explicitly tell the students that it is easier to go down the number line when the
two numbers are far away from each other (use their number senses to determine
if the two numbers are close to or far away from one another).
Practice equations:
1. 13 9 = ______ (start at 9; counting up)
2. 10 5 = ______ (doubles fact; start at 5; either works)
3. 20 14 = ______ (start at 14; counting up)
4. 8 2 = ______ (start with 8; counting down)
5. 20 3 = ______ (start with 20; counting down)
Closing (15 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
Great job everyone. Now its your turn to practice using the number line to subtract
number on your own. Please go back to your table when I call your table number.
When you are done, you may choose to either play "Roll and Subtract or Spin and
Subtract with a partner.
Students complete the Subtraction Worksheet.
I will place the worksheets on the students tables while they have their morning
meetings with Mrs. D. on the classroom rug. This will make sure that they have the
worksheets by the time they return to their tables, but at the same time, will not
distract them from their morning work.
Teachers and aides will walk around the classroom to make sure the students are
correctly completing the worksheet. Specific attention will be given to students in
table 4 and some students in table 2.
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL), and utilize resources at the following links:
Learner Factors: What will you do to ensure success from all students? Specifically students on individual
education plans, English language learners (at a variety of English language levels), and students who may
need an extended challenge. Highlight all that apply.
Grouping Factors Content Materials Student Response
Adjust grouping format Give additional Write homework list Alternate response format
examples (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress report
another reading Use Braille or large
print Extend time
Pair students Provide on-level
reading Use manipulatives Use assistive devices

Give verbal cues to Technology Use interpreter/translating

emphasize main ideas device
Give students copy of
Increase number of directions Give more breaks
review activities
Allow use of computer

Hand out copies of

notes

Re-read directions

Use page marker

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation.
Support #1: Give verbal cues to emphasize main ideas
During my demonstration, I will make sure to emphasize the words number line counting up and
counting down so that my students can create association with the words (e.g., they no longer have to
guess what a number line looks like because I will point it out as I create the number line).

Support #2: Re-read directions

As I go around the classroom, I will be sure to re-read the directions to my students to remind them how
they are supposed to solve the equations and what it means to be counting down and counting up
the number line.

Support #3: Use interpreter/translating devices

Specifically for two of the ELLs in my classroom, I will also allow them to hear the concept of
counting down and counting up in their native languages by using Google translate, to follow the
strategy that my SP does as well.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

The students will already be on the classroom rug before the lesson begins, as they are normally
for their morning meetings. I will simply ask the students to sit in rows and columns, if they have
not, and face the projector before we solve the practice equations together (after the introduction
to the lesson). I will project the equations using the Elmo and have the students tell me how to
complete the problems. Once we complete the equations together, I will have the students go back
to their small group tables to work on the Subtraction Worksheet. The students know to play the
Math games back on the classroom rug or on empty tables. Following the schools language, I will
ask the students to keep their voices at level 3 when they are playing the games. I will give them a
verbal warning if they misbehave or go over level 4, but if the behavior continues, I will ask the
student to work on the table, instead of the rug, and play individually, instead of in pairs.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

Elmo Document Camera (classroom resource)

5 practice problems to complete together with the students
Subtraction Worksheet
Roll and Subtract Worksheet
Spin and Subtract Worksheet
Small whiteboard and marker

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lessons overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

The students will continue practicing their subtraction skills, using the different strategies they
have learned, for the rest of the unit with Mrs. D.

Revised August 2015/Cass/Malley/Hagen 6

Venkatesh/Akoury/Malley