Ed 411: Teaching Children Mathematics
Fall 2014
INSTRUCTIONAL PLANNING TEMPLATE: ED 411
Leading a Mathematics Discussion, Experience #3
Your name:
Grade level and school:
Title of lesson/activity:
Teaching date(s) and time(s):
Estimated time for lesson/activity:
Overview of lesson:
Provide a short description (2-3
sentences) of the lesson/activity.
Be sure to include a description of
the mathematical task.
Context of lesson:
Marissa Ramirez
2nd at Bach Elementary
Adding Multidigit Numbers, Day 2
February 5, 2015 at 2:45 pm
30-35 minutes
In this lesson students will describe their strategies for finding the
total cost of their two selected items for a second time. In lesson
one we had a discussion about different addition strategies and
students had a chance to show two strategies. In this lesson they
will have a chance to revisit the strategies they used, and how they
can improve their details and methods.
Second lesson of a two-day lesson. In the previous lesson students
used a strategy to find how much change they would get back.
They then had a chance to record two ways they found the total
cost for two imaginary items on a math masters page.
Sources:
List the source(s) you used in the
creation of your lesson plan—e.g.,
Everyday Math
Everyday Math, Grade 2, Volume 2, Lesson 5-11 page 506
Learning Goals
Learning Goals
List the learning goal(s) you
have for your students. Use
measurable behaviors that
can be linked to the
assessments.
Students will be able to add
two multidigit numbers
using a specific strategy
such as using a number
line, adding by place value,
counting up, counting by
10s, etc.
Connection to Standards
State the content expectations from the
Common Core State Standards that you
address in your lesson.
Represent and solve problems involving
addition and subtraction.
Connection to Activities
Students will have a
chance to rewrite their
strategies for the addition
they did on math masters
page 149.
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to
solve one- and two-step word problems
involving situations of adding to, taking from,
putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the
unknown number to represent the problem.
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Ed 411: Teaching Children Mathematics
Fall 2014
Use place value understanding and
properties of operations to add and subtract.
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using
strategies based on place value, properties of
operations, and/or the relationship between
addition and subtraction.
CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using
strategies based on place value and properties
of operations.
Attending to the Learners
Anticipating student ideas:
Explain what you think will be
students’ prior knowledge about
the content, including the
alternative ideas or challenges you
anticipate students might face and
how you plan to work with each of
these challenges during the
discussion. Also explain your ideas
about how students are likely to
respond to the tasks in the
discussion and how you might use
these likely responses to focus
students on the intended content.
Making the content accessible
to all students:
Describe how you will help ALL
students engage productively in
the lesson. This includes
identifying assumptions made
during the lesson about students’
prior experiences, knowledge, and
capabilities; making the
representations, explanations,
and/or vocabulary accessible and
meaningful to all students; and
making connections to students’
personal, cultural, and social
experiences during the lesson, if
Students have prior knowledge about addition strategies. They
have had lessons on change diagrams and open number lines.
Some challenges of this lesson will be to motivate the students to
revise work they have done.
I will read directions out loud, and present information on the
board. I might also model a not so great representation of my
strategy, and then have a discussion about how I could make my
strategy better to model the thinking process for students.
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Ed 411: Teaching Children Mathematics
Fall 2014
appropriate.
Assessments
Type of Assessment:
Number 2 on math
masters page 149.
Learning-Goals Connection
The brief written check will assess whether students were able to improve the
quality of their first strategies by using an accurate addition strategy.
Instructional Sequence
Materials: Math masters page 148 and 149
Time
Main
components
4 min
Set-up:
What will you say
and do to engage
the students in
the problem?
Being explicit
about norms,
directions, and
language is one
way to attend to
students’
cultural/linguistic
resources and
attend to the
learning of all
students.
1 min
Launching of
Discussion:
8 min
Orchestration
of the
Discussion:
Based on your
analysis of the
mathematics
content of the
Steps Describing What the Teacher
and Students Will Do:
Communicate HOW, not just WHAT, you plan on teaching, and
provide enough specificity that someone else could teach from
your plan. This includes scripting the key questions you plan to
ask.
Notes and
Reminders
(including
management
considerations)
“In this lesson we are going to use addition strategies.
Earlier today we showed two strategies we could use to
find the total cost of our two items. Now that we have
done that, we are going to discuss how we can make
our strategies better.”
“ To help us think about how to make our strategies
better, we are going to work as a class to help me revise
one of my strategies that I wrote for number 1, which is
on the board. Look at what I wrote, and think silently to
yourself for a minute about how I could make this
better. I want my strategy to be so clear that another
second grade student could look at my writing and know
exactly what I did to add.”
“Who would like to share with us one way they think I
could make my work better?”
On the board I will have an incomplete change diagram,
open number line, or number sentences. I will ask
students to provide me with suggestions for how to
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Ed 411: Teaching Children Mathematics
Fall 2014
Time
3 min
Main
components
Steps Describing What the Teacher
and Students Will Do:
Communicate HOW, not just WHAT, you plan on teaching, and
provide enough specificity that someone else could teach from
your plan. This includes scripting the key questions you plan to
ask.
problem, your
anticipations
about the types
of
solutions/methods
that your
students will
produce and your
learning goals for
your students,
write out a
sequence for
sharing solutions
and key questions
and prompts.
Keep in mind that
you will likely not
be able to share
ALL
solutions/methods
that students
might produce.
Include follow-up
questions that
you might ask to
the class after
each
solution/method
is shared.
Describe how you
will provide
opportunities for
all students to
participate in the
discussion.
make it better. I will record my revised strategy on
another part of the board, since students will have to
write their revised strategy in a new area on their
assessment. As students are sharing I will support their
interpretations so they can give me advice to make my
strategy as clear as possible.
Conclusion:
(Describe an
aspect of the
mathematics or
the nature of the
discussion you
would like to be
able to use to
conclude the
discussion. You
may need to
conclude with a
different
statement if the
discussion does
not go as
planned.)
“Today we all worked together to show addition
strategies. Not only did we work on using a strategy, but
you helped me revise my strategy so that I can show
exactly what I did. My strategy is now clear enough that
another second grade student could look at my work
and know what I did.”
Notes and
Reminders
(including
management
considerations)
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Ed 411: Teaching Children Mathematics
Fall 2014
Time
5-10
min
Main
components
End-ofdiscussion
check
Steps Describing What the Teacher
and Students Will Do:
Communicate HOW, not just WHAT, you plan on teaching, and
provide enough specificity that someone else could teach from
your plan. This includes scripting the key questions you plan to
ask.
Students will revise their strategies.
Learning goal for self:
State at least one learning goal
that you have for yourself, with
regard to your teaching. In other
words, what are you working on
to improve your teaching practice?
Preparing to teach this
lesson:
Describe the things you did in
preparation to teach this lesson.
For example: practiced the activity
with the actual materials,
answered the worksheet questions
myself, thought through timing,
researched materials, etc.
Notes and
Reminders
(including
management
considerations)
Reflection on Planning
I want to work on supporting students as they present ideas to the
class. I also want to work on maintaining the attention of the class.
I talked with my MT about the day 1 of this lesson, and what we think
would best support students in the revision of their initial strategies. I
also emailed my lesson to my FI for feedback.
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