Generic Lesson Plan Form

Subject: Math Activity: Go MathLesson Ch.4 BBK Setting: 3rd grade Resource Room # of Students: 1 student

Statement of Objective: CCSS.MATH.CONTENT.2.NBT.B.5 Accommodations

*Observable/Measurable (A,B,C,D) Written on smartboard
Fluently add and subtract within 100 using strategies based on place
*GLCE/IEP at the beginning of
value, properties of operations, and/or the relationship between lesson. Verbal at
addition and subtraction. beginning of lesson and
related to throughout
Part 1: I can use a tens frame and mental math to make friendly lesson.
numbers in addition problems.

Part 2: I can review what I know about addition to get ready for 2-digit
addition.

Materials:  Smartboard slides Print pages to have in

*Prepared and organized  markers and erasers front of student and up
*Available for all  base ten blocks (if needed) on the smart board
 Hundreds, tens, ones chart (if needed)
Manipulatives (base ten
blocks)
Tens Frame Visual
Opening: 1. Whole brain writing instruction (10 Minutes) Positive reinforcement
*Gain attention/motivate  Review Nouns: What is a noun? (movements) of behavior
*Activate prior knowledge o What is a person noun? A place? A thing?
~link/relate; assess; prepare for new -Multi-sensory modes:
learning (e.g. vocabulary)  Verbs  define, practice examples visual, kinesthetic
*State goals/set purpose  Answer in complete sentences with hand movements (capitals and -giving as much time as
~explain task: why, what, how, and when punctuation) needed to think through
for strategies the problem
*Clear directions
 Student picks out verbs in sentences, comes up with their own
-sitting near the student
verbs to match picture to support
2. Start 3’s song (practice math facts), practice 7s and 8s
Presentation: 3. Number talk activity first: Friendly Numbers and Tens frame -giving extra wait time
Teacher:  Learning target: I can use a tens frame and mental math to make to think for student to
*Variety of learning (T/S, S/S, S/T) friendly numbers in addition problems. come up with answer
*Organizational framework  Show first tens frame on smartboard: Review what a tens frame is.
~construct, clarify, and link concepts in a
 Have her share strategies, work through problem, given as much
meaningful context -positive verbal
*Present visually, verbally, kinesthetically, support as needed reinforcement for
real world (e.g. LESH) Move on to the other tens frame, refer back to previously used strategies that encouragement
*Model and think aloud to make visible worked, prompt to make friendly numbers
~language practices/processes
~learning strategies and adaptations (how, 4. Learning target: I can review what I know about addition to get ready for 2- -providing teacher
when and why) digit addition. example and prompts
~organization, relationships, and clues  Vocabulary: give examples, have student identify the parts when needed
*Transfer of control o Addend – one of the numbers being added -repeating/rephrasing
~students explain, justify, clarify, etc. o Sum – total/answer questions
*Clear directions o Review place value
Guided Practice: -Multi-sensory modes:
*Activity related to presentation/objectives visual, kinesthetic,
*Active student participation 5. 2 Digit Addition Song (Stand up, march, hand movements) auditory (manipulatives,
~provide rationale for assignment "Right then left, right then left, drawings, paper in front
~multi-sensory and real world when we add two digit numbers, we add right, of student and on
~instructional dialogue then left! board, teacher
*Transfer of control rephrasing
~students explain, justify, clarify, think Ones, then tens, ones then tens questions/giving
aloud prompts)
when we add two digit numbers, we add ones,
*Check for understanding
then tens!"
~ensure high success rate
~appropriate feedback: praise, prompt, 6. Teacher model:
probe/question (in ZPD)  2 digit addition (without regrouping)
Individual Practice:  45 + 24
~assess/error drill 7. Guided Practice: 26+12, 39+20
~monitor and adjust instruction  prompt to add ones then tens
*Management/monitoring  ask what they noticed about the addition, have them explain how
~scan, circulate, assess, support, praise they solved aloud -extra work if lesson
8. Independent Practice: 32+14, 41+28, 65+23 goes faster than
expected
 if time: have student pick one problem to “teach”, explain how they
solved and why
 Generic Lesson Plan Form

Closing:
*Adequate time
*Students summarize content and
accomplishments
*Assess/identify new goals
*Link to future learning
5. Review learning target, self-evaluation: “How are you feeling 2-digit -Time for the student to
addition? Thumbs up, middle or down. What is the first step? Then?” (refer express concerns or
back to song if needed) achievement, self-
“Next we will learn about regrouping when we use addition.” evaluation

Reflection:

1. Was my feedback for student positive and specific?

2. Did I reduce distractions throughout the lesson?
3. Were my directions clear and direct, especially the math skills I was teaching and focusing on?
4. Did I provide adequate prompting and rephrasing of difficult tasks?
5. What could I improve for next time?