Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Kaitlyn Kirkpatrick Grade-Level: 2nd Lesson Date:

Monday, November 6,
2023

Title of Lesson: Math Review SOL 2.1 Cooperating Teacher: Keesha Chatman

Core Components
Subject, Content Area, or Topic
Math
Student Population
20 Students (10 male, 10 female)
2 IEP
0 ESL
0 504
Learning Objectives
The student will read, write, and identify the place and value of each digit in a three-digit
numeral, with and without models.
The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a
given number up to 999.
The student will compare and order whole numbers between 0 and 999.
The student will round two-digit numbers to the nearest ten.
Virginia Standard(s) of Learning (SOL)
2.1 The student will
read, write, and identify the place and value of each digit in a three-digit numeral, with and
without models;
identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to
999;
compare and order whole numbers between 0 and 999; and
round two-digit numbers to the nearest ten.
Highlight Key:

Instructional Strategies Assessments Differentiation

Materials/Resources
Card Sort
Canva Presentation Slides:
https://www.canva.com/design/DAFzNksqQvE/aKz8h5W8Ij_VBVKp4UAayw/edit?utm_content=
DAFzNksqQvE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Canvas Slides (ind. work)
Whiteboards/Markers
Paper/Pencil
Week 10 Math Choice Board 2.1
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%

Safety Considerations
N/A for this lesson.

Time
(min.) Process Components
*Anticipatory Set
TTW welcome students to math.

TSW find their Food Pair

TTW pass out a pre-cut card sort.

TTW explain the sort:

TSW sort the cards based on the underlined digit (ones, tens, hundreds), to show their
understanding of place value.

TTW put on a 3 minute timer.

TSW complete the sort with their partners.

Then, TTW review the sort with students.

TTW explain that today and this this week, we will be reviewing place value, rounding,
and comparing and ordering numbers.
TTW invite students to the rug.
*State the Objectives (grade-level terms)
I can read, write, and identify the place and value of each digit in a three-digit numeral,
with and without models.
I can identify the number that is 10 more, 10 less, 100 more, and 100 less than a given
number up to 999.
I can compare and order whole numbers between 0 and 999.
I can round two-digit numbers to the nearest ten.

*Instructional Input, Modeling, or Procedures

Using the Canva Slides, TTW review the concepts of place value, including ones, tens,
and hundreds by following the slides and reading/asking questions. (Canva slides 1-18)

TTW show examples of three-digit numbers and ask students to identify the place and
value of each digit.

TTW review the concept of finding numbers that are 10 more, 10 less, 100 more, and
100 less than a given number.
TTW provide examples and guide the students through the process of finding these
numbers.

TTW review the concept of comparing and ordering whole numbers.

TTW show examples of three-digit numbers and ask students to compare and order
them.

TTW have students return to their seats for a guided practice review of these concepts.

*Check for Understanding

TTW have students return to their seats and take out their whiteboards and markers.
complete a Whiteboard Reveal review on the above concepts (done in guided
practice).
*Guided Practice
TTW walk through the Canva Review slides with students, reading the questions and
having the students write their response on their whiteboards. (Slides 21-41)

TSW hold up their whiteboards to show their understanding of the problems.

TTW explain each problem after each student responds, addressing any common
misconceptions.

TTW take anecdotal notes on student understanding.

*Independent Practice
Throughout the week, TSW complete a Canvas Independent Work Slides activity and a
Choice Board.

Once students are finished with the daily Canvas Independent work slides, they may
work on the Choice Board.

TTW explain the choice board activity to students prior to releasing them to
independent work: Week 10 Math Choice Board 2.1
 Choice 1: students must complete the Canvas slides independent work.
Choice 2: TSW complete a place value scavenger hunt.
Choice 3: TSW complete a Would You Rather? 10 more/less and 100 more/less
activity.
Choice 4: TSW complete a rounding game using playing cards to determine which
number to use.
Choice 5: TSW use their dice to roll two numbers and compare them using <,>,=.
Choice 6: TSW complete a challenge activity.

Small Groups:
TTW pull small groups to work at the back table, addressing common misconceptions.

TSW bring their whiteboards and markers.

TTW address reading, writing, and identifying the place and value of each digit in
three-digit numerals in small groups. TTW provide practice problems for students to
solve on their boards.

TTW review the concepts of identifying the number that is 10 more, 10 less, 100 more,
and 100 less than a given number up to 999. TTW provide practice problems for
students to solve on their boards. (for lower group, have students bring their hundreds
chart to reference).

TTW address common misconceptions.

Assessment
TTW collect the Exit Ticket as an informal assessment.
TTW collect Anecdotal data from small groups and guided practice.
*Closure
Exit Ticket:
TTW give students a short exit ticket with a few questions to check their understanding
of the lesson objectives (shown on canva slides).
TTW collect the exit tickets to assess student learning and identify any areas that need
further clarification.

TTW collect the exit tickets and explain that we will continue our review on Wednesday.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
TTW provide additional support for students who may be struggling with the concepts by
providing manipulatives or visual aids.

TTW group students homogenously for Food Pairs.

TTW offer extension activities for students who have mastered the concepts (Choice 6).

The choice board offers a variety of enriching and remedial support. TTW assign specific
activities for students to complete first using data from anecdotal notes during guided practice.

The choice board offers differentiation by interest.

TTW pull small groups during independent practice time to enhance their understanding and
address any misconceptions.
Classroom Management Strategies (To ensure a positive learning environment).
TTW clearly communicate expectations for behavior during center activities.
TTW use positive reinforcement for good behavior and participation.
TTW address any behavior concerns promptly and consistently.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).
In the development of my lesson, I kept the InTASC and CAEP standards in mind
because I always want to ensure student success. Some examples of instructional
strategies that I used in my lesson were Food Pairs, a Card Sort, a Whiteboard Reveal, a
Choice Board, and an Exit Ticket. My instructional strategies met the CAEP and InTASC
standards in many ways.
First, I started my lesson by having students find their food pairs. The students always
believe that their food pair is completely random, but typically they are not. In this case, I
grouped students homogeneously because I wanted them to work together, and I wanted
to ensure I was spending time with the groups I knew needed more support. I began my
next instructional strategy once students were in their groups, the card sort. The card
sort was a great way to warm up the students’ minds to math and place value since every
single concept in SOL 2.1 builds on Place Value. I believe that this sort was beneficial for
students because it gives them the feeling that their learning is in their own hands,
additionally, it is fun for them to cooperate with their peers. These two instructional
strategies allowed me to, “...how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences” (InTASC Standard #1).
Next, I chose to do a Whiteboard Reveal for my check for understanding/guided
practice. I believe this is an effective way for students to show me what they know so that
I can address any misconceptions before moving on to independent practice. I also gave
the students the ability to show me what they don’t know by asking if anyone received a
different answer than the correct one, and we walked through the process of solving it
with the class, addressing the common misconception. This instructional strategy
allowed me to create a meaningful learning experience for students to master the content
(Intasc Standard #4).
In addition, I employed the Choice Board instructional strategy in my lesson. Through
this approach, the students were provided with a range of activities to individually or
collaboratively explore the concepts at hand. The Choice Board puts learning into the
hands of the students. Overall, this strategy worked well to keep the students busy while I
pulled small groups and provided differentiation by interest/gave enrichment activities to
the higher learners. However, next time I do a choice board, I will not provide the students
with 5 different choices because I found that a lot of students spend a lot of time
choosing their activity. This part of the lesson is evidence that it, “supports every student
in meeting rigorous learning goals by drawing upon knowledge of the content
area…”(InTASC Standard #7).
Lastly, I used one of my favorite instructional strategies, the Exit Ticket. With this exit
ticket, the students showed me their knowledge of each aspect of SOL 2.1. I was able to
use this data to better form my small groups and to decide which content areas needed
more attention throughout the week. By using this Exit Ticket, I was able to complete
Insasc Standard #7, which says, “The teacher understands and uses multiple methods of
assessments to engage learners in their own growth, to monitor learner progress, and to
guide the teacher and learner decision-making.”
 In conclusion, I believe my lesson met a good amount of professional standards,
making it a positive learning experience for my students. As I reflect on my lesson, I am
aware of aspects that I would change the next time to make it a stronger lesson. Lastly,
while planning, I kept in mind the verse from Proverbs that says, “Train a child up the way
they should go, and when he is old, he will not turn from it” (Proverbs 22:6). I hope that
the skills I teach my students, such as independence and curiosity will stay with them as
they continue in their education career and beyond it.