math lesson plan - weebly

Jessica Argese November 9, 2012

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Math Lesson Plan Unit Theme: Individuality Books used:

1. Everybody Cooks Rice by Norah Dooley

2. The Everything Kids’ Cookbook by Sandra Nissenberg

Objectives:

1. Students will be able to understand how each individual needs a variety of foods

to stay healthy and that there is more than one type of fruit from reading The

Everything Kids’ Cookbook by Sandra Nissenberg and while creating smoothies.

2. Students will master addition by creating smoothies.

3. Students will recognize and understand that there are multiple ways to obtain the

same answer when adding while using the ten-frame work.

4. Students will be able to use the ten-framework to solve simple addition word

problems (adding within 20).

5. Children will be able to engage and understand the purpose of group work during

the guided practice.

New York State Common Core Standards: Second Grade

Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction.

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.

2. Add and subtract within 20.

Fluently add and subtract within 20 using mental strategies. By end of Grade 2,

know from memory all sums of two one-digit numbers.


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Measurement and Data Measure and estimate lengths in standard units.

1. Measure the length of an object by selecting and using appropriate tools (Measuring Cup)

Speaking and Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

A) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

B) Build on others’ talk in conversations by linking their comments to the remarks of others

Presentation of Knowledge and Ideas

4) Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Learning Environment 4. Teachers work with all students to create a dynamic learning environment that supports achievement and growth.

Before Learning

Students will transition to the next subject, which will be math. Students will know how

to transition when given the signal of clapping, counting down to ten. Students will all sit

on the rug in front of the mounted smart board on the wall. The lesson will begin by

asking the students what their favorite kind of food is. Children will use the strategy,

building concepts. Children will turn and talk with the student sitting nearby to share,

giving connotative meanings to one another. After two minutes, I will clap and count

down to five, to gain the students’ attention. After hearing several of the students’

answers, I will provide the students with the purpose of the new math lesson by

explaining just like snowflakes, humans are all individual in their own way, and so are


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varieties of food. By using the smart board, I will activate prior knowledge, and review

the book they read last math class, Everybody Cooks Rice. Students will be given word

problems about the book, and will use the K-W-H-L strategy to break down the problem.

Students, with their partner, will come up to the smart board in pairs and together ask and

answer, What do I know about this word problem, What do I want to know, How do I

solve this problem, and What have I learned? I will first model the process by reading a

word problem aloud and state,“ I know there is a number 3 and 2 in this problem, I know

I am going to add because it says “sum of” and I have learned that three plus two equals

five. Children will use the ten frame to help them add three plus two, which they have

already been introduced to. After warming up their brains, the focus will center on

stressing how there can be more than one type of specific food. Food categories will be

used to practice their addition skills.

During Learning

Modeling and Guided Practice:

Children will return to their desk. I will introduce to the students what a smoothie is and

the concept of a recipe. Afterwards, children will have five minutes to write a fast write

about how smoothies could be involved with adding. They may discuss this in groups

that will be assigned for the lesson and then write own their own. There will be tier two

and tier three vocabulary words from the recipe, which will be posted on the board, with

the words in content sentences from the book. Students will have to use as many words as

they can in their fast write. After students have completed writing, I will show them The

Everything Kids’ Cookbook and the page the smoothie recipe is on. Students will be

handed a copy of the recipe page. I will then read the recipe aloud. The directions will

say, “Add one banana, three strawberries, two raspberries into the blender. Then, add

three ice cubes and a quarter of milk.” On the smart board, I will model this by drawing

in the blender, the amount of fruit, adding up the total by using the ten framework. After

modeling and answering any questions the students have each student will go into their

groups and will choose or be assigned a role. There is the facilitator who reads the recipe,

task analysis and guides the group. The harmonizer who encourages the process of

creating the recipe, and the artist will draw and glue in the blender. After being assigned


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roles, I will remind the children of the group norms such as listen to others, give everyone

a chance to talk, ask others for help, and discuss different ideas. Activity cards will also

have a description for each member, stating what they have to do. For example, one card

will state cut the strawberries and draw 4 of them into the blender. By doing this, all

members of the group will be able to get involved, while understanding the true meaning

of group work. Students will have to come up with two ways to combine the fruit that

equal ten. At the end, the group will have created two recipes. Afterwards, children may

begin.

I will be checking in with the students and informally assessing their progress by

observing and making antidotal notes. I will be checking to see how groups are working

together and if they understand the purpose of group work. While they are active in their

group work, I will look to see if they understand the addition part of the lesson.

Independent Practice (Groupwork)

Independent practice takes place after the students finish their smoothies and math lesson

with their groups. Afterwards, in the same groups, they will reflect back and rewrite in

their math journals during their fast write and homework. Students will be given different

recipes of other foods with the ten framework throughout the weeks to work on together

and build on their schema. The students will be working in groups, writing in their math

journals, and practicing new tier vocabulary words and working with the ten-frame

strategy. Students will also have the opportunity to discuss and answer these questions

they may have throughout the week. They will first try to figure out the answer to a

question with their group, and then if needed assistance can ask for help.

After Learning

After children are finished with their recipe, and the teacher has checked it, all students

will gather together back on the carpet. Students’ work will be presented on a projector.

Each group will receive a chance to come up to the projector. Each student will play a

part or role. The facilitator will read the class the recipe, and the artist and harmonizer

will explain the process and final answer of how many fruits were in the blender total.

After each group presents, there will be a discussion. Each student has received a


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different type of smoothie and a different amount of fruit for each; however, every

answer for the total of fruit comes out to be ten. I will ask the class was there anything

familiar about each recipe. All blenders will be put up on the board so all children can

see. The discussion will be about how there can be more than one type of smoothie such

as a strawberry smoothie, and a blueberry smoothie, and how different numbers can

create ten. Both concepts relate to the individuality theme. After the discussion, children

will go back to their seats, with their groups and write a follow up on their first fast write

and write any unanswered open-ended questions they might have. In their fast write, they

have to again use at least two of the tier two and tier three vocabulary words. After

reflecting, as a class, the lesson will come together by creating a real smoothie. Students

will read the recipe together, measuring out how much fruit and milk needed and a mix

smoothie will be created.

Assessment

There is informal and formal assessment that is included in this lesson to check for

understanding. Students will be assessed to see how well they can follow the task

analysis of putting the recipe together, check for understanding with vocabulary words,

process the idea of how all numbers and foods can be different but yet equal and mean

the same thing. Finally, the students will present the math worksheet to see if they

understood it and the purpose of the individuality theme (Objective 2, 3 & 5) and to test

their group work skills (Objective 5). In having the students practice these skills, they are

not only digging deeply into addition skills, but also will be able to apply these to their

own lives. I will also check to see if students were able to follow all directions (fast write,

group worksheet, presenting, follow- up fast write). While walking around from group to

group, a checklist will be used making sure students are following the activity cards and

group work rules (Objective 5). Finally, I will look through all smoothie worksheets to

see if the assignment was done correctly (Objective 2 and 3).

For the students to assess themselves, they will be filling out a group work evaluation

checklist (attached to lesson). To assess myself as the teacher, I will use this to see how I

am teaching and if my lessons are coming across helping the students learn. I will keep a


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journal of what went well and what did not for future references. I will also take into

consideration student’s group work evaluation sheets.

Vocabulary

A list of tier 2 and tier 3 words are listed on the white board. Students will first read aloud

the words together from the board. During the vocabulary lesson, students can stand up to

do the vocabulary dance. For “tall” words, hands go up in the air. For “short” words,

hands go on hips, and for any hanging words, hands will touch the floor. As they do the

dance, children will say each letter aloud as a group.

Tier 2:

Mash, Mix, Fruit

Tier 3:

Blender, Measuring Cup, Parfait

Extension Activity

For an extended activity, students will use their critical thinking skills to be able to create

their own recipe. Students will also be able to create their own kitchen table placemats,

on which the recipe will be created. Students will first choose what type of recipe they

would like to create. Then, they need to choose what food items they need and the

amount. Afterwards, students will create a task analysis of what steps to do first. Once the

recipe is created, they will use the ten framework to add how many food items there are.

Once the placemats are created, they will be laminated. When this project is finished,

students can share what they have created and may bring them home.

This is a great project for students to engage in because it involves high order thinking

skills, math practice, and tasks that the students will have to know how to solve and do

when they become an adult. When children are home, they can use the table placemat as

a ten-framework guide when practicing their addition.


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Differentiation

Presentation:

This lesson is taught from a student focus, whether he or she is an auditory, visual, or

hands on learning can obtain the most from the lesson. This lesson is small group

instruction with cooperative groups. With small group instruction and cooperative

groups, students will be able to help one another as well as obtain support from the

teacher. Desks will be set up in groups to provide a supporting environment.

Content:

To ensure children have materials that best support their learning, the worksheet created

is very clear, concise, and visual. For students who need help reading the directions, there

will be a facilitator in the group who can read the questions aloud. For hands on learners,

children at the end will work with an actual blender, real fruits, and a measuring cup. As

students engage in the project of creating a recipe, they can choose their favorite food of

interest.

Process:

Students will be put in groups to work together; this is a great opportunity for students

who are shy or who have anxiety. For children who need support with visual needs, all

worksheets are enlarged, along with the words on the smart board and placemats.

Students will be dealing with manipulatives as they are cutting out the fruits and

deciding where to place to fruit.

Product:

For children to demonstrate the their knowledge, they could demonstrate it in their own

special way. For children who need to move around to learn best or like to dance, the

vocabulary dance activity can engage all students. Artists can draw the fruit into the

blender instead of gluing. For students who like to present, they will have the opportunity

to present their work.

Reflection


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This math lesson also incorporates non-fiction strategy skills, cooking skills, and

everyday life skills such as completing a task analysis and group work. This also applies

to the theme of individuality. Students will learn new tier vocabulary words, and about

how there is more than one way to find an answer. Students will be able to learn and

practice various strategy skills. This lesson will be graded; however, the main focus is for

the teacher to see how each student follows the directions, and to see if he or she

understands the ten-framework strategy, involving addition. This lesson connects to

previous math lessons, such as the ten-frame lesson, and will be related to other subjects

as well. This unit can be connected with:

History: Learning about the different cultures of food. Science: Learning the food groups. Reading: Breaking down task analysis.


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Materials

ü Everybody Cooks Rice by Norah Dooley

ü The Everything Kids’ Cookbook by Sandra Nissenberg

ü Smart Board

ü List of vocabulary words on board

ü Math Journal for fast writes

ü Glue, pencils, crayons, paper and scissors for creating the worksheet

ü Blender Worksheet

ü Projector for presentations

ü Blender, Fruit, Milk, and Ice

ü Table Placemats

ü Activity Cards


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Notes For Teacher To Focus On Before Giving Lesson

• Due to the number of steps in this lesson, the teacher should observe carefully to make sure students have enough time to complete each step and make certain a child who is struggling does not feel isolated and is comfortable.

• This lesson will take up more than one math period.

• The class has practiced and worked in groups before. Students understand the concept of group work.


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Name _________________________________ Date ___________________________

Ten Framework Blender Activity!

Directions: Follow the task analysis below with your group. Task Analysis:

3. Cut the friut out and glue amont into ten frame How much fruit is there all together?

Color in measuring cup

2. Draw the fruit into the blender following the recipie

1. Read the recipe. Strawberry Smoothie


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Cut out fruit:

________________________________________________________________________________________________

Ingredients:

• 5 Strawberries • 4 Bananas • 3 Ice Cubes • 1 Cup of milk


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Jenna put 5 strawberries into the blender. Then she added 4 bananas into the blender. How much fruit altogether is in the blender? (Glue the amount of strawberries and bananas into each box)

Complete the number sentence: ____________ + ____________ = _____________


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Student Questionnaire On Smoothie Lesson! Name: _________________ Date: _________________ Directions: Mark an “X” on the line to the left of each answer that is most like how you feel for each question. Remember this is not a test. There are not right answers. I want to know what you think. 1. How interesting did you find your work in the group?

____ a.Very Interesting.

____ b. Fairley Interesting. ____ c. Somewhat Interesting.

____ d. Not very interesting.

____ e. I was not interested at all.


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2. How difficult did you find your work in the group? _______ a. Extremely difficult. _______ b. Fairly difficult. _______ c. Sometimes difficult. _______ d. Not too difficult -‐-‐ just about right. _______ e. Very easy.

3. Did you understand exactly what the group was supposed to do? _____ a. I knew just what to do. _____ b. At first I didn’t understand. _____ c. It was never clear to me.

4. For Multiple Ability Tasks a. What abilities did you think were important for doing a good job on this task?

b. Was there one ability on which you thought you did very well? _________ Yes ____________ No


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5. How many times did you have the chance to talk during the group session today? _____ a. None. _____ b. One or two times. _____ c. Three to four times. _____ d. Five or more times.

6. If you talked less than you wanted to, what were the main reasons? _____ a. I felt afraid to give my opinion. _____ b. Somebody else interrupted me. _____ c. I was not gien the chance to give my opinion. _____ d. I talked as much as I wanted to. _____ e. Nobody paid attention to what I said. _____ f. I was not interested in the problem. _____ e. I was not feeling well today.


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7. Did you get along with everybody in your group? _____ a. With few of them _____ b. With half of them. _____c. With most of them. _____ d. With all of them. _____ e. With none of them.

8. How many students listened to each other’s ideas? _____ a. Only a few of them. _____ b. Half of them. _____ c. Most of them. _____ d. All of them, except one. _____ e. All of them.


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