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Claflin UniversitySchool of Education - - - EDUC 450

Reflective Lesson Plan Model

Name: Hillary Tindall Date: 2/18/2014PART I: PLANNING

Title of Lesson Skip Counting by 5, 10, 100 to 1000

Source

Is this lesson original idea? If not, from what source did I borrow this lesson?

This lesson was created by Ms. Wade, one of the team teachers in second grade at Whittaker Elementary School. However, certain activities throughout the lesson are original.

Subject Area (s) Mathematics Grade Level 2nd

Curriculum Standard(s)2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s

Description and Background Information

What will students experience during the lesson? What is the agenda for the lesson? What is the content to be taught?

The lesson will begin with students watching the BrainPopJr.com video about skip counting. Students will then create their own number line with my assistance. The class and I will complete the first two problems together. Students will then complete the rest of the worksheet independently. The class will go over the answers for the worksheet. The students will then be given a worksheet to be completed as an assessment. Once the assessment is complete the students will participate in the closure activity which includes students creating human number lines.

Materials

What will I need to teach this lesson? What do students need to participate?

I will need a laptop, smartboard, lumens lamp, worksheets, BrainPopJr.com, construction paper, dry erase markers and Envision workbook teacher edition.Students will need pencils and Envision workbook.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Write measurable objective(s).

Students will be able to skip count by different amounts on the number line and use the patterns to identify the numbers that come next. 95% of the students will be able to use a number line to skip count and identify patterns.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material?How will I vary these objectives for students who have already mastered the concept?How will I vary these objectives for students who are presently learning English?

For students who do not understand the material, I will form a small group while the others are working to assist them with the activity. I will also review the information while in the small group. For students who have already mastered the concept, I will give them math problems that will allow for them to skip count using other numbers besides 5, 10, 100 and 1000. For students who are presently learning English, I will provide visual aids throughout the lesson and partner them with a student who will be able to help them.

Part II: IMPLEMENTATION

Pre-assessment

How will I find out what students already know about this topic?

I will ask the students questions related to the lesson.

Questions:1) What is a number line?2) What can a lumber line be used for?3) What does it mean to skip count?

Motivation(Hook)

What will I do to make a connection between students and this lesson?

Students will watch a video on BrainPopJr.com related to skip counting to 100.

Statement of Purpose

What will I say to explain the importance of learning this lesson?

I will explain to students the different ways skip count can be used in a real world setting. For example, skip counting can be used when counting money.

Teacher Modeling or Demonstration

What will I do to show students what is expected?

I will draw a number line on the board. I will demonstrate to the class how a number line can be used to skip count. I will also state the objective of the lesson.

Guided Practice

What will we do together as they learn how to succeed at the new task?

I will guide the students in creating their own number line to use for skip counting. I will show them how they will use their number line to create answer the math problems. With the assistance of the class, I will demonstrate how to complete the first two problems on the worksheet.

Checking for Understanding

What will I ask to know if students understand so far? List questions. What will I do throughout the lesson to determine if students understand the information? List activities/techniques or describe the strategies that you plan to use. I will ask the students questions throughout the lesson to check for understanding.

1) What is an example of skip counting?2) What is a number line?

I will also have the class skip count aloud by 10s and 100s. Throughout the lesson students will be asked to give a thumbs up if they understand or a thumbs down if they need assistance and do not understand.

Independent Practice

What will students do to internalize the knowledge?

Students will complete the worksheet given to them and use their number line to answer the problems.

Assessment

What will students do to demonstrate what they learned during the lesson? If an assessment is used, attach a copy. If using an authentic assessment, attach a copy of the scoring rubric.

Students will complete a worksheet. The worksheet requires students to fill in the missing numbers based on the skip counting.

How will I conclude the lesson and relate it to future experiences?

Closure Students will engage in an activity which will allow for them to demonstrate how number lines are useful when skip counting. The activity will include the class being separated into four groups of five. Students will have to complete create a human number line based on the number that will be used to skip count.

Extension Activities

What can students do at home or in the classroom to apply the knowledge or skills? What will you do to connect the lesson with the home, community and community agencies?

Students will complete a worksheet at home with problems related to the lesson. To connect the lesson with the home, community, and community agencies, students will be instructed to draw a number line. They will encouraged to draw houses, restaurants or any parts of their community as part of their number line.

Technology

How is technology meaningful to this lesson? How do you plan to use implement student used technology during the lesson?

Technology is meaningful to the lesson because it will allow for students to engage in mathematics activities related to skip count. The smartboard will be used so that students can watch the Brain Pop Jr. video at the beginning of the class. Technology will also be used in the closure activity of the lesson.

Connections Across the Curriculum

What activities do you plan to implement to connect your lesson across the curriculum to all 6 content areas?

English- Students will have to explanations for how they found the answer to their work.Social Studies – Students will use skip count to see how the community or they will change in the next 5, 10, 100 years. Science –Students will identify animals who skip or have similar behaviors. Art – Students will create their own number line using construction paper. P.E. - Students will engage in an activity that requires them to jump on the number line as if they were skip counting. Music – Students will sing a song about skip count. The song will be to the tune of “Skip to My Lou.” The song will be played as the students engage in the closure activity is taking place. Health – Students will discuss major ages in a person’s life and see how the ages skip count. For example 10 years old, 20 years old, 30 years old, etc. Students will also think of ways to remain healthy through exercise and eating well balanced meals.

PART III – IMPLEMENTATION

Reflections

What worked for you during the lesson? What did not work? What changes would you make when you teach this lesson again to make it more effective?

During the lesson, the students seemed to grasp the concept of skip counting through the worksheet that was completed as guided and independent practice. The assessment also showed that the students grasped the content and information. At least 90% of the students scored a grade of a B or higher. The students also seemed to enjoy the closure activity. During the lesson, the students made their own number line; however the number line was not used as much throughout the lesson as I planned for it to be used. The number line only went up to a certain number, but some of the problems surpassed the highest number on the number line. If I had to reteach the lesson, I would make changes to make it more effective. I would change the video that I showed in the beginning of the lesson. It was a good video, but it did not introduce the topic as effectively as I would have liked.

1) Skip count by: _______________

2) Skip count by: _______________

3) Skip count by: _______________

4) Skip count by: _______________

1)Next three numbers: _______, ________,

__________

2)Next three numbers: _______, _______, ________

3)Next three numbers: ______, _______, __________

4)Next three numbers: _______, ________, ______