Lesson Plan Format

Name: Pam Miller Big Idea/Essential Question/Lesson Focus: Counting by Groups Subject: Math Grade/Students Involved: 2 Date Written: 11/29/13 Date Taught: 12/5/13 Time Needed for Lesson: 60 min. Academic Standards: MN Math Standards: 2.2.1.1: Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patters to solve problems in various contexts. ELA Standards: 2.1.10.10: By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Learning Objectives: A. Content: 1. Students will be able to use tally marks to count a group of objects. 2. Students will be able to count a group of 30-50 objects using two different counting strategies. B. Academic Language Needs: I can use irregular comparative adjectives such as good, better, best when counting a group of 30-50 objects using two different counting strategies. Previous Learning: skip counting by 2s, 5s, and 10s, knowledge of coins and their values, dissecting words into syllables Assessment Tools A. Formal: Workbook pages to assess counting strategies and how students solve story problems. B. Informal: Observations during discussion and work time to assess ideas about tallies and skip counting. Provisions for Individual Differences: gifted students play Collect $1.00 instead of 50, spec. ed. students play to 25, and count trays with 20-30 objects Resources and Materials Needed: Flipchart with haiku and workbook page numbers, dice, coins, individual math workbooks, manipulative trays with 30-50 items (linker

cubes, color tiles, counting bears, pennies, color chips, crayons, chairs in both rooms, markers, geoblocks, books) Co-teaching Model: station teaching: after the instruction portion of the lesson, I will be at the counting station and Cooperating Teacher will be circulating to help students with problems about 2s and 5s Instructional Strategies and Learning Tasks Introduction 1. Remind students of haiku that they have been learning about. Read 3 math haiku. Dont be dramatic; It is just mathematics. Easy: 1, 2, 3. Mathematicians Write verses, count syllables Five, seven, and five Counting, adding, and Subtracting: you can do it all inside your mind Instruction 2. On first haiku, model how to count the syllables, and write the number of syllables per line next to the poem, noting how many syllables there are per line. 3. Display next haiku and ask a volunteer to mark the syllables (on Promethean flipchart) and count them. 4. Show third haiku and count the syllables using tallies. 5. Ask students what they noticed that I did when drawing the tallies. Draw marks without grouping and without making diagonal slash. Ask students which style they want to count and why. 6. Tell students there are three activities that have to do with a partner, in whichever order they choose (display on Promethean board). Remind students that they are responsible for getting to all three activities. a. Collect 50 b. Counting Trays count 1 tray of items with a partner, discuss how to count first, choose another bag and record it using Unit 3 Page 56. c. Problems about 2s and 5s Unit 3 Pages 57, 58 (remind students to show their work for all problems) 7. Dismiss students to work on activities. Closure 8. Choose one counting tray and ask for 2 groups to share the two ways they found to count it. What worked better?