Lesson Plan

PPS Lesson Plan Template

Teacher Name: 

Course: Math

Period(s): 10:15-12:05

                    1:00-2:30

Date:  September 26, 2022

Cognitive Level(s): Remember and Apply 

Day

Lesson Plan

Monday

Tuesday

Wednesday

Thursday

Friday

Relevancy to other grade levels, content areas, and/or real life:

Rounding whole numbers is a process for finding the multiple of 10, 100, and so on closest to a given number

Materials/Resources:

student text book Lesson 1-4, pg.23

Standard(s): 4.1c

Essential Knowledge, Skills, and Processes

1.

Rounding whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand

2.

3.

Objectives:  The students will be able to…

Behavior 

Conditions 

Criteria 

Read and  Round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand

Whole group with guided practice along with problem solving and independent practice

By the end of this lesson, students will show at least 75% accuracy

Misconceptions/Gaps:

Students may have difficulty rounding to the desired number. To review how to round, encourage students to write the place value chart, use the number with rules for rounding, and procedure for using the place value, use the number line with rules for rounding, and procedure for using the place value chart (for instance, drawing a box around the letters representing the place that will be rounded) each time rounding is required.

Set/Opening Experience:  Activate prior knowledge:

Math Talk

Math Warmup

Solve and Share p.23

Learning Experiences – Evidence that the standard is unpacked  (Include co-teaching strategies for inclusive classroom and strategies to address achievement gaps)

1.

TSW write the rounding rule for Rounding Whole Numbers. What does it mean to round?Replacing a number with a close value. For example, 96 is closer to 100 than 90. How is rounding used in real life?sav

TTW review how to round to the nearest ten and hundred from last year using the chant to remind you of what to do.

2.

TTW give students some examples to model with the change. Monitor to see where and if students are following directions that goes with the rules.

3.

Do the Visual Learning Bridge that reviews how to round a number.

4.

Practice-p. 25 Do 1- 8 together (have students identify the place and the value as a review for each number and at the end, ask them which number is the greatest and least). If time, do numbers 9-16 independently

SDI

Specially Designed Instruction: The Special Education teacher will provide (D. Y., A. J., G. L. and N. H.) small group instruction/ testing, use fluency strategies. (D. Y.) extended time and immediate feedback. (N. H., A. J. and G. L.) repeated directions, use of graphic organizers to monitor comprehension, repetitive guided practice, visual/ physical prompts, modeling, extended time to complete tasks, highlighted material, paraphrasing, KWL Strategy to monitor comprehension during reading, use
audio materials to listen to fiction and nonfiction text read aloud and respond orally and in writing to comprehension questions.

Vocabulary Strategies: Aligned to learning experiences 

Introduce Vocabulary for the week:  Rounding

Differentiation:  Identify learning experiences for each tier group.  Indicate where student data is located.

Tier 1:

Tier 2:

Tier 3:

Closure: Say the chant. Point to different children and have them give the lines one at a time.

Assessment:  A daily newspaper has a circulation of 126,632. What is this number rounded to the nearest thousand? (a) 126,000 (b) 126,600 (c ) 127,000 (d) 130,000  Let students work cooperatively to get their answers then call on a child from each group to answer.

Homework:

Do numbers 17-24.

Formative:  TSW answer question: When you see the word rounding, what does it mean?

Summative: Friday: Unit 1

Lesson Reflection:

Daily Lesson Plan Template

Preliminary Information

Candidate Name:

Click or tap here to enter text.

Grade Level: Click or tap here to enter text.

Candidate’s Endorsement: Click or tap here to enter text.

Central Focus: Click or tap here to enter text.

Subject: Click or tap here to enter text.

Learning Segment Theme: Click or tap here to enter text.

Where in the learning segment does this lesson occur?

☐Beginning ☐Middle ☐End

Lesson Structure or Grouping:

☐Whole Class ☐Small Group ☐1:1

Other (specify): Click or tap here to enter text.

Student Assets (Knowledge of Students)

Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A.

Personal (Interests, family backgrounds, experiences, etc.)

Cultural (Traditions, dialects, worldview, literature, arts, etc.)

Community (Landmarks, community events, etc.)

Developmental (Cognitive, physical, social, and emotional)

Content Standards

State Standards

Click or tap here to enter text.

National Standards

InTASC Standards

Learning Objective(s)

These must be behavioral and measurable.

Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.

Beginning: Launch/Hook/Anticipatory Set

How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?

Middle: Instructional Strategies to Facilitate Student Learning

For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan.

Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.

Instruction/Modeling

Guided Practice

Independent Practice

End: Closure

How will you end the lesson in a way that promotes student learning and retention?

Evidence and Assessment of Student Learning

How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning?

Diagnostic/Pre-assessment(s) (could be prior to the lesson)

Formative Assessments/

Feedback to Learners (part of the activities in the lesson)

Summative Assessment (matches the objective)

Click or tap here to enter text.

Academic Language Demands

Language Demand(s)

Language Support(s)

Essential Vocabulary

LU SOE-Specific Lesson Requirements

Character Education

Materials

Technology Connection

Consider the Following Question for the next section of this Form:

How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).

Planned Supports

Supports: Differentiation/Extension

How will you provide successful access to the key concepts to all the students at their ability levels?

Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)

ELL

Learning Styles/Student Engagement

Extension

References: Resources

Cite all sources used in the development of the lesson materials and resources, including URLs or other references.

References: Research to Support Instructional Design

Cite all research used to support instructional design, including URLs or other references.

Daily Lesson Plan Template

Preliminary Information

Candidate Name: Ima Champion

Grade Level: 2

Candidate’s Endorsement: Elementary Education PreK-6

Central Focus: Patterns

Subject: Math

Learning Segment Theme: Symmetry/Butterflies

Where in the learning segment does this lesson occur?

☒Beginning ☐Middle ☐End

Lesson Structure or Grouping:

☒Whole Class ☐Small Group ☐1:1

Other (specify): Click or tap here to enter text.

Student Assets (Knowledge of Students)

Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A.

Personal (Interests, family backgrounds, experiences, etc.)

This class has both male and female students; it is composed of different types of family structures. Some students have two-parent households, but more live in single-parent households. Three students live with extended family or other caregivers. The vibrant arts program at the school has resulted in 1/3 of the class participating in the Show Choir and 1/4 participating in the dance program. One-third of the class participates in an organized athletic sport after school (e.g., football, soccer, and cheer), and two students are in Boy Scouts. At least 12 of the students attend after-school programs at the school site, neighborhood community centers, and the local Boys and Girls club.

Cultural (Traditions, dialects, worldview, literature, arts, etc.)

English is the primary language for most students, but 3 are ELL. There are 14 females and ten males. About 1/3 of the class attends a Christian church every week. Two students attend a church that is a religion other than Christian. More than 2/3 of the class are economically disadvantaged and receive free or reduced lunch. The class comprises 2/5 students who are Black, 2/5 who are White, and 1/5 who are Latino or Asian. The students visited the college art gallery and museum earlier in the semester; some of those paintings are in the symmetry lesson.

Community (Landmarks, community events, etc.)

The city is located on the James River in Central Virginia. It is close to several Civil War landmarks. The city is considered by many to be a college town with a large university and several other smaller colleges. The ocean is about 4 hours away, and Washington DC / NOVA is about 4 hours distance as well. One of the main city employers is a company specializing in nuclear power and renewable energy. That company gives generously to STEAM grants and initiatives in the schools.

Developmental (Cognitive, physical, social, and emotional)

The students are pacing well as a class and produce multiple ways of thinking and organizing information with graphic organizers and guided notes. The students cooperate, use partner talk, and share often. One student, who does not like group work, will discuss the required task with his group and then sit elsewhere in the classroom to independently complete his part.

Content Standards

State Standards

Virginia Standard of Learning: MATH 2.12 The student will

a) draw a line of symmetry in a figure; and

b) identify and create figures with at least one line of symmetry.

Virginia Standard of Learning: SCIENCE 2.4 Life Processes

The student will investigate and understand that plants and animals undergo a series of orderly changes as they grow and develop. Key ideas include

a) animals have life cycles; and

b) plants have life cycles.

National Standards

NCTM Math – Geometry Standard for Grades Pre-K–2

Apply transformations and use symmetry to analyze mathematical situations

· recognize, name, build, draw, compare, and sort two- and three-dimensional shapes;

· describe attributes and parts of two- and three-dimensional shapes;

https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Geometry/

InTASC Standards

· Standard #6: Assessment- Diagnostic Assessment – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

· Standard #7: Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

· Standard #8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

· Standard #9: Professional Learning and Ethical Practice – The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

· Standard #10: Leadership and Collaboration – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Learning Objective(s)

These must be behavioral and measurable.

Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.

Teacher Version: Given five various pictures of geometric figures, the student will be able to identify figures that are symmetrical with 4/5 figures matched correctly.

Learning Target / Student Version: “We will be able to” or “I can” …..

I CAN identify symmetrical shapes.

Beginning: Launch/Hook/Anticipatory Set

How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?

Show the PowerPoint with pictures of butterflies. Ask students if they can figure out what these creatures have in common and have them write this on their whiteboards. Have students show their responses. Pass out the geoboards to see if any students can create symmetrical shapes.

Middle: Instructional Strategies to Facilitate Student Learning

For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan.

Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.

Instruction/Modeling

a. Pass out the Guided Notes sheet, so students are directed to fill in the essential vocabulary terms and the symmetry/asymmetry concepts in the PowerPoint.

b. Access the PowerPoint. Explain to students the definition of symmetry: “balanced proportions”; a shape has symmetry when one half of it has the mirror image of the other half. (Reiterate in Guided Notes).

c. Address the following terms in the PowerPoint and Guided Notes sheet: Lines of symmetry, symmetrical, symmetrical, shapes, figures, polygons

d. Show the symmetry video [Use the video at
https://www.youtube.com/watch?v=SJlhywRfvh8 to introduce symmetry. Begin at the 1:00 mark.] and have students highlight the terms on their Guided Notes sheet that they see in the video.

e. Read
The Butterfly Alphabet Book by Jerry Pallotta. As the students look at the large wing photos that show the alphabet, also encourage them to look closely at the small pictures of the butterflies to see the symmetry. (Use the document camera so students can carefully see the lines of symmetry.)

f. Have students look for things in the classroom that exhibit symmetry (e.g., the capital letter “H” or “V” in the alphabet, two classroom curtains, etc.). List examples on the Guided Notes sheet.

g. Have students get out their whiteboards and dry-erase markers. Have students draw some figures that would be symmetrical. Allow them to share their figures and ideas with each other.

h. Have each student brainstorm and refine their definition of symmetry. They should write their personal, refined definition of symmetry on their whiteboard. They should then show their neighbor and compare/contrast their definitions.

i. Show the butterfly lifecycle video
https://www.youtube.com/watch?v=7AUeM8MbaIk and list the four steps on their Guided Notes sheet.

j. Review the definition of symmetry once more. Fill in any missing notes from the Guided Notes sheet.

Guided Practice

a. Have students gather in six groups of four students.

b. Hand out a butterfly die-cut for each student.

c. Tell students to fold the butterfly in half because they can only paint half of it.

d. Hand out the paint and brushes for each group.

e. Allow students sufficient time to paint.

f. Show them how to press the butterfly back together to gain a symmetrical pattern on all of the wings.

g. Have students share with a partner how their butterfly is or is not symmetrical.

h. Review the definition of symmetry once more.

Independent Practice

a. Pass out the butterfly coloring sheet.

b. Allow students to use their crayons or colored pencils for this activity.

c. Explain to students how they must color both sides of the butterfly to show their understanding of symmetry. One side must be exactly identical to the other side.

End: Closure

How will you end the lesson in a way that promotes student learning and retention?

“Today, we have learned about symmetry. Who can share one place in nature where you see symmetry?”

Evidence and Assessment of Student Learning

How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning?

Diagnostic/Pre-assessment(s) (could be prior to the lesson)

Using geoboards from the previous lesson, assess whether students can make symmetrical shapes.

Formative Assessments/

Feedback to Learners (part of the activities in the lesson)

Viewing the refined definition of symmetry on the individual whiteboards. Guiding students with the painting activity (Guided Practice) and reviewing the accuracy of the butterfly coloring sheet (Independent Practice).

Summative Assessment (matches the objective)

Geometry Learning Segment Test – identifying at least 4/5 symmetrical shapes on the test

Academic Language Demands

Language Demand(s)

Identify, distinguish, compare, contrast, match, equivalent, non-equivalent
Students define symmetry in their own words. After they have defined this independently, they work collaboratively with a classmate to refine the definition and use it to identify symmetrical shapes. Students will compare/contrast their definitions of symmetry.

Language Support(s)

The teacher provides a formal definition of symmetry on the math anchor chart. The teacher models symmetrical and asymmetrical shapes, and students must distinguish between the two. Students refine their own definitions of symmetry on their whiteboards.

Essential Vocabulary

Lines of symmetry, symmetrical, asymmetrical, shapes, figures, polygons

LU SOE-Specific Lesson Requirements

Character Education

Order, patterns, and stewardship
Students must be able to order and organize their workspace to accomplish tasks. Students must display effective work patterns, exercise patterns, sleep patterns, etc., to be good stewards of their cognitive and physical growth.
I Corinthians 14:33, 40 For God is not the author of confusion, but of peace, as in all churches of the saints. Let all things be done decently and in order.

Materials

· SmartBoard

· Document camera

· Class set of Geoboards

· Rubber bands for Geoboards

· Guided Note sheet (25 copies)

· Highlighters

· 24 individual whiteboards

· Dry-erase markers

· Objects for the set (leaves, shells, butterfly wings)

· Picture Book:
The Butterfly Alphabet Book by Jerry Pallotta

· Six baskets – one for each group of four students

· 24 butterfly die-cuts (one for each student; four in each basket)

· 18 paint bottles (place three paint colors in each basket)

· 24 brushes (place in baskets)

· Six large cups of water (one for each group table to clean their brushes)

· Butterfly color sheets (25 copies)

· Crayons or colored pencils (student choice)

Technology Connection

Use the SmartBoard to display the PowerPoint that shows symmetrical and asymmetrical shapes so students can differentiate between the two.

Also, there are two video clips in this lesson:

1. Video clip that demonstrates symmetry
https://www.youtube.com/watch?v=SJlhywRfvh8

2. Video clip that demonstrates the life cycle of the butterfly

Consider the Following Question for the next section of this Form:

How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).

Planned Supports

· Anchor chart with essential vocabulary and concepts of symmetry

· PowerPoint with pictures that model symmetry and asymmetry

· Guided Note Sheet – to enhance direct instruction

· Literature Connection – reading opportunities, visual/picture clues

· Video Clip for reinforcement

· Pair sharing for learning connections and summaries

· Manipulative Resources – geoboards, painting activity, coloring/grid activity

Supports: Differentiation/Extension

How will you provide successful access to the key concepts to all the students at their ability levels?

Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)

For the student with the visual disability, the teacher will provide larger print on the handouts. This student can also have proximity seating to the SmartBoard to see the pictures when distinguishing between symmetrical and asymmetrical.

For the student with the 504 plan, the teacher will provide extra time to complete the independent practice and summative assessment.

To challenge students that have already mastered symmetry, they can proceed to learn about:

· Tessellations – students use reflection, rotation, and translation to create tessellations.

· They can also complete the extension activity below.

ELL

For the three ELL students, the teacher will utilize heterogeneous grouping so that the students are not all in the same groups. The SmartBoard technology will provide a translation for the students. The students can also use Google Translate for everything except the summative assessment.

Learning Styles/Student Engagement

Flexible seating – working in pairs for engagement, using class resources (document camera, whiteboards, video clip, paint, paint brushes, etc.) to encourage student engagement.

Visual Learners – access to pictures in PowerPoint, use of Guided Notes sheet and highlighters, use of Anchor Chart.

Auditory Learners – access to auditory reading of a picture book, access to video on symmetry, and video on lifecycles of butterflies.

Kinesthetic Learners – creating shapes on the geoboards, completing the Guided Note sheet, using the individual whiteboards, painting the butterflies to show symmetry, and coloring the picture to show symmetry.

Extension

To provide an extension, use this resource from VDOE:
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2016/mip/geo/mip-G-3c-symmetry

This resource addresses additional terms in vertical, horizontal, and rotational symmetry.

References: Resources

Cite all sources used in the development of the lesson materials and resources, including URLs or other references.

Council of Chief State School Officers. (2013, April). InTASC model core teaching standards and learning progressions for teachers 1.0.
https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers

Duncan Scott Productions. (2008, May 23).
Amazing life cycle of the monarch butterfly [Video]. YouTube.

Math Songs by NUMBEROCK. (2019, April 25).
Symmetry song for kids: A day at symmetry land: Lines of symmetry [Video]. YouTube.
https://youtu.be/SJlhywRfvh8

McCrory, M. (2022, April 6).
Winter symmetry activity coloring pages. Teachers Pay Teachers.
https://www.teacherspayteachers.com/Product/Winter-Symmetry-Activity-Coloring-Pages-3365564

National Council of Teachers of Mathematics. (2014).
Geometry.
https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Geometry/

Pallotta, J. (1995).
The butterfly alphabet book. Watertown, MA: Charlesbridge.

Virginia Department of Education. (2010). Science standards of learning: Curriculum framework 2010: Grade two.
https://doe.virginia.gov/testing/sol/standards_docs/science/2010/curriculum_framewk/science2 x

Virginia Department of Education. (2018).
Mathematics instructional plan – geometry: Symmetry.
https://doe.virginia.gov/testing/sol/standards_docs/mathematics/2016/mip/geo/mip-G-3c-symmetry

References: Research to Support Instructional Design

Cite all research used to support instructional design, including URLs or other references.

Tomlinson, C. A. (2017).
How to differentiate instruction in academically diverse classrooms. Alexandria, VA: ASCD.

The instructional design of this lesson is based on differentiated instruction providing varying levels of supports and resources. Differentiated instruction is based on the research of Carol Tomlinson. “In a differentiated classroom, the teacher assumes that different learners have differing needs and proactively plans lessons that provide a variety of ways to get at and express learning” (Tomlinson, 2017, p. 5)

Liggett, R. (2017). The impact of use of manipulatives on the math scores of grade 2 students.
Brock Education Journal, 26(2), 87-101.
https://doi.org/10.26522/brocked.v26i2.607

Also, the use of manipulatives in this lesson (geoboards, whiteboards, paint/model, symmetry grid) is supported by research outcomes that using manipulatives positively affects student achievement. In the study by Liggett (2017), there was support “…for the belief that manipulatives had a positive effect on Grade 2 mathematical achievement in addition tests while controlling for gender, ethnicity and pre-test scores. Consequently, manipulatives do offer benefits to students. This study provides evidence that those students who used mathematical manipulatives performed better on the post-test than those who did not use manipulatives.” (Liggett, 2017, p. 95)