652 Math lesson
.docx
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School
SUNY at Albany *
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Course
652
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by MateRavenMaster992
Date
2/17/2023
Time
12
to
12:30
Grade Level/ Group:
2nd
Subject
: Math
Before Instruction
Learning GOAL/ Objectives :
( with all 4 components; Audience, Behavior, Conditions, Degree)
*Learning GOAL #1:
Students know how to add
two-digit numbers with
regrouping
Lesson Objective
(clearly defined, measurable):
GIven moderate prompting, students will be able to add the
two-digit numbers with regrouping, by using manipulatives
with 80% accuracy.
Specific Planned Support to Address the Learning Goal:
Direct instruction, misconception of regrouping explained, use of manipulatives
Common Core or New York State Learning Standard
: (number & text) also indicate how it is
addressed in the lesson.
●
NY- 1. NBT. 2.- Understand that the two digits of a two-digit number represent amounts of
tens and ones.
○
In the lesson, we explain to the students that two-digit addition starts in the ones places and
then moves to the tens place.
●
NY- 1. NBT. 4.- Add within 100, including
○
a two-digit number and a one-digit number,
○
a two-digit number and a multiple of 10.
■
In the lesson, students are adding with two-digit numbers
IEP Goals
: Indicate the IEP goals that are being addressed in the lesson.
1. When given two-digit addition problems, students will increase their math skills with the
use of manipulatives, in 4 out of 5 trials with moderate assistance over 3 months.
Communication skill and planned supports for its use:
Key Vocabulary learner will use or need to understand to engage in learning tasks:
Expressive/receptive communication
skill
Students will be able to use the skill of
place value in order to complete the
two-digit addition problems. They will
be able to perform the steps of two-digit
addition in the correct order. First you
add up the numbers in the ones place
and then the tens place.
Describe how learner
will understand or use
vocabulary (and/or
symbols) in lesson:
The students will know
these are addition
problems based on the
(+) sign. Students will
also know that the far
right side is the ones
place and the next row
is the tens place.
Describe the situational or
social expectations for
communication for all
learners:
I expect each of the students
to participate and take a turn
counting on with the use of
manipulatives. They will
listen while I explain the
lesson and then speak when
it is their turn.
Describe plans to support learner’s use of language/communication to demonstrate learning
for the primary learning target:
I will model each step of regrouping with two-digit numbers and go over what place value is
before the lesson.
Knowledge of Students to Inform Teaching
:
First, we will explain to the students the common misconception we have been seeing about
two-digit number addition with regrouping. After saying the misconception, we will show
students the correct way to execute the problem. Students will be able to use manipulatives in
order to help them add numbers.
Instructional Resources/ Materials
:
●
Worksheet with two-digit addition problems with regrouping
●
Pencil
●
Manipulatives (hundreds block, ten block, one block)
Adaptations for Individual Learners:
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