Running head: CONNECTED LESSONS

Matte 1
Connected Lesson Day 1
Lesson Content
What
StandardsEducation
(national Lesson Plan Template (S 2014)
USF
Elementary
Name: Danielle Matte
or
state)
relate
to
this
Grade Level Being Taught: 2.NBT.2.7
Subject/Content:
Date models
of Lesson:
Add and subtract withinGroup
1000, using concrete
or drawings and
lesson?
2nd
Math
Size:
Whole
October
24,
2016
strategies based on place value, properties of operations, and/or the relationship
(You should include ALL
Class (16)
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

between addition and subtraction; relate the strategy to a written method. Understand
that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and
hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.
2.OA.1 Represent and solve problems involving addition and subtraction.
2.OA.1.1 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.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish

How can I write a word problem that matches a number sentence?

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this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.).
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for

The students will be able to write a word problem to match a number sentence.
The students will be able to contextualize a number sentence into a real world scenario.

I am teaching this objective because it aligns with the standard they should be learning
for the week. This lesson is expanding their thinking of word problems by enabling them
to create their own word problems. They will scaffold based on previous knowledge of
word problems to create their own. I am teaching it this way because this is what the
second grade team created based on the curriculum. The students must learn this
concept because it allows them to think critically about word problems. It will help them
better understand word problems because they learned how to break them apart and
now theyre learning how to structure them. The first day we will review number
sentences and important words within a word problem then we will create a word

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students to learn this
concept?

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

problem together (modeling). The second day the students will construct their own word
problem, individually after reviewing what we learned the day before.

During math instruction the week prior, I gave the students a pre-assessment, which was
two problems from the worksheet I would be giving them the following week. I told them
not to stress about it and answer the problems as best as they could. After evaluating
these two problems, I was able to guide my instruction based on their misconceptions. I
will know the students have mastered the lesson when I am able to compare their
answers before my lesson to the answers they have after my lesson. I will also be using
observation by walking around the classroom while the students are working. When we
work on them as a class, when someone answers I will have the students agree or
disagree by using their hands to see where the class stands. The first day I will have
the students complete the first half of their worksheet. I will then collect them to
evaluate what I need to review the following day. The students will complete the res of
the worksheet the following day for their summative assessment, which I will be able to
compare to their pre-assessment to see their growth.

I need to have an understanding of key words the students are currently using to break
apart word problems so I am able to help them use these words when forming their own
word problem. I need to be able to connect word problems to real-world experiences so
the students are able to make that connection to their learning. I need to be able to take
a number sentence then create a word problem based off my students interest.

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What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

My learners are the whole class. The students need to have an understanding of what a
number sentence is and what a word problem is. When they are able to understand how
to break apart a word problem by highlighting the key words, they will understand the
rest are just fluff words so they can get creative as long as they remember their root
words. I know they have had a lot of practice with making number sentences based off a
word problem.

The student might only pick out the number and not preform the correct operation or find
what the question is asking for. They need to take the whole context of the problem to
find the proper operation.
The students might think they have to use every number in the word problem, but they
really need to read the question to see what the problem is asking for.

Lesson Implementation
Teaching Methods

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(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Modeling I will model for the students the different steps of pulling apart a word
problem. I will model how to write a number sentence. I will model how to construct a
word problem.
Manipulatives I will have counters for the students that need them. They will be able to
use part-part whole or part to whole to find the missing number required to answer the
question.
Whole class discussion When we are reviewing the problem, one student will call out
the answer (whoevers stick I pull to answer). If they know the answer, I will ask the class
if they agree or disagree by using thumbs up or thumbs down. If they do not know the
answer after the appropriate wait time, then I will ask someone to volunteer to help their
peer.
Turn and talk After going over the sample problems, I will have the students do one on
their own then turn and talk to their shoulder buddy about their answers. I will also have
them turn and talk when discussing key words in the word problems.
Peer tutoring For enrichment, if a student finishes early, then they have the option to
become a peer tutor for their classmates that are struggling. Before they become peer
tutors, they must get their work approved by me.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. Transition the students from writing to math by taking out
their math journals.
2. Ask the students if they can explain to me the difference
between a word problem and a number sentence (a word
problem is words put together to make a question using

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How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

different operations. A number sentence is a series of number

telling you what to do ex: 2-1=1).
3. I will place a practice word problem on the board where the
students have to create a number sentence. We will go
through the first one together by having them pull out the key
facts and numbers then decide what the problem is asking.
4. I will have a chart paper on the board so the students can
identify key words as addition, subtraction, or comparing.
5. The second problem we will pull the key words out together
then the students will solve independently. Once the students
seem to be finished, I will have them turn and talk with their
shoulder buddy to discuss the answer they got. I will then ask
someone to share what their partner got. The class will tell
me if they agree or disagree.
6. If the class seems to have a general understanding of number
sentences, I will ask a student to pass out the worksheets
they will be completing. If they need more practice, we will
continue to do more problems.
7. Once the worksheets are passed out we will go over the first
one so they understand how to complete it since it involves
matching.
8. I will then pass out counters to the students that need
them/ask for them. They will be instructed they are not for
playing with. If they are playing with them I will take them
away and clip them down. The counters are to help you, not
to play with.
9. After the first one I will have the students independently
practice so I can work with students that do not fully
understand.
10.Once the students have completed (I will give them 10
minutes), we will go over the worksheet together using the
agree or disagree technique. To call on the students I will
pull their sticks so different people are answering and it

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allows for me to call on the lower level students that might
usually not answer. If the student isnt able to answer after
the appropriate wait time, I will ask the students who can help
their classmate.
11.I will then introduce creating word problems to them by
creating my own using the key words that are written on the
board and a number sentence given to me by the students to
involve them and get them interested in the task.
12.I will give them an exit ticket with a number sentence on it
and challenge them to create their own word problem
(reinforcing that it is not for a grade, just to see what they
know) so I will be able to create a plan for the following day of
what needs to be reviewed while creating word problems.
13.I will have a student collect the worksheets. This will allow me
to see if they understand number sentences. This will also
ensure the student does not lose the worksheet to continue
working on the following day. I will be able to implement extra
review for students that still do not grasp the concept.
H.O.T. questions:
What strategy did you use to find the sum/difference?
What is a more efficient strategy you could use to find the
sum/difference?
Why do we need to be able to create a number sentence
from a word problem?

What will you do if

a student struggles with the content?

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I will reflect back on the beginning steps with them and give them extra practice with
number sentences. Since the class will be doing independent work, I will be able to walk
around and assist those students that need help. If a lot of students have the same
question, I will pull the class back together to review that particular misconception.
What will you do if

a student masters the content quickly?

I will ask them if they would like to be peer tutors and help other students who have a
misunderstanding. If they do not, I will instruct them to the enrichment process, which is
creating their own word problem (encourage from the current chapter book they are
reading) with no numbers given to them.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students will be able to create word problems based on whatever they want as long
as they follow the numbers they are given. This allows the students to write about
whatever they are interested in.
If applicable, how does this lesson connect to/reflect the local community?
Based on what the students write about, I can get insight to what they enjoy doing on the
weekends or after school. They are able to reflect on their community whether its sports,
vacations, or local activities the students take part in.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will have them create a word problem off the top of their head then they must pull out
the number sentence as well. If two need enrichment, I will have them switch problems
to solve.

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How will you differentiate instruction for students who need additional
language support?
We will have a vocabulary chart that will help assist them in seeing the key words used in
a word problem.
Step-by-step instruction
Projecting the text onto the screen to provide enlarged words.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

N, B, D, E have behavior desk charts to give them incentive to stay on task and finish
their work
Y, E, B- given step-by-step instruction so they have a clear understanding of what is
happening
Whole class- I will create a vocabulary chart for them to reflect back on. I will project my
work from the Elmo so they will be able to better see what I am doing.

Worksheet, counters (manipulatives), vocabulary chart, Elmo

The students have a worksheet to help guide them through the lesson because it starts
off with matching word problems then creates scenarios where students gradually build
up to creating their own word problem. The students will be able to use the counters to
help assist them being able to see and manipulate what they are saying to check if they
are setting up their word problems correctly using the proper terms. We will create a
vocabulary chart to keep on the board so if they forget one of their key words, they can
easily look to the board for assistance to build up their confidence using these words.
Using the Elmo will allow me to project what I am modeling for them onto the board.

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Day 1 Reflection
A lot of different aspects had to be implemented during my lesson due to the behavioral issues we
had in the morning. For example, we had two students sitting under a desk screaming and one student
that ran away, twice. This caused me a lot of stress leading up to my lesson so I forgot a few things, like
reflecting back on my objective and passing out the counters. If I were to reteach it to this group of
students, I would make sure that the students had the counters and try to do a kindness activity in the
morning to increase classroom positivity. What surprised me in my lesson was how well it did go even with
all of these problems. The students respected me and calmed down enough to follow along during my
lesson; they were out of control before and after my lesson. I learned that the dynamics of the class could
really affect your teaching since I felt I did not teach to the best of my ability. I was able to teach particular
students really well but I do not believe I was able to reach the students who had been acting out. One
instance that really stood out to me was when my lower level student had his hand raised every time I
asked a question. He was eager to answer and knew the answer every time I called on him, he knew the
answer. If I did not call on him, he was willing to help his classmates when they did not understand.

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I know that a majority of the students learned what was intended because of the summative
assessment I collected at the end of the class. I was able to see the students complete work on the front
side of the worksheet. The students that struggled with this content were the students that have
behavioral problems throughout the day. During the independent work, however, I was able to work oneon-one with them so they would get a better understanding and they seem to really want that individual
attention during the lesson. Since they want that attention, it causes other students to feel left out when
they are not getting that attention either, which causes the whole class to become disruptive. I stated at
the beginning of the lesson that if they talked out and did not use their help cards, their clips were going to
get pulled down. This created a quieter environment because they did not want their clips to be pulled.
Today, we learned how to pull word problems apart so in the following lessons we will be learning how to
create our own word problems based on a number sentence that is given to them. By them having an
understanding of how to box in different key words of the word problem, I should be able to change their
perspective on how to reconstruct a word problem using those key words.
To differentiate instruction, I had blocks out ready for them to use if they needed it. This allows them
to manipulate the problems with their hands by being able to add and subtract tens and ones. I also taught

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them different strategies on how to solve the problems quick pictures, tens block, KWAS, and part-part
whole. This allowed for the students to pick a strategy that suited their needs as learners because tend to
the different needs of problem solving. What worked this lesson was modeling a problem for the students,
letting them work with a partner on the second, then independent practice for the remaining two. They got
to see how I worked out the problem, then they got help from a peer, then they were able to ask me for
one-on-one help during independent work time. This also allowed for my students that finished early to
become peer tutors and help others that needed it if I was unavailable in that moment. I also did a class
demonstration where I sent some to the carpet, then sent some more, then created a word problem out of
it. If I were to teach this lesson again, on a day with better behavior, I would do more problems with the
class demonstration because they really seemed to enjoy it but the poor behavior took away a lot of
instruction time.
We reviewed the vocabulary that we would be using for the day word sentences and word problems
then I showed them an example between the two of them. Throughout the lesson I would refer back to
number sentences because that was what we were working on writing out. By then end of the lesson, we
were discussing word problems as a whole. Then we discussed the different strategies we could use. While

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reviewing the problems at the end of class, I had different students show the different strategies that they
used so they could compare them to one another. This supported the accuracy of the students because I
was able to show them all the strategies for that one problem. Sometimes the student used the wrong
operation (addition or subtraction) and I had to explain to them that they need to review the question
again. I pulled sticks that allowed for different students to answer the questions. At the end of the day, I
had them create their own word problem as an exit ticket. They did not need to correctly get it, but I
wanted to see where they stood to guide my instruction for the next lesson. We made the connection
between physical (having them stand up and move to the carpet) to numerical (I wrote my own word
problem on the board and turned them into numerical values). We then were able to draw pictures to
represent our word problems.
In my math courses throughout the college of education, we have learned the importance of using
manipulatives while teaching math. This is something I took into consideration when planning for this
lesson. I know my students struggle with using them for instruction instead of playing. Thats where I
applied my readings from Levin and Nolan regarding nonverbal cues. During the use of manipulatives,
students that were actually working with them wouldnt make eye contact with me because they were

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busy focusing; however, the students that were playing with them would look up to make sure they
werent going to get caught. Instead of drawing attention from the students that were focusing, I used
different non-verbal cues to get them back on task. First, I started off by making eye contact once they
realized I saw what they were doing, they tried to get back on task. If I saw them doing it a second time, I
would move closer to them for proximity control. I did not have to go any steps further than this when it
came to playing with the manipulatives. I never had to say anything to them because they understood that
I was watching them and their clip would have to be moved down if I had to verbally say something to
them (which would have been my next step after proximity). Nonverbal cues can be very beneficial in a
class because it keeps the other students focused while you are able to communicate with the student
misbehaving.
Connected Lesson Day 2
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content:
2nd
Math

Name: Danielle Matte

Group
Date of Lesson:
Size: Whole October 24, 2016
Class (16)

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Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

2.NBT.2.7 - Add and subtract within 1000, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method. Understand
that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and
hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.
2.OA.1 Represent and solve problems involving addition and subtraction.
2.OA.1.1 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.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

How can I write a word problem that matches a number sentence?

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Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this

The students will be able to write a word problem to match a number sentence.
The students will be able to contextualize a number sentence into a real world scenario.

I am teaching this objective because it aligns with the standard they should be learning
for the week. This lesson is expanding their thinking of word problems by enabling them
to create their own word problems. They will scaffold based on previous knowledge of
word problems to create their own. I am teaching it this way because this is what the
second grade team created based on the curriculum. The students must learn this
concept because it allows them to think critically about word problems. It will help them
better understand word problems because they learned how to break them apart and
now theyre learning how to structure them. The first day we will review number
sentences and important words within a word problem then we will create a word
problem together (modeling). The second day the students will construct their own word

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concept?

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

problem, first with partner work then they will create one on their own.

During math instruction the week prior, I gave the students a pre-assessment, which was
two problems from the worksheet I would be giving them the following week. I told them
not to stress about it and answer the problems as best as they could. After evaluating
these two problems, I was able to guide my instruction based on their misconceptions. I
will know the students have mastered the lesson when I am able to compare their
answers before my lesson to the answers they have after my lesson. I will also be using
observation by walking around the classroom while the students are working. When we
work on them as a class, when someone answers I will have the students agree or
disagree by using their hands to see where the class stands. After the first day, I had
an exit ticket that required the students to write their own word problem given 3
numbers. I had only modeled this once for the students but I wanted to see where they
stood in terms of being able to create their own. After tomorrows lesson, I will be able to
compare their word problems after Tuesdays lesson to their word problem after
Wednesdays lesson.

I need to have an understanding of key words the students are currently using to break
apart word problems so I am able to help them use these words when forming their own
word problem. I need to be able to connect word problems to real-world experiences so
the students are able to make that connection to their learning. I need to be able to take
a number sentence then create a word problem based off my students interest. I need to
know the different strategies that they have been learning KWAS chart, quick pictures,
and part-part whole.

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What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

My learners are the whole class. The students need to have an understanding of what a
number sentence is and what a word problem is. When they are able to understand how
to break apart a word problem by highlighting the key words, they will understand the
rest are just fluff words so they can get creative as long as they remember their root
words. I know they have had a lot of practice with making number sentences based off a
word problem. On the first day of this lesson sequence, we reviewed number sentences
and why they are important to understand when building word problems. I reviewed this
content heavily with them because they really need to understand how to build a number
sentence then how to state that into words.

The student might only pick out the number and not preform the correct operation or find
what the question is asking for. They need to take the whole context of the problem to
find the proper operation.
The students might think they have to use every number in the word problem, but they
really need to read the question to see what the problem is asking for.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided

Modeling I will model for the students the different steps of pulling apart a word
problem. I will model how to write a number sentence. I will model how to construct a
word problem.

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release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Manipulatives I will have counters for the students that need them. They will be able to
use part-part whole or part to whole to find the missing number required to answer the
question.
Whole class discussion When we are reviewing the problem, one student will call out
the answer (whoevers stick I pull to answer). If they know the answer, I will ask the class
if they agree or disagree by using thumbs up or thumbs down. If they do not know the
answer after the appropriate wait time, then I will ask someone to volunteer to help their
peer.
Turn and talk After going over the sample problems, I will have the students do one on
their own then turn and talk to their shoulder buddy about their answers. I will also have
them turn and talk when discussing key words in the word problems.
Peer tutoring For enrichment, if a student finishes early, then they have the option to
become a peer tutor for their classmates that are struggling. Before they become peer
tutors, they must get their work approved by me.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
14.Transition the students from writing to math by taking out
their math journals.
15.Ask the students if they can explain to me the difference
between a word problem and a number sentence (a word
problem is words put together to make a question using
different operations. A number sentence is a series of number
telling you what to do ex: 2-1=1).
16.I will ask a student to pass the worksheets back out to the

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groups and how will you

determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

students.
17.The day before, we went through many different problems
where the students pulled out number sentences from the
first few problems of the worksheet. To continue we will begin
working on the backside of it since they mastered the first
part.
18.I will model the first problem for them by pulling out key
words and discussing what information we still need to know
to complete the word problem (the back side takes them in a
step-by-step process to creating word problems by decreasing
the amount of information given).
19.The second problem we will pull the key words out together
then the students will solve independently. Once the students
seem to be finished, I will have them turn and talk with their
shoulder buddy to discuss the answer they got. I will then ask
someone to share what their partner got. The class will tell
me if they agree or disagree.
20.I will then pass out counters to the students that need
them/ask for them. They will be instructed they are not for
playing with. If they are playing with them I will take them
away and clip them down. The counters are to help you, not
to play with.
21.After the first two, I will have the students complete the last
few with their shoulder buddy then I will be able to work with
students that do not fully understand. (I will pair students
based on their needs) (I will give them 10-15 minutes)
22.Once the students have completed, we will go over the
worksheet together using the agree or disagree technique.
To call on the students I will pull their sticks so different
people are answering and it allows for me to call on the lower
level students that might usually not answer. If the student
isnt able to answer after the appropriate wait time, I will ask
the students who can help their classmate.

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23.Once we are finished reviewing, I will pass out their
summative assessment. I will give them a set of 3 numbers
(8,4,12), which they are allowed to manipulate any way they
like. They will write a word problem then show me the four
different strategies to solve it. They will be working on this
individually so I can see if they understood the concept.
24.I will have a student collect the worksheets and their final
assessment. This will allow me to see if they understand how
to build word problems. I will be able to compare where they
started in terms of knowing how to create a word problem to
where they finished based on the exit ticket from yesterday
compared to the summative assessment.
H.O.T. questions:
Why do we need to be able to create a number sentence
from a word problem?
What key words can you use to build your word problem?
Can you pull your number sentence back out of your word
problem?
What will you do if

a student struggles with the content?

I will reflect back on the beginning steps with them and give them extra practice with
number sentences. Since the class will be doing independent work, I will be able to walk
around and assist those students that need help. If a lot of students have the same
question, I will pull the class back together to review that particular misconception.

What will you do if

a student masters the content quickly?

I will ask them if they would like to be peer tutors and help other students who have a
misunderstanding. If they do not, I will instruct them to the enrichment process, which is
creating their own word problem (encourage from the current chapter book they are
reading) with no numbers given to them.

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Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students will be able to create word problems based on whatever they want as long
as they follow the numbers they are given. This allows the students to write about
whatever they are interested in.
If applicable, how does this lesson connect to/reflect the local community?
Based on what the students write about, I can get insight to what they enjoy doing on the
weekends or after school. They are able to reflect on their community whether its sports,
vacations, or local activities the students take part in.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will have them create a word problem off the top of their head then they must pull out
the number sentence as well. If two need enrichment, I will have them switch problems
to solve.
How will you differentiate instruction for students who need additional
language support?
We will have a vocabulary chart that will help assist them in seeing the key words used in
a word problem.
Step-by-step instruction
Projecting the text onto the screen to provide enlarged words.

Accommodations (If

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needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

N, B, D, E have behavior desk charts to give them incentive to stay on task and finish
their work
Y, E, B- given step-by-step instruction so they have a clear understanding of what is
happening
Whole class- I will create a vocabulary chart for them to reflect back on. I will project my
work from the Elmo so they will be able to better see what I am doing.

Worksheet, counters (manipulatives), vocabulary chart, Elmo

The students have a worksheet to help guide them through the lesson because it starts
off with matching word problems then creates scenarios where students gradually build
up to creating their own word problem. The students will be able to use the counters to
help assist them being able to see and manipulate what they are saying to check if they
are setting up their word problems correctly using the proper terms. We will create a
vocabulary chart to keep on the board so if they forget one of their key words, they can
easily look to the board for assistance to build up their confidence using these words.
Using the Elmo will allow me to project what I am modeling for them onto the board.

Day 2 Reflection
As the day before, a lot of different aspects had slightly changed due to the behavioral issues we had
the day before and the morning of. After my lesson the day before, I was able to gather what went well and
what didnt and apply that to this lesson. I remembered to have the manipulatives ready and to reflect
back to the objective at the beginning and end of the lesson. I believe the core students had a great day

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(minus the three that have been having severe issues the past couple of weeks). The students seemed to
have a really good understanding of the concepts being taught and the concepts we had gone over the
day before. One of my students, that is lower level, ad his hand raised for each questions eager to give me
the answers. As much as I wanted to call on him every time, I knew that I needed to pick Popsicle sticks;
however, I made sure to acknowledge that I noticed him consistently raising his hand. If I were to reteach
these students, I would do more whole-class interactive strategies; however, due to the few students who
were rolling on the floor causing a scene, I was unable to do that activity with the rest of the class. What
surprised me in my lesson was how well the students were doing with it, not because I didnt think they
were capable, just because I found it to be very difficult. I had a lot of fun teaching them how to create
word problems because they were able to be creative with it. I made sure they understood to use things
they were interested in to help guide them (for example: one girl used birds and another used cupcakes).
They really enjoyed being able to manipulate the problem into something they enjoyed.
I know that the majority of the students learned what was intended by comparing their previous
work to the current work they had turned in. I was able to see their pre-assessment, their exit ticket from
the day before, their work from the day before, and then the finished results. For the most part, they were

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all able to create their own word problem. The students that did not know how to write it in words still
showed me different strategies of solving the number sentence. The next steps I can use from this lesson
would be to start pulling small groups based on students that need that extra help. During our MTSS time, I
could work with those students still struggling to create their own word problems. I could bring in the work
they turned into me and go over it with them again to help them get a better understanding.
To differentiate instruction, I had blocks out ready for them to use if they needed it. This allows them
to manipulate the problems with their hands by being able to add and subtract tens and ones. I also taught
them different strategies on how to solve the problems quick pictures, tens block, KWAS, and part-part
whole. This allowed for the students to pick a strategy that suited their needs as learners because tend to
the different needs of problem solving. What worked this lesson was modeling a problem for the students,
letting them work with a partner on the second, then independent practice for the remaining two. They got
to see how I worked out the problem, then they got help from a peer, then they were able to ask me for
one-on-one help during independent work time. This also allowed for my students that finished early to
become peer tutors and help others that needed it if I was unavailable in that moment. I used the ELMO to
project what we were doing on to the screen. This allowed for my students to be able to see what I was

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doing and they could work along with me.
I reflected on the vocabulary we had discussed the day before word sentences and word problems.
This helped me get their brains reconnected with the lesson that we had worked on yesterday. It also
allowed for me to do a quick assessment if they remembered what we had gone over. Based on the lesson
the previous day, I was able to plan for this day. I knew that the students still had misconceptions about
which operation (addition or subtraction) to use. This allowed me to reinforce key words with them to
reiterate the importance of boxing in their key words to decipher how to solve the problem. I went over
KWAS charts with them more in depth because I felt like this strategy really helped see which operation
you should be using, especially since this lesson required them to complete a word problem. I pulled sticks
throughout the lesson to have different students answer instead of picking on the same students that
always raise their hands. This allowed for everyone to get to read a question, tell me their strategy, or tell
the answer. They really seemed to enjoy doing this. By the end of instruction, they created a word problem
based on three numbers I gave them (5,4,9) then had to show the four different strategies (KWAS, quick
picture, ten blocks, part-part whole), which was their summative assessment. I chose to make this my
summative assessment because they got to choose what operation they wanted to use based on those

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numbers, and then they got to apply all the different strategies. This allowed me to see if they understood
the concept of creating a word problem then which strategies they were excelling in. By knowing which
strategy works for them, I will be able to work with them on mastering that particular strategy. This
evidence allows me to see if they got the overall concept of creating a word problem from a number
sentence.
To connect this back to things weve been learning in the classroom, we have always learned to tailor to
the students interest. I learned a lot this lesson by doing that because I felt it really resonated with them
more because they were able to write about whatever they wanted. This also allowed me to get to know
their interest a little better. Like the lesson before, I used my readings from Levin and Nolan regarding
nonverbal cues. During the use of manipulatives, students that were actually working with them wouldnt
make eye contact with me because they were busy focusing; however, the students that were playing with
them would look up to make sure they werent going to get caught. Instead of drawing attention from the
students that were focusing, I used different non-verbal cues to get them back on task. First, I started off
by making eye contact once they realized I saw what they were doing, they tried to get back on task. If I
saw them doing it a second time, I would move closer to them for proximity control. I did not have to go

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any steps further than this when it came to playing with the manipulatives. I never had to say anything to
them because they understood that I was watching them and their clip would have to be moved down if I
had to verbally say something to them (which would have been my next step after proximity). Nonverbal
cues can be very beneficial in a class because it keeps the other students focused while you are able to
communicate with the student misbehaving. Nonverbal cues will definitely be something I apply in my
future classroom.
Data Chart
Pre Assessment Data

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1
Question 1
Column1

Key:
0 = Student did not attempt; 1 = Student attempted but did not have final answer; 2= Student got the
correct answer
Summative Assessment Data

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1
Question 1
Column1

Key:
0 = Student did not attempt; 1 = Student attempted but did not have final answer; 2= Student got the
correct answer