FINAL-CTObservationCycle#1 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Math Group Size: Date of Lesson: 9/11/19
Whole/Guided

Part 1: Lesson Content

Title of Lesson Equal Groups/Arrays
Meeting your students’ needs How does this lesson connect to the interests and cultural backgrounds of your students?
as people and as learners Students need to know if items are even/odd and know if they can accurately pair things. For
example: splitting into equal teams for a sport or activity.

How does this lesson connect to/reflect the local community?

Many times you have to group items in twos, students need to grasp concept so they can begin
thinking about multiplication as a whole. (always used in life)
What Standards (national or MAFS.2.OA.3.3
state) relate to this lesson? Determine whether a group of objects (up to 20) has an odd or even number of members, e.g.,
(You should include ALL by pairing objects or counting them by 2s; write an equation to express an even number as a
applicable standards.) sum of two equal addends.

MAFS.2.OA.3.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5
rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
MAFS.1.OA.3.5 Relate counting addition and subtraction (counting on 2 to add 3) They have already been
exposed to counting and grouping numbers by 2, that when grouping the numbers by 2, it should be easy
for them to group them.
Trace the standard to the next grade level. What will students learn next related to this standard?
MAFS.3.OA.3.7 Represent and solve problems involving multiplication and division (using arrays and
equal groups) They are going to need to know how to picture numbers into an array and even draw them
learning how to multiple and divide.
What misconceptions might  You can make an odd number into an array
students have about this  You can just add the amount of rows and columns instead of multiplying.
content?  Equal sign means answer instead of equal

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FINAL-CTObservationCycle#1 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Math Group Size: Date of Lesson: 9/11/19
Whole/Guided

Objectives- What students will

know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
Students will be able to accurately differentiate between an equal group and
learning- look to the standard) not equal group and arrange them into an equal array.
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? Analyze
Which level(s) of thinking is/are called for in your objective? Analyze
Why did you choose this level(s) of thinking? I chose this level of thinking because the students are
differentiating between different problems to determine if groups are equal or not. This means the
student must analyze the problems to solve them accordingly.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered I will be formatively assessing the students on their answering of an exit ticket. They will be shown an
your objectives? image of an array that is not an equal group. I will ask the students is this image an array why or why not.
I will walk around the classroom and assess the students on the scale (+,=,-) This is something we use
frequently in our classroom. + means I got it!, = means I’m almost there but something I need more
practice on, and – means I need more practice.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative, because this will be the end of learning about equal groups but just the beginning of arrays.
So it is not the end of the unit.
How does it align with your objective?
It aligns with my objective because students will be looking at array that is not an equal group and the
students will be asking why or why not that image is an array or not.
Assessment Scoring/Rubric (+,=,-) This is something we use frequently in our classroom. + means I got it!, = means I’m almost there
but something I need more practice on, and – means I need more practice.

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FINAL-CTObservationCycle#1 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Math Group Size: Date of Lesson: 9/11/19
Whole/Guided

What are the criteria for how you I will keep track of the data on my Ipad under each student so I can reevaluate for the lesson the
will assess student following day.
learning/student work? If you’re
using a rubric, include your
rubric here.
Part 2: Lesson Implementation
Management & Environment  I will arrange myself and the students in multiple places around the room. We will begin the
(integrated throughout your lesson on the carpet, we will move into group work around the room, then come back to the
step-by-step plan): carpet, and end at our seats doing individual work. I will rotate around the class to reach the
 How will you arrange students based on the location of them.
yourself and the students  I will use procedures that we use every day such as; table points, behavior sticks, bobcat bucks,
(location in the and positive reinforcement. For example, “I love how _______ is sitting quietly” to promote the
classroom, seating)? other students to follow their lead. I will communicate these procedures throughout the lesson as
 What processes & needed and typically use them during transitions to get students to move faster.
procedures will you use?  I will set very high expectations for the students at the beginning of the lesson. They will be
How and when will you expected to use appropriate voice levels, follow cues on when to direct their attention to me, and
communicate those to will be expected to be working hard when they are doing their planning and writing. These
students? students will be receiving reminders during the lesson when needed, as well as before they are
 What expectations will directed to move into a transition.
you have for the students?  I will use positive reinforcement strategies to redirect students, and I will use bobcat bucks for
How and when will you those on task. I will use table points to reward full tables on task and create competition in the
communicate those to classroom for students to try and out do their peers in a positive way. I will also have students
students? move to a quiet table if they are not meeting my expectations in their crayon group. If the
 What strategies will you students are not meeting my expectations on the carpet, I will ask them to sit in their seats then
use if students do not invite them back after they “control their bodies”
meet your expectations?  Some students are on a management plan, and if they do not follow my expectations they will be
Are there specific asked to put their binder on my desk.
students who require a  If students complete their plan quickly I will ask them to continue onto writing their letter. Many
more extensive of my high students often complete their work sooner so I will give them directions to move on if
management plan? What the time comes.
will that consist of?
 What will students do if
they complete the task

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FINAL-CTObservationCycle#1 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Math Group Size: Date of Lesson: 9/11/19
Whole/Guided

quickly?
Materials  Math Notebooks
(What materials will you use?  Pencils
Why did you choose these  White board markers
materials? Include any resources  Pompoms
you used. This can also include  Elmo
people!)
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
For my students that grasp the concept quickly, I will be starting them directly on arrays and creating
equations that match the word problems. I will be beginning the lesson with the students only drawing
pictures of equal groups, but students that grasp that will begin forming them into arrays and making an
equation.
Which specific students will benefit, and why?
Students that need more of a challenge will benefit because they will be getting challenged in their
learning.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: These students will be identifying even and odd numbers by putting then
students (initials), and then pointing to equations that have the same numbers in them.
explain the accommodation(s)  Early Production Level: These students will be pointing to numbers that are even and odd, and
you will implement for these they will receive pages to glue into their notebooks so they are able to keep up.
unique learners.)  Speech Emergence Level: These students will get fill in the blank exit tickets to assist them in
their learning.
 Intermediate Fluency Level: These students will be getting to choose their exit ticket that fits
their needs.
What accommodations will you make for students who have an IEP or 504 plan?
My student with an IEP, has vision and hearing problems. I will be wearing a microphone for her to hear
me clearly, and then I will be allowing her to move closer to me or the front when needed to see better.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
My gifted students will be working in the back with Mrs. Kraft to work on harder equations to challenge
them in their learning.

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FINAL-CTObservationCycle#1 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Math Group Size: Date of Lesson: 9/11/19
Whole/Guided

References (Planning of  Cpalms- Standard/trace to previous and future standards

instruction should be guided by  Hillsborough County Public Schools Guideline for teaching the standards
research-informed  Math book for example problems
approaches. Acknowledge
references used to
inspire lesson ideas.)
Step-by-Step Plan
(What exactly do you plan to do 1. What is the content area for this lesson? Math
in teaching this lesson? Be 2. What is the expected lesson structure for a lesson taught within this content area? In other
thorough. Act as if you needed a words, what lesson structure is appropriate for teaching within this content area? (5Es;
substitute to carry out the lesson
guided/gradual release/etc.) Determine if a number can make an array
for you.)
Where applicable, be sure to 3. Step-by-step plan:
address the following: Time: Action Steps:
 What Higher Order Thinking 0min-2min: “Who can remind me what we were doing yesterday in math?” I begin the lesson like this to
(H.O.T.) questions will you get the students back into the mindset of math, and hopefully be trying to remember what we have been
ask? doing in math. (will call on 2-3 students to share what they remember from math the previous day)
 How will materials be looking for answers “numbers that are even/odd, equal groups, if numbers match)
distributed? 2min-4min: Tell students “today we are going to learn how to make equal groups and learn what an
 Who will work together in array is, and how to make them” I will then remind them of the rules when doing inner and outer circle
groups and how will you and the B’s need to keep their feet “planted” and A’s need to face them standing up straight. I will say
determine the grouping? “looking for the partners that are standing still and they will win a table point for their team”
 How will students transition 4min-6min: I will ask everyone to look at our eliminate it, the equations are going to be on scales;
between activities? 5=2+2, 5=5, 5=1+4, and 4+1=2+3. I am going to give the students 30 seconds to think to themselves, and
 What will you as the teacher then I will allow them to go into inner/outer circle. B’s first, then I will tell A’s to go find their shoulder
do? partner. I will have them move 2 people before they even begin discussing.
 What will you as the teacher 6min-7min: I will give them 1 minute to share with their partner what they choose to eliminate and
say? way. This minute is for both partners to share, the A’s can share first.
 What will the students do? 7min-8min: I will then ask for someone to share aloud what their PARTNER said they would eliminate. I
 What student data will be will do this to build those listening skills. I will have them thank their partners and then I will then have
collected during each phase? A’s rotate 2 more people.
 What are other adults in the 8min-9min: I will allow them 1 minute to discuss with their new partner what they would eliminate and
room doing? How are they why. This time the B’s will share first. I will rotate between partners to listen to what they are discussing.

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FINAL-CTObservationCycle#1 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Math Group Size: Date of Lesson: 9/11/19
Whole/Guided

supporting students’ 9min-10min: I will have 2 partners share what their partners said to the class. Then have the students
learning? return to their seats and turn their math books to the next page.
10min-12min: I will award the first table to have their math notebooks out and turned to the next
available page. They will setup up their notebooks with a t chart making 4 squares on their page. They
will write the date, and the topic which is Equal Groups/Arrays, then I will tell the students to place their
pencil in the middle of the notebook.
12min-13min: I will read the problem out loud to the students, and tell them to draw a picture in their
first square to represent the problem. “Mrs. Kraft has 8 pieces of candy; she wants to share EQUALLY
with Ms. Bishop. How will Mrs. Kraft share with me EQUALLY?” Draw me a picture and show Ms. Bishops
candy circled, and Mrs. Kraft’s candy circled.
13min-14min: I will allow the students 1 minute to complete this drawing in their Engage Box.
Individually. And when they are finished to come to the carpet without their notebooks.
14min-17min: At the carpet, I will walk through this problem with the students. I will begin by asking
them if “8 is an even or odd number?” Then will go into counting by 2’s and “how I could find my answer
by counting by 2’s”. Then I will go into “how we could make an equation to represent the word
problem?”. I will be writing the problem on the white board and breaking it down for all the students to
see and visualize.
17min-20min: I will give the students their next problem which is “16 students are going to play a
soccer game, but they first have to make 2 EQUAL teams” “How many students can be on each team?” Go
back to your seats and solve this problem showing a picture and try and write an equation that matches.
You have 2 minutes to solve.
While students are solving this problem, I will be walking around with buckets of pompoms, and
placing them in the middle of each table, and I will be putting white board markers for each
student at the table too.
20min-22min: I will ask students to turn and talk with their shoulder partners about the answers they
came up with as well as the equations that they wrote, I will ask 2-3 students to come and share their
work under the elmo for the class to view.
22min-25min: Next I will be going over the instructions of what the students are going to be doing with
the pompoms. I will tell them that these are tools and not toys. I will also tell them that they will take 2
pompoms at a time until they reach the number that they need, do not grab handfuls. I will explain to the
students that they will be skip counting by 2 until they reach their end number. I will demonstrate.
25min-27min: I will give students 2 minutes to solve the problem 2 rows of 5. I will ask them to write an
equation in their 3rd square in their notebook. I will have the students circle the rows with an expo
marker.

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FINAL-CTObservationCycle#1 Name: Hannah Bishop

Grade Level Being Taught: 2nd Subject/Content: Math Group Size: Date of Lesson: 9/11/19
Whole/Guided

27min-28min: We will discuss the problem as a whole, I will demonstrate under the elmo and we will
create an equation together. (5+5=10, 2+2+2+2+2=10)
28min-30min: I will give students 2 more minutes to practice another problem 2 rows of 4. We will
continue the same process until students grasp the concept of the rows and arrays.
I will ask students to place pompoms back into center of the table.
30min-31min: We will go over the problem under the elmo, and make an equation together.
31min-36min: EXIT TICKET, (Is this an array, why or why not) I will put the exit ticket under the elmo
and I will read it aloud to the students. I will ask them to do this quietly in their last box of their
notebooks. I will tell them this is for me to know what they know not their friends. I will walk around and
formatively assess the students exit ticket using the scale (+,=,-) This is something we use frequently in
our classroom. + means I got it!, = means I’m almost there but something I need more practice on, and –
means I need more practice.
I will keep track of the data on my Ipad under each student so I can reevaluate for the lesson the
following day.