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Pre-Practicum Lesson 10 Min Math

Students will learn to mentally add and subtract within 1,000 using place value strategies. [1] They will solve word problems involving addition and subtraction and explain their thinking using place value terms. [2] The teacher will introduce the lesson, have students work problems on whiteboards, and review answers together. [3] Support for all learners includes using alternate response formats, increasing practice, and explaining levels of participation.

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70 views

Pre-Practicum Lesson 10 Min Math

Students will learn to mentally add and subtract within 1,000 using place value strategies. [1] They will solve word problems involving addition and subtraction and explain their thinking using place value terms. [2] The teacher will introduce the lesson, have students work problems on whiteboards, and review answers together. [3] Support for all learners includes using alternate response formats, increasing practice, and explaining levels of participation.

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api-631886106
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: Xinchen Fu Date: 10/13/2022

School: Ward Elementary Grade: 3rd Grade

Starting and Ending Time: 9:50 to 10:00

OVERVIEW OF THE LESSON


MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

3.NBT.A.2: “Fluently add and subtract within 1,000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and subtraction.”

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

Students will be able to mentally add and subtract within 1,000 by using strategies based on
place value.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will be able to solve 408+30, 408+50, 408-300, and 408+300 on a whiteboard by using
place value strategies and explaining their thinking.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

Students will be able to use appropriate place value terms such as ones, tens, and hundreds.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will be able to explain their answers using appropriate place value terms such as ones,
tens, and hundreds.
Content: What are the specific details of the lesson’s content knowledge?
Place value: ones, tens, and hundreds.
408+30=438
408+50=458
408-300=108
408+300=708

PROCEDURES FOR THE LESSON


In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (__ minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

Activate students' prior knowledge by asking them about place value.


Write a number with 3 place values and ask students what each number in each place value
represents.
Tell students that we are going to be solving problems using place value strategies.
Tell students we are going to use whiteboards and remind students of expectations for behavior
(voice level 0).
Tell students it is a privilege and they have 30 seconds to free draw.
Expectations are:
● share eraser
● caps on
● markers down
● only solve work
● if students can not meet these expectations then they will use pencil and paper

During Lesson (__ minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

Show problems.
Ask students to solve the problems on their whiteboards.
Tell students they have 2 minutes (remind them when 30 seconds) and it is ok if they do not
finish because we will share together.
When they are done they will raise their hand and show me.
I will give feedback to the student based on their work. For example, asking them to explain their
thinking or scaffolding them to help solve the problem.

Closing (__ minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

Ask students to share out their answers and explanations.


Reiterate what students did today.
SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/ udl#video0
Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that
apply.

Grouping Factors Content Materials Student Response


Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same Use Braille or large report
focus of instruction text at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: By using whiteboards, it provides students with an alternate response format.
Students can work out the problem on the whiteboard (written response) and students can share
their answers too (verbal).

Support #2: Increasing the number of review activities can reinforce student learning by giving
them more practice.

Support #3:
FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

Remind students this is a voice-level 0 activity but a level 3 voice activity when sharing.
Before asking a question, I will remind students to raise their hands before speaking and not speak
when others are speaking.

Technology: How did you incorporate technology into the lesson?

Slides

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

Whiteboards
Markers
Erasers

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

Continue to work with math problems that use place value strategies.
Reinforce the idea of the place value strategy in other types of math problems.
Work 1-1 with students who need reinforcement.

5
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley

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