Evelia+Benoit

Problem Based Learning Lesson GAME Plan Online Collaboration Lesson GAME Plan Digital Story Telling Lesson GAME Plan

(BACKGROUND KNOWLEDGE) 1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning p Instructional Objectives: p Students will be able to round two-digit numbers in order to assist estimation of final sum. Students will be able to demonstrate the use a number line to visualize if a number is closer to a ten value. Students will be able to demonstrate the use of pop cubes as a tangible model to demonstrate regrouping. Students will be able to work collaboratively with a partner to create word problems. Students will be able to demonstrate critical thinking and problem solving skills through the use of open-ended tasks. Students will be able to create a PowerPoint demonstrating two word problems in English and Spanish with visuals of a double digit addition problem. || 10 minutes p p p p p 15 minutes p p p p |||| Introduction: Students are planning a holiday part for the classroom. We compile a list of items we need and a budget. Looking at the problems on the Starboard students will use their remote controls and answer questions to evaluate if our budget is correct. Results are compiles in a grade book for further review. An online lesson describing rounding estimating and mental addition is discussed using EnVision Math Scott Foresman (district bought curriculum) You may view free samples at. [] Part 1 Rounding two digit numbers in order to determine estimates of correct answers: Each student will choose two-digit numbers from a party hat and using their number lines determine if what the number is to the nearest 10. p Part 2: Using Mental Math students will estimate the correct answer and use pop cubes to demonstrate the exact answer. (extra time is allotted because 2nd graders love manipulative of any kind!) Part 3: Students will then transfer the use of pop cubes to numbers on a paper and demonstrate addition of two-digit numbers. We will conduct as a class review on the starboard – [] Part 4: Students will begin creating PowerPoint’s with clipart and animation to demonstrate the ability to create and solve a double digit addition problem in English and in Spanish. // Note: Student work is still in the process for example. I should have student examples by Wednesday 12-7-11 // || -CPS eInstruction remotes, Sensor and software (installed on all teachers’ laptops) -Interactive Whiteboard -Number lines -Hundereds charts -Pop Cubes -Student laptops p p p p || Teacher is evaluating progress of PowerPoint presentations and will conduct mini-discussions with each group to determine if they are processing in the correct path. Student will place finished and unfinished PowerPoint’s in Teachers drop box. Accommodations and Extensions: While no students in my class have IEPs – students who have been chosen for extra tutorials will work one-on-one in small groups with a CenterStage game to reinforce rounding and addition. || LESSON REFLECTIONS AND NOTES: So far I am noticing my time management has been askew due to the increasing number of programs for the holiday. I am attempting to minimize disturbances and complete activities as planned. Students are demonstrating an overall understanding with the basic addition problems, but having difficulty translating the effort to a word problem. Will review and reasess. || Back to Top The student adds and subtracts whole numbers to solve problems. The student is expected to model addition and subtraction of two-digit numbers with objects, pictures, words, and numbers. (2.3B)
 * ** Problem Based Learning - Daily Lesson GAME Plan ** ||
 * Lesson Title: Double Digit Addition with Regrouping |||| Related Lessons: Rounding 2 digit numbers, Tens and Ones ||
 * Grade Level: 2nd Grade |||| Unit: Math Addition ||
 * == GOALS == ||
 * Content Standards:
 * 2.3B ** The students will be able to __model__ addition and subtraction of two-digit numbers with objects, pictures, words, and numbers.
 * 2.3C ** The student will be able to __select__ addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary.
 * 1.3(A ** ) The student will be able to Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences.
 * K.4(A) ** The student will be able to Model and create addition and subtraction problems in real situations with concrete objects. ||
 * ISTE NETS-S
 * == ACTION == ||
 * Before-Class Preparation: Teacher will prepare a pre-check of the standard using 10 questions in an eInstruction software program to determine level of students’ prior knowledge. Teacher will to procure 80 pop cubes for each group of students (groups consist of two students) Teacher will reserve student lap tops to complete PowerPoint presentations. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5 minutes p p p p p p
 * Note - Our district complies with a Gomez and Gomez edition of dual language and as such students are always paired in groups of two to three as Bilingual Pairs. Pairs are created based on English and Spanish strengths. ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Students will compare their answers with those of another group, then raise hands for teacher top approve each groups assessment.
 * == EVALUATE AND EXTEND == ||
 * Students have a rubric for the requirements on their Power Points. Students will also be receiving a Topic 8 Test on addition of two digit numbers, rounding, and word problem solving
 * ** Online Collaboration Lesson - Daily Lesson GAME Plan ** ||
 * Lesson Title: Adding Three two-digit numbers |||| Related Lessons: Basic addition facts, Hundreds charts, Estimation. Regrouping ||
 * Grade Level: 2nd Grade |||| Unit: Double Digit Addition ||
 * == GOALS == ||
 * Content Standards:
 * 2.3 Numbers, Operations and Quantitative Reasoning **

(BACKGROUND KNOWLEDGE) 1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning p Instructional Objectives: p Students will be able to round three two-digit numbers in order to assist estimation of final sum. Students will be able to demonstrate the use of a hundreds chart to add three numbers. Students will be able to record their thought on audacity and save to student folders. Students will be able to work collaboratively with a partner to create word problems. Students will be able to demonstrate critical thinking and problem solving skills through the use of open-ended tasks. ||
 * 1.3(A ** )…Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences.
 * K.4(A)… ** Model and create addition and subtraction problems in real situations with concrete objects. ||
 * ISTE NETS-S
 * == ACTION == ||
 * Before-Class Preparation: Teacher will prepare the PowerPoint slides students completed in the prior week demonstrating the use of visual models to represent double digit addition. Students will practice creating comments on each students slide by creating an audacity wav. File to find the sum of their peers word problems. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 20 minutes p p p p p p

10 minutes p p

15 minutes p

5 minutes

p p p p p |||| Introduction: teacher will have one of the student’s files on the board. She will model how to record using audacity. Her response will be to one of the double-digit PowerPoint slides that were student generated. This is conducted on the Starboard for students to see. Students will hear the teacher comment on name of student, reading the word problem, and talking about how she reached the answer. Students will then be expected to do the same for their bilingual partners and an additional bilingual pair. All files will be saved to their student drop boxes. Part 1 Students are to choose their bilingual partner’s PowerPoint slide and begin by stating their name and their partners word problem. The following step is reading the word problem and then solving it orally. Pencil and paper are allowed, but strategies must be vocalized (this is a skill we have been practicing in class often). Part 2: Students are then to choose another bilingual pairs word problems and solve the same way. A total of three audacity files should be visible at the end of the lesson. Part 3: Students will reflect in their Math journals the process.

// Note: Student work is ongoing. Additional time was allotted. //

// Additional Resources for Differentiation/Reteaching // eTool Workshop: Adding Three Numbers [|www.pearsonsuccessnet.com]
 * Interactive Resources: **

Can be used on Starboard with large group or on student computers. [|Math Zone Addition Timed Practice] [|Math Magician - fact practice] [|Frog Palace] [|2 Player Addition Game] [|Sum Sense Create Addition Problem]
 * Technology Resources: **

[|Number and Operations]
 * National Library of Virtual Manipulatives: **

[] Discovering Math: Arithmetic (Grades K-2) Video segment: Example 3: Adding One- and Two-Digit Numbers (1:56) || -Interactive Whiteboard
 * United Streaming: **

-Hundereds charts

-Pop Cubes

-Student laptops ||
 * Note - Our district complies with a Gomez and Gomez edition of dual language and as such students are always paired in groups of two to three as Bilingual Pairs. Pairs are created based on English and Spanish strengths. ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Students will listen to their answers and that of their bilingual partners.

Accommodations and Extensions: While no students in my class have IEPs – students who have been chosen for extra tutorials will work one-on-one in small groups with a **Center Stage activity:** Addition and Subtraction: Activity 13: Race to 50; Activity 14: All-Star Addition; Activity 15: Greatest Sum War || LESSON REFLECTIONS AND NOTES: Holiday scheduling has still been cumbersome, but verifying that audacity was installed in each student laptop took essential time away from the lesson. Most students are excited to hear themselves and are enjoying the concept. This will also perhaps help in the students reading fluency as they are allowed to re-record their responses if necessary. Back to Top
 * == EVALUATE AND EXTEND == ||
 * Students will be assessed on the strengths of their answers to the word problems, first and formost if answer to the problem is correct and if math vocabulary was used to explain answer.. Students will also be receiving a Topic 8 Test on addition of two digit numbers, rounding, and word problem solving

(BACKGROUND KNOWLEDGE) 1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning p Instructional Objectives: p Students will be able to round two-digit numbers in order to assist estimation of final sum. Students will be able to work collaboratively with a partner to create word problems. Students will be able to demonstrate critical thinking and problem solving skills through the use of open-ended tasks. Students will be able to create a PowerPoint demonstrating two word problems using audio enhancement to explain their stories. ||
 * Digital Story Lesson GAME Plan ** ||||||||< ||
 * Lesson Title: Double Digit Addition Word Problems with missing or too much information |||| Related Lessons: Adding with a hundred chart, Rounding 2 digit numbers, Tens and Ones, Reading Comprehension. ||
 * Grade Level: 2nd Grade |||| Unit: Math Addition ||
 * == GOALS == ||
 * Content Standards:
 * 2.12B ** The student will be able to __solve__ problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
 * 2.3B ** The students will be able to __model__ addition and subtraction of two-digit numbers with objects, pictures, words, and numbers.
 * 2.3C ** The student will be able to __select__ addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary.
 * 1.3(A ** ) The student will be able to Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences.
 * K.4(A) ** The student will be able to Model and create addition and subtraction problems in real situations with concrete objects. ||
 * ISTE NETS-S
 * == ACTION == ||
 * Before-Class Preparation: Teacher will post a problem on the starboard using voicthread.com Students will then talk with their partners on how they would solve the problem and evaluate if a problem has too little or extra unnecessary information. I will take a handful to place recording on voicthread.com as a model. I will also pull one students prior PowerPoint and demonstrate how to add sound through INSERT tab. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 15 minutes p p p

10 minutes p

15 minutes p pp

15 minutes p p p |||| Introduction: Students have already completed at least one word problem with double-digit addition on PowerPoint. To make their word problems more fun, We will add a small story leading up to the question that will include an audio clip with an ongoing PowerPoint. As an example I will demonstrate one through Voicethread and through PPT. An online lesson describing extra information or missing information in word problems is available through our curriculum EnVision Math Scott Foresman (district bought curriculum) You may view free samples at. []

Part 1 Looking at word problems and identifying if a problem has missing information or too much information to solve problems. Discussing and writing in our Math journals what information is necessary or excessive

Part 2: Pulling up the students’ completed PowerPoint and adding 1-2 storytelling slides prior to their word problem. Students will have to use their writing skills (grammar and story telling strategies to create storyline).

Part 3: Students will finally add audio files to each slide of their PPT and create an ongoing slide that portrays the word problem as the solution to a story problem(conflict). || -CPS eInstruction remotes, Sensor and software (installed on all teachers’ laptops)

-Interactive Whiteboard

-Student laptops p p p p ||
 * Note - Our district complies with a Gomez and Gomez edition of dual language and as such students are always paired in groups of two to three as Bilingual Pairs. Pairs are created based on English and Spanish strengths. ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Students will edit PPT and print in studyguide slide layout sample of story for assessment of final product. Student will place finished and unfinished PowerPoint’s in Teachers drop box.

Accommodations and Extensions: **Technology Resources:** Can be used on Starboard with large group or on student computers. [|Math Zone Subtraction Timed Practice] [|Math Magician - fact practice] [|Math Popper] [|Sum Sense Create a Subtraction Problem] || LESSON REFLECTIONS AND NOTES: The holiday season interrupted capability to complete lesson before completion of class.
 * == EVALUATE AND EXTEND == ||
 * Students have a rubric for the requirements on their Power Points. Students will also be receiving a Topic 7 Test on addition and subtraction skills including word problems.

Back to Top ||  ||