LESSON PLAN
NAME: Ginger Gudenkauf DATE: September 13, 2012
TITLE: Create/Read Repeating Patterns SUBJECT: Mathematics
GRADE LEVEL: 2nd Grade
TIME FRAME: 90 minutes
STANDARDS:
CCM.2.G.1 – Reason with shapes and their attributes:
Recognize and draw shapes having
specified attributes, such as a given number of angles or a given number of
equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and
cubes.
CCM.2.OA.2 – Add and subtract within 20:
Fluently add and subtract within 20using mental strategies
CCM.2.OA.3 – Work with equal groups of objects to gain foundations for multiplication:
Determine whether a group of objects
(up to 20) has an odd or even number of members.
CCM.2.NO.1a – Understand place value:
Understand that the three digits of
a three-digit number represent amounts of hundreds, tens, and ones:
100 can be thought of as a bundle of
ten tens – called a “hundred”
OBJECTIVES:
Students will be able to:
- Create ABB, ABC, ABBC patterns using color-shaped blocks
- Verbalize color and shape formations of ABB, ABC, ABBC patterns
- Solve one-digit addition problems for assessment
MATERIALS, TECHNOLOGY, and
SETTING:
Materials:
Clock, Calendar board, Lunch/Attendance
charts, Pattern strip, Problem of the day, Written Assessment 2, 5-pattern
block baskets, colored bears
Technology:
SmartBoard
Setting: Students will be seated at their
classroom desks facing towards the whiteboard and SmartBoard during
instruction. During assessment, students
will be seated at their classroom desks with blocker folders. Student will be seated in groups of two
during new concept instruction with manipulatives.
ADAPTATIONS FOR SPECIAL NEEDS STUDENTS:
(Autistic) –
- Seating preference for teacher monitoring
- Giving verbal, written,
and visual prompting cues for ordinal number positioning - Break instructions into one-step task completions
- Work with a partner (when needed)
BEGINNING OF LESSON:
- Introduce class helper for the day and give pointer for class guidance
- What is today’s full date?
- Helper
points to calendar board date while class recites: September 13, 2012 - What day of the week is it today?
- What day of the week is tomorrow?
- How do I write today’s date?
- How do I write today’s date in
digits? 09-13-12 - Students read today’s date written on the board
MIDDLE OF LESSON:
- (Time: 10 min.)
- Student goes to lunch count clips on basket to determine students absent while teacher
writes on meeting board - Students determine the number of student present to write on meeting board
- Students count by 2’s to determine the number of students eating hot lunch and number
eating lunch from home to record on meeting board - Students and teacher will add hot lunch number and home lunch to determine if equal to
number of students present - Clock will be set at 4:00 and ask students for correct time, followed by student
helper writing digital format. - What time was it one hour
ago? 3:00 - Student will read the: “Problem of the Day” from the board of: One of these is Mrs. Crubel’s favorite fruit:
Apple Orange
Pear Watermelon Banana
It is not the fourth fruit
It is not in the middle
It is not on the left
It is not the fifth fruit
What is Mrs. Crubel’s favorite fruit?
(orange)
- What is the question we need to
answer to solve the problem? Underline - What is the key information we
need to circle in each fact statement? Circle - Students helper will say today’s “Pattern of the Day”: rectangle, triangle, square,…
- Students will recite pattern and continue the strip for completion while student helper
points. - What kind of pattern did we use
to solve? (repeating) - How do we read the pattern using
letters? A,B,C,A,B,C… - Teacher will instruct students to use number chart to count by 2’s up to 20.
- What do we call these numbers? even
- Teacher will instruct students to use number chart to count by 2’s starting with the
number 1. - What do we call these numbers? Odd
- (Time: 20 min.)
- Teacher will instruct students a written assessment will be performed today in order to
demonstrate their knowledge from the material we have been practicing. - Students will be instructed to clear desk, except for pencil, and put up blocker folder
- Distribute written assessment
- Student will write name and number at top of assessment.
- Teacher will give basic review of the areas assessed:
#1
– Remind students ordinal positions and to read words carefully
(Modifications to: – have student state ordinal position number and place the number above
written word for problem solving)
#2
– Circle key word: small
#5
– Circle key words: square, right, circle, left
- (Time: 30 min.)
- Teacher
will develop the concept of making fences in order to keep an animal in the
farm lot or yard - Teacher will review making a AB pattern fence using SmartBoard shapes
- Can someone read the AB pattern
fence using names of colors? - Can someone read the AB pattern
fence using names of shapes? - Can someone read the pattern
fence using letters? - Teacher will show lower portion of SmartBoard screen and instruct students on learning
to make a fence with a different repeating pattern. - Teacher will construct an ABB pattern fence using the same colors of pattern blocks by repeating
the second color pattern block - How is my ABB pattern fence
different from the AB fence? 2
of the same color - Teacher will instruct students to read the ABB pattern fence using colors
- Teacher will instruct students to read fence using shapes
- Teacher will instruct students to read fence using letters
- Student will be placed in groups of two for partners and given one bear and shapes
basket. Students will need to share
shapes basket with other partners and use different colors than their basket
partners. - Each student in group will be instructed to make their own ABB fence pattern using
two different colors of blocks while teacher circulates for clarification and
corrections. Students will be given 3
minutes to construct ABB fence. - Once ABB fence patterns are completed, students will be instructed to stand up with
partner and place hands behind back.
Students will be given 1 minute to circulate room and observe other
groups ABB fences. - How were the other groups ABB
fences different than yours? Different colors - How were the other groups ABB
fences the same as yours? Every fence used one shape, then
two shapes, one shape, then two….
LESSON ENDING:
- Teacher will continue lesson by discussing, questioning, and demonstrating a ABBC
pattern fence on SmartBoard with students - Teacher and students will discuss ABBC color, shapes, and letter patterns
- Students will perform ABBC fence patterns while teacher monitors for assessment as time
allows
