Drafting essential questions

 

When students are learning mathematical operations and skills, the concepts and skills will build upon each other. It is important for teachers to plan meaningful learning progressions in their lessons to help with this learning process. Higher-order questioning within a lesson plan can help ensure skill mastery before the next learning concept is introduced.

Part 1: Partial Lesson Plan

Select a 1-5 grade level and a corresponding Arizona College and Career Ready Standard or other state standard based on the Number and Operations in Base Ten domain.

Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic materials.

Include appropriate support and guidance to help students learn related academic language.

Part 2: DOK Essential Questions

Upon completion of the partial lesson plan, draft 20 essential questions to guide meaningful learning progressions and foster problem-solving for students with disabilities, using the “DOK Questions Template.” Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity, probing the four Depth of Knowledge (DOK) levels.

Using four of the questions you drafted, one from each DOK level, identify the following using the DOK Questions Table within the “DOK Questions Template”:

• Examples of student responses
• Rationale of why chosen question meets DOK level

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the 

LopesWrite Technical Support articles

 for assistance.

AttachmentsT2-DOKQuestionsTable x 
20190801225502coe_lesson_plan_template x

DOK Questions Table

DOK Level

One Question from that Level

Examples of Student Responses

Rationale of why Chosen Question Meets DOK Level

Level 1: Recall

Level 2: Skill/Concept

Level 3:

Strategic Thinking

Level 4:

Extended Thinking

© 2015. Grand Canyon University. All Rights Reserved.

GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Angela Richards

Grade Level:

Grade Level 2

Date:

Unit/Subject:

Mathematics

Instructional Plan Title:

Number and Operations in Base Ten (NBT)

Lesson Summary and Focus:

The critical areas that the instructional time will focus on includes; extending the students’ understanding of base ten notation, applying the use of standard units of measure, describing and analyzing shapes and lastly constructing fluency with addition and subtraction exercises.

Classroom and Student Factors/Grouping:

In order to create a positive learning environment, there are demographic and environmental factors that should be looked at. Firstly, the safety of the students should be a priority and they must feel safe, both physically and mentally. Students should also be engaged, supported and be able to connect with the teachers. Factors that affect the lesson plans include organizing the classroom to suit the needs of each individual student as well as providing the teaching materials and effective management of time.

National/State Learning Standards:

Standards and learning indicators

Students are expected to;

2. NBT.A.1 acknowledge and understand that the three digit number represents amounts of hundreds, tens and ones.

2. NBT.A.2 Count within 1000; skip count by 5s, 10s, and 100s.

2. NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded forms.

2. NBT.A.4 Add up to four 2-digit numbers using strategies based on place value and properties of operations.

2. NBT.A.5 Explain why addition and subtraction strategies work, using place value and the properties of operations.

Specific Learning Target(s)/Objectives:

Provided with an interactive whiteboard that aims to demonstrate the building of objects, students will have an opportunity to communicate their thinking.

The use of the 100s chart will be crucial in helping the students identify the counting patterns.

To develop their counting skills, an interactive whiteboard will be used.

Comparative language to be used throughout the course includes; more than, greater than, most, greatest, least, equal, same as, equal to and not equal to.

The tools used will include; models, base ten blocks, interactive whiteboards, number lines and document cameras.

Academic Language

· A ten
· tens
· ones
· hundreds
· thousands
· decade number
· compose,
· number names 1-1000
· place value
· decompose
· Digit.

Resources, Materials, Equipment, and Technology:

Physical objects

Diagrams

Physical tools e.g. Notebooks, Pencils

Mathematical tools

Drawings

Section 2: Instructional Planning

Anticipatory Set
· I will use manipulative materials such as layered place value cards and place value dice to make connections between numbers written as base-ten numerals and in expanded form.
· I will also use base-ten blocks, place value mats and drawings to represent three digit whole numbers.
· I will also place emphasis on the meaning of quantities rather than tricks, for example, “the monkey eats the smaller number.
· Lastly, I will use concrete materials, for example, objects on a place value chart, a 100 chart, base-ten blocks, and number lines to compare two three digit numbers. ”

4 weeks

Multiple Means of Representation
· I will introduce the lesson by demonstrating to the students that they will turn over a numeral card and count out that number of counters.
· Students will have multiple opportunities to arrange any sets of objects into a rectangular array.
· To help the students visualize and create arrays, I will use interactive whiteboards and document cameras.
· I will also use geoboards to demonstrate rectangular arrays.
· Lastly, I will apply the use of the 100s chart to enable students identify the counting patterns.

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL): I will speak more slowly, use gestures and body language to get across the meaning to the ELs. I will also make the lessons virtual through the use of charts, drawings, photographs, and videos.
· Students with special needs: I will use physical materials to represent each number. If they are unable to successfully represent numbers to 100, I will personally involve them in more practice through different methods of teaching. I will provide tasks that focus on enabling the students to see the difference between reversed numbers, for example, 25 and 52. Moreover, I will make use of straws and linking cubes to reinforce the place value of digits.
· Students with gifted abilities: I will begin by telling the students to count with objects and write the numeral for each count of object. I will then offer them with to do the most difficult tasks to demonstrate mastery. I will also create an environment where the gifted students can work together. Lastly, I will plan for tiered learning.

· Early finishers (those students who finish early and may need additional resources/support): Students who are successful with completing these activities earlier will decompose the hundredth numbers with drawings and then just by writing the equations.

4 weeks

Multiple Means of Engagement
· Through the use of an entrance ticket, I will ask a question at the start of the lesson and students will then write their responses on index cards.
· I will use a 30-second share where the students will take turns to report something learned in a lesson for up to 30 minutes.
· I will also have a space in the whiteboard where I will write down ideas and problems identified that will be revisited later.

Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL): I will make it more visual and avoid giving instructions in the air as EEL students have a harder time processing spoken language. I will also make them work together in small groups so that they can practice language with their peers in a more personal, lower risk setting. Lastly, I will also allow for some scaffolding with the native language.

· Students with special needs: I will maintain an organized classroom and limit distractions. On each student’s desk, they will have a place for everything that is clearly labeled, for example, use of words and colors. I will also use music and voice inflection to help the child model the same principles. Lastly, I will break down instructions into smaller, manageable tasks.

· Students with gifted abilities: Firstly, I will assign them with independent projects that are special interests to the students and have them explore them in depth. I will find them mentors who will help them explore a subject of interest more deeply. Lastly I will be engaging them with intellectually stimulating questions.

· Early finishers (those students who finish early and may need additional resources/support): I will tell them to do the activities silently to keep them engaged until the rest of the class has finished the assignment. I will also provide them with puzzles to keep their minds engaged and make them work on other classwork or start on homework.

8 weeks

Explain how you will differentiate assessments for each of the following groups:
· English language learners (ELL): I will make use of visual contexts and manipulatives with minimized English proficiency ways to build physical models of abstract mathematical ideas. This will in turn promote self-directing learning in a highly interactive, digital environment.

· Students with special needs: I will make use of video tutorials and peer programming as well as printing task cards that match each choice that the kids can have a clear understanding of the steps they need to complete their activity.

· Students with gifted abilities: I will accomplish this through formative assessments to measure their ability in product and process. Moreover, this strategy will allow for flexibility and adaptation to meet the topic’s goals and therefore enable them display their knowledge in different ways. I will also encourage them to self-monitor themselves to enable them develop proper skills in the topic.

· Early finishers (those students who finish early and may need additional resources/support): I will encourage the students to master the topic of the day when they have been done with the provided assignments.

8 weeks

Extension Activity and/or Homework

For extension activities, I will construct questions that will ask them to; use base-ten blocks to represent three-digit numbers, use hundreds charts and number lines to represent numbers, to identify the value of the number in the hundreds, tens and ones places through the use of place value cards.

8 weeks

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