Designing a Differentiated Lesson Plan

Section 1: Lesson Preparation

Teacher Candidate Name:	Latasha Brownlee
Grade Level:	2nd  grade
Date:	04-18-25
Unit/Subject:	the exploration of numbers
Instructional Plan Title:	Numerical Parts
Lesson Summary and Focus:	The number of participants will acquire the ability to differentiate fractions through the observation of an example that is divided into equal portions. Individuals will be instructed on how to visually represent portions through the utilization of establishes that incorporate both area and the duration accurate measurements.
Classroom and Student Factors/Grouping:	The group includes ten girls and ten boys, with four identified as English Language Learners. About one-third of the children in the group require support through intervention strategies like Individualized Education Plans (IEPs), 504 plans, visual aids, or auditory assistance during their time at school.
National/State Learning Standards:	LAK 3.3E Employ graphical representations of fractions with numerators of 2, 3, 4, 6, 9 and 8 to tackle scenarios that necessitate the division of a component or collection of things among multiple participants. • A measuring of a portion denotes a fraction that signifies a singular component of a whole entity. • To illustrate and differentiate unit fractions, consider illustrations of surface area and time its length.
Specific Learning Target(s)/Objectives:	Individuals will recognize fractions with a 70% success rate while distinguishing the whole.   Students can correctly recognize the mathematical illustration of a given fraction with 75% precision when offered with an accurate measurement and duration.   • Learners will demonstrate 80% accuracy in identifying both the numeric denominator and the sum of the two numbers.
Academic Language	The numerical operator Fractional denominator, complete equivalent portions, unit fractional.   Individuals will receive straightforward and comprehensive guidance for introducing the curriculum-related subject. Individuals will receive the definition of the expression along with an explaining example utilizing an electronic keyboard or whiteboard. The class will define each language item and connect those definitions, descriptions from peers, and a chosen picture into a graphic organizer for their math journal.
Resources, Materials, Equipment, and Technology:	Writing instrument Writing surface Computing device Adhesive material Mathematics  journal Channel on YouTube Index Cards Interactivity Whiteboard Mathematics Activity sheets

 

Section 2: Instructional Planning

Anticipatory Set Participants will be watching an educational math video on the Smartboard, which I will also upload from my PC to YouTube. The instructional YouTube clip will explore the concept of interconnecting sections. I will temporarily pause the video at critical junctures to provide clarification and elucidate the academic terminology employed. I will utilize demonstrates and a whiteboard with a marker to facilitate learners' understanding of the principles being presented, while also encouraging them to pose questions. Following the viewing of the film, I will prompt the students to articulate their comprehension of fractions while noting significant concepts on the board. Subsequently, I will instruct the students in our class to construct a unit fraction utilizing paper and pencil, which represents a slice of pizza divided between them.I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.	Time Needed             15 mins
Multiple Means of Representation Participants will be divided into teams and instructed to rotate among different maths stations.Furthermore, there will be a 6-minute rotation comprising three mathematics stations. During each step, students will be designated a specific role.   Exercise 1: Students are required to complete an introductory worksheet designed by the instructor, aimed at comprehending the distinction between the values of the numerator and the denominator. Students must accurately recognize and articulate each term.     Exercise 2: The instructor will present several fractional concepts to the students using flashcards. Students will convene and endeavor to appropriately solve as many fractions as possible within a few minutes.     Exercise 3: Participants will persist in their efforts to surpass their team's performance. Students will get flashcards containing unit fractions, which they can manipulate using mathematical tools and their portable recording devices.     • English language learners (ELL): To assist ELL students in acquiring complex terminology, they will be paired with peers who are fluent in both English and their native language. Instructions will be supplied in the native tongue.     Students with special needs: Students requiring additional support will be organized into homogeneous groups and will receive assistance from an aide or the teacher. Students will be provided with a range of options for their presentations.     Students with exceptional abilities: Students who have demonstrated proficiency in unit fractions will be provided with non-unit fractions to explore, so leveraging their remarkable talents.   • Early finishers (children who complete tasks ahead of schedule and may require further resources or assistance): Students who complete their projects ahead of plan will utilize mathematical tools to verify their answers with an educator or a facilitator. This also provides individuals the option to request clarification if needed.     Potential Obstacles   1. Learners understand the positioning of fractional on a numerical grid.   Inability to discern methods for partitioning a whole into distinct components.   3. Learners are executing addition while recognizing that they are accomplishing so with respect to distinct units.   4. Inability to comprehend the process of generating a complete from a specified fraction.          Fractions can express quantities exceeding one.	Time Needed                             25 mins
Multiple Means of Engagement     By employing mathematical models related to area and length, I will utilize the smart board tool to create various graphic representations of fractions. The objective is to utilize collaborative group work to enhance students' understanding of the concepts of numerator and denominator, as well as to develop their ability to describe and identify fractions effectively. Students will have the opportunity to visually represent their assigned fractions using pre-prepared cards featuring images, which they will subsequently present to the entire class on the interactive board. Students will employ their smartphones or tablets to engage in a restructured exercise that highlights academic terminology and fraction-related activities, which encompass the recognition, demonstration, and analysis of fractions.     Elucidate the methods by which you will tailor activities for each of the subsequent groups: • Individuals acquiring proficiency in the English language (ELL): In order to assist English Language Learners (ELL) in acquiring complex terminology, they will be paired with peers who possess proficiency in both English and their native language. Instructions will be delivered in the native language.   Students with special needs will be organized into homogeneous groups, where they will receive support from either an assistant or the instructor. Students will be provided with a range of options for their presentations.   Students identified as having gifted abilities, particularly those who have demonstrated proficiency in unit fractions, will be provided with opportunities to engage with non-unit fractions. This approach aims to leverage their exceptional skills for further exploration and understanding.   • Students who complete their tasks ahead of schedule and may require supplementary resources or support: Students who complete their assignments ahead of the scheduled time will utilize mathematical tools to verify their answers with their instructor or a facilitator. This also provides individuals with the opportunity to request clarification if needed.	Time Needed
Multiple Means of Expression   Participants will be divided into teams and instructed to rotate among different maths stations. Furthermore, there will be a 6-minute rotation comprising three mathematics stations. During each step, students will be designated a specific role.     English language learners (ELL): To assist ELL students in acquiring complex terminology, they will be paired with peers who are fluent in both English and their native language. Instructions will be supplied in the native tongue.     Students with special needs: Students requiring additional support will be organized into homogeneous groups and will receive assistance from an aide or the teacher. Students will be provided with a range of options for their presentations.     Students with exceptional abilities: Students who have demonstrated proficiency in unit fractions will be provided with non-unit fractions to explore, so leveraging their remarkable talents.   • Early finishers (children who complete tasks ahead of schedule and may require further resources or assistance): Students who complete their projects ahead of plan will utilize mathematical tools to verify their answers with an educator or a facilitator. This also provides individuals the option to request clarification if needed.	Time Needed
	20 mins
Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.	Time Needed

 

Rationale:

The assignment indicated that certain students needed extra assistance with their math skills. In order to offer this assistance, it will be necessary to implement additional classes. Further support and adjustments are essential to enhance their reading and writing skills. By customizing the class material, techniques, and objectives to meet the student's needs, I am confident they will gain a comprehensive understanding of the subject matter and its significance.

Flexibility involves conveying knowledge and ideas in a manner that enriches the learning experience for students. The Education Team states that accommodating allows students to engage with the same materials and reach the same objectives as their peers, albeit through tailored teaching methods. Alteration involves the modification of an individual's designated subjects or responsibilities. Altering the fundamental details can enhance understanding and significance for learners.

I employed a distinctive approach in the instructional material, conveying concepts through both auditory and visual means. Organize the seating arrangement to position students close to the teacher, ensuring they are shielded from distractions such as outdoor openings.

Curriculum differentiation considers the diverse religious perspectives and professional backgrounds of individuals, promoting a secure and supportive learning atmosphere. This educational environment cultivates a strong sense of belonging and mutual respect among all individuals involved.