Teacher Education Lesson Plan Template

Teacher: Jaclyn Cordero Date: March 30, 2017

Title of Lesson: Arrays of Cookies Cooperating Teacher: Kim Morgan

Core Components
Subject, Content Area, or Topic
Math (Arrays)
Student Population
2nd graders
19 total, split into three groups based on ability:
Group 1 (Low): 6 students
Group 2 (Medium): 6 students
Group 3 (High): 7 students
Learning Objectives
The students will practice what they already know about arrays and complete an activity/worksheet
showing what they know. They will put into practice SOL 2.8 and MA.2.2.6 as they create and
solve arrays individually and discuss their results with a partner.
Virginia Essential Knowledge and Skills (SOL)
2.8 - The student will create and solve one- and two-step addition and subtraction problems, using
data from simple tables, picture graphs, and bar graphs.

Virginia Beach Curriculum Standards

MA.2.2.6 – The student will use addition to find the total number of objects arranged in rectangular
arrays with up to [six] rows and up to five columns and write an equation to express the total as a
sum of equal addends.

VDOE Technology Standards

C/T K-2.2 Identify and use available technologies to complete specific tasks.
B. Use content-specific tools, software, and simulations to complete projects.
• Use tools in various content areas as appropriate.

English Language Proficiency Standards (ELPS)

2-3.5 - conduct research and evaluate and communicate findings to answer questions or solve
problems.
2-3.8 - determine the meaning of words and phrases in oral presentations and literary and
informational text.
2-3.9 - create clear and coherent grade appropriate speech and text.
2-3.10 - make accurate use of standard English to communicate in grade appropriate speech and
writing.

Materials/Resources
- White board
- Dry-erase markers and/or pens (for teacher)
- Dry-erase markers (x19 for students)
- Slates (mini whiteboards for students)
- Rags (to wipe off slates)
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 - Pencils
- Crayons (optional)
- Sample problems for students to complete on their slates (x2)
- Picture(s) of Pillsbury Break and Bake Cookies to show students
- Cookie counters enough for each student to have 24 (x168 plus extra)
- Counter manipulative sheet for students (x19)
- “Break and Bake Cookie Arrays” worksheets (3 diff. levels [low, med., high], x19, plus 2
extra of each type)
- Pillsbury Break and Bake Cookies (baked) to celebrate learning with students (makes 24
with 5 extra)

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
Students may get papercuts from the worksheet (have band-aids on hand).
Students will be sitting in close proximity to one another, so teacher must be on the look-out for
any trouble-makers, who (if they continuously cause trouble) will have to move card(s) down
and/or not participate in eating cookies. While eating their cookies, some students may choke, so it
is important for students to sit still while they eat.

Time
(min.) Process Components
2 min. *Anticipatory Set
T: Good morning, 2nd graders! My name is Ms. Cordero, but you can just call me Ms. C.
S: Good morning/afternoon, Ms. C!
T: Thank you! Today, we will be putting into practice what you have already learned about
arrays. Raise your hand if you know what an array is. Great! If not, you will definitely know
by the end of today!

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
1 min. *State the Objectives (grade-level terms) (write on board)
1. The students will demonstrate their knowledge about arrays by solving a problem on
slates.
2. The students will individually complete a worksheet about arrays with the help of
counters.
3. The students will write equations to solve.
4. The students will compare their answers with a shoulder partner.
25 *Instructional Input or Procedure
min. 1. Hook/Anticipatory Set (see above)
2. TTW model an example problem and solve.
3. TTW pass out slates to students and have students complete one practice problem that
will require them to demonstrate their knowledge on arrays.
4. TTW check students’ answers.
5. TTW review each answer as needed, helping students find the right solution.
6. TTW will say, “Give me a thumbs up if you like cookies.” (students may raise their
hands)
7. TTW ask students if they have ever seen Pillsbury Bake and Break Cookies in a
grocery store or tried them. (students may raise hands)
8. TTW show a picture(s) of what these cookies look like before they’re baked.
9. TTW pass out the “Break and Bake Cookie Arrays” worksheets and counter
manipulative sheets to students
10. TTW model the first problem on the worksheet and TSW follow along.
11. TSW solve the rest of the problems individually by using counters and drawing
cookies on the graph paper provided on the worksheet.
12. TSW check their work with a shoulder partner.
13. TSW be rewarded with a Pillsbury Break and Bake cookie before or after the lesson
due to the center rotation schedule.
*Modeling
TTW will model how to solve one problem on the whiteboard.
TTW also model how to solve a problem on the worksheet with the use of counters.

*Check for Understanding

TTW check for student understanding/comprehension when students show their slates
with their work and answers.

*Guided Practice
TTW monitor students as they complete their worksheets and help those who are
struggling.
*Independent Practice
TSW solve problems individually.

Assessment
The worksheet will be the assessment.

2 min. *Closure
TSW enjoy a Pillsbury Break and Bake cookie (or 2 if there are enough)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Enrichment:

Accommodations: Group 3 (the higher-leveled students) must find 3 additional ways to build an array with
the same number of cookies and they will be given a special worksheet. Group 2 (medium-leveled students)
must find 2 additional ways to build an array with the same number of cookies on their own special
worksheets.

Remediation: Group 1 is the struggling group. They only have to find 1 additional way to build an array with
the same number of cookies.

Learning Styles:
Visual – TSW watch the teacher solve the problems and draw pictures to help them solve the
problems on their own.
Auditory- TSW hear the teacher speak as she thinks aloud how to solve the problem(s).
Kinesthetic- TSW draw cookies on their worksheets and use slates to keep moving. TSW also use
counters on a manipulative sheet to help them grasp arrays.

Classroom Management Issues (optional)

As previously mentioned, students may poke or touch each other while sitting in close proximity,
but there will be consequences (cards being moved down, no cookie for extreme trouble-maker).
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015