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I will need copies of all the activities that my para will be doing.
I will need copies of my proficiency scale for this specific standard.
I will not need copies of the materials I am using because I will use my smart board to put it up for my groups.
The students will need their 1-to-1 iPads so that they can respond and answer the questions.

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One of the rotations during my math time is at a small table with my para-educator and she works on more practice of the skills I have already taught. She guides and directs them through the activity and if they do not complete the task correctly, she helps them figure out why and then fix the mistake. These activities are great because my para can level the difficulty by choosing certain cards for them to use during the activity.

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Backward Design according to Wiggins and McTighe (n.d.) is about focusing on what the students need to learn before planning activities. There are 3 stages in Backward Design; stage one is to identify desired results, stage two is to determine acceptable evidence, and stage three is planning learning experiences and instruction. Backward Design makes the most sense for my choice because our district is pushing toward standards-based teaching (ISTE.E.5a, 2017).  We have always taught the standards, but we are very focused on unpacking the standards and creating scales for the standards.  Then we are creating assessments for those scales and the last step is designing the activities and instruction.

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Overall, the lessons went as expected. My low group struggled with picking out pertinent information and which information they needed to use and how to use it. I needed to carve out more time for the lower groups because I didn't feel confident that they really understood the concept.  They got parts of it, but they were still having troubles with some parts of it.   I should have had the checklist from the activities in front of the students all the time so that they could follow step by step.   I also need to make sure that next time I teach this that I have more difficult problems for my highest group. I also think that I need more problems to do as examples with the students.

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I will start the class by showing the two Brainpop Jr videos about solving word problems and choosing the correct operation .I teach math using rotations so that I can differentiate for each level of abilities.  One rotation is always at the front of the room working on the skill I am teaching for the day.  I typically start with my lowest group since they require the most practice and then I move my way up groups according to their ability level. I always start with having the students review the target (or objective) so that they know what we are learning for the day. I will go through the lesson by providing several examples.  I start with doing the examples together and then eventually move on to the students doing the problems on their own and then showing me their answers. I will have the checklist from the addition word problems activity that will be taught for this specific standard.  These are strategies that the students can use with any difficulty of word problem that they come across in the future.  Because this standard has two different operations I will take two days to teach, one day to work with each operation.  The third day I will use a combination of operations so that the students have to decide what operation to use. I will take my examples from the addition and subtraction activities below.
I have an exit ticket for the students with two problems for them to solve for me to see what they have gotten from the lesson and if they really understand the concept.

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My target audience is 2nd grade, which is a group of 21 7 and 8 year olds.  I have 2 students that have learning disabilities and I have 6 students that are ELL.  Because of this group of students that have difficulty with vocabulary, I am really going to have to spend a significant time period focusing on vocabulary and how to pick out key information.

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Stage 3: Plan learning experiences and instruction

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Stage 3: Plan learning experiences and instruction

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During stage 3, it is time to start planning activities and the instruction that will happen in order to meet the standards. This is where the strategies for instruction are chosen, the resources that will be used and the order in which information is presented and taught.

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Stage 2 is all about the assessment piece.  By using backward design, it is important to think about the assessment prior to actually planning the tasks the students will complete.  I have attached an assessment with nine problems that involve both addition and subtraction that will show me if the students have mastered solving addition and subtraction word problems. Each problem is multi-step, which is another level of difficulty. Students will need to be able to decide what information they need to use and how to use it.

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GOALS:
The math standard that I have decided to use as my teaching unit is “MA 2.2.3 Applications: Students will solve real-world problems involving addition and subtraction”(Nebraska Mathematical Standards, pg. 9, 2015). Using the backward design model, I need to first identify what the end goal is for the students.  Meeting the standard is the end goal.  The students should know and be able to solve real-world problems involving addition and subtraction.

The standard is broken down to be more specific according to Nebraska Mathematical Standards, “MA 2.2.3.a Solve real-world problems involving addition and subtraction within 100 in situations of addition and subtraction, including adding to, subtracting from, joining and separating, and comparing situations with unknowns in all positions using objects, models, drawings, verbal explanations, expressions and equations” (pg. 9, 2015).
OBJECTIVES:
We use the term learning targets rather than learning objectives.  Our targets are specific, kid friendly versions of the standard.  For this specific standard I would write on the back board, "I can solve word problems with addition and subtraction."  Our targets are posted and referred to throughout the lesson so that the students are accountable for their learning and can tell others exactly what they are learning.
I feel like within the objectives/targets, it is important to note that there is a lot of background knowledge that the students need to have in order to complete this standard like being able to add and subtract, being able to decide which information is needed in the problem to solve it, and being able to decide whether to add or subtract.