Observation #2

Name: Julie Torre

Date and time of the lesson: December 3, 2015 at 1:00 p.m.
School: P.S. 20 The Anna Silver School
Grade: 2nd
Cooperating teacher: Ms. Lenahan
Room number: 210
Content area: Mathematics, Adding on and Taking Away Sets

Central Focus/Essential Question

The central focus of the lesson is to teach the students new math vocabulary
and apply it to math problems
Essential question: How do we know when a problem is asking us to add or
subtract?
Goal of Lesson

Students will learn three new math vocabulary phrases (take away, join
together and sets) and they will use these phrases to help them identify how
to solve a problem.
Students will learn to associate join together with addition problems and
take away with subtraction problems.
Students will use bar models to help them visualize the problems.

Common Core Standards

CCSS Mathematics 2.OA.1: Use addition and subtraction within 100 to solve
one and two step word problems involving situations of adding to, taking from,
putting together, taking apart and comparing with unknowns in all positions,
e.g. by drawings and equations with a symbol for the unknown number to
represent the problem
CCSS Mathematics 2.NBT.5: Fluently add and subtract within 100 using
strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction.
Prior Knowledge/ Key Misconceptions

Students have been introduced to the concept of bar models.

Students know how to add and subtract numbers from 1-100.

Materials & Resources (Standard 3.1)

I will be using the second chapter of the 2 nd grade textbook called Math in

Focus.
I will use index cards defining the necessary vocabulary, which are attached to
this lesson.
Markers
Large Lined Paper

Lesson Development

I will start the lesson by writing the three new vocabulary phrases on the large
lined paper with markers in one column and the words addition, subtraction
and objects in a group in a separate column. (While this is happening I will ask
that the students textbooks are closed)
Next, I will model my thinking for the students and connect the words to the
corresponding phrases.
I will write the following word problem on the paper: Jia has 5 marbles. Her
friend, Benny, gives her 3 marbles. How many marbles does Jia have?
1. I will ask the students to turn and talk to their neighbor to figure out if
this problem is joining together marbles or taking away marbles
I will bring the students attention back to my teaching point and see what
they figured out in their small groups!
Next I will use a bar model to help me show my work on my large lined paper.
Then I will check my work by subtracting
After this I will write the following word problem from page 106 in the text on
the paper:
1. A florist has 98 flowers. She sells some of them. She has 28 flowers left.
How many flowers
does she sell?
2. Ask the students what I am doing (taking away or joining together sets).
3. Ask: When we take away, what do we do?
4. Ask a student to tell me what I am subtracting, then solve.
5. Finally, we check our work by adding 70 to 28, resulting in 98.
Then I write the final problem on the board: Marley has 401 trading cards in
her shop. She sells 212 trading cards. How many trading cards does she have
left?
1. Ask the students to turn and talk to each other to figure out if they are
joining together or taking away sets.
2. Once subtraction is figured out, they will solve the problem and we will
check our work on the board using bar models and number models.
I will ask the students to go back to their seats quietly and start working on
the guided practice using the new vocabulary tools we have learned to figure
out how to solve math problems!
Assessment

The students will complete the Guided Practice pages of their textbook and I
will go around the room and help them if necessary. They can also ask a friend
at their table to help them through a problem.

Joining Sets (Index Card Model)

JOINING SETS

Taking Away Sets (Index Card Model)

TAKING AWAY SETS