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Note: Not all lesson plans will include all the components listed below and the components will

not always be in the order shown. If a component is not included, a brief explanation should

be inserted at the appropriate point in the plan where that component would normally fit.

Lesson Overview

1. Context and Learning Environment for this Lesson:

Interns name: Nicole Evans

Elementary

Mentor teacher: Mrs. Neuschafer

From Word Problems

School: Skelly

Subject: Add to and Take

Grade levels: 2nd grade Tentative date to be taught: Thursday September 10, 2015

Time: Math Block (8:10-9:30)

The setting:

There will be 21 students in this classroom 11 are boys and 10 are girls. They are about 7

years of age. The students are arranged in rectangle tables that has 4 chairs around each

table, there are also 2 boys that sit at a round table and 1 boy that likes to site by himself at

a small blue childs table. Each group of students has a caddy with community pencils,

erasers and coloring materials. This caddy is also a place where students store work that

they will periodically work on for a week. Within the class there are 12 students that are at

grade level or high in math and 9 students that are possibly at grade level or lower. During

math time, there is 1 building aid and 1 paraprofessional that comes in to help with

students. The math curriculum is designed around a student math workbook and homework

book, which is what the students will mostly use for math lessons.

Class Description:

Number of students:

21 students

Grade level:

2nd grade

Numbers by gender:

11 boys 10 girls

Numbers by ethnicity:

1 Asian/Hawaiian, 1 African American/Caucasian & 19 Caucasian

Identified special needs (list specific needs such as ELL, IEP needs):

IEP 5, Speech IEP 4 (including some before)

Other needs that may place a student at risk:

Behavior 4, outbursts, tantrums, screaming, yelling, throwing usually happens

when frustrated, they dont want to do the work, or they get in trouble

Estimated number of students working above, on, and below level in math:

12 grade level or higher & 9 possible grade level or lower

Classroom Physical Setting: (how students are arranged, teaching resources including available

technology)

Brief description of classroom physical setting:

Students are arranged in rectangle tables with 4 chairs around each table. On each table there is a

caddy with pencils, erasers, and crayons. There is a whiteboard at the front of the class with a

calendar, word wall, marble jar, clock, daily schedule, and money chart. There is also the classroom

rules posted here and the schools rules for behavior. The

classroom also has manipulatives for students to use at any time, including base 10 blocks and

beans for counting.

There is a projector with a pull down screen that can be used and an Elmo.

School SES (% of students on free and reduced lunch in school): 75.26%

Materials needed for the lesson: (include quantities, descriptions, page numbers, etc.)

For the teacher:

Whiteboard

Dry erase markers

Workbook pages 29-32 for use with Elmo

For the student(s):

Pencil

Workbook pages 29-32

Homework and remembering page 19

2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to

do, to achieve, including:

2.1 Instructional Objectives: The students will be able to represent and solve Add To and Take From word problems

(Cognitive, Medium).

2.2 Relevant local district/state/common core standard(s) - (ksde.org)

Common Core 2nd grade Operations & Algebraic Thinking

CC.2.OA.1 Represent and Solve Problems Involving Addition and Subtraction

o Using addition and subtraction within 100 to solve one- and two-step problems

involving situations of adding to, taking from, putting together, taking apart, and

comparing with unknowns in all positions, e.g., by using drawings and equations with

a symbol for the unknown number to represent a problem.

CC.2.OA.2 Add and Subtract within 20

o Fluently add and subtract within 20 using mental stages. By the end of 2 nd grade,

know from memory all sums of two one-digit numbers.

Mathematical Practice:

CC.K-12.MP.1 - Make sense of problems and persevere in solving them.

CC.K-12.MP.5 - Use Appropriate tools strategically.

3. Assessment: How and when will you determine the extent to which students have

achieved the lesson objectives?

At the end of my lesson, I will pass out an exit ticket problem. On this colored piece of paper there

will be an add to or take from work problem. I will have 3 different problems that will be distributed

evenly amongst the class. These will be of average difficultly and there will be a bonus problem for

those that find the problem too easy.

I know students have mastered the solving of add to and take from word problems when they have

shown their process of how they got their answer on their exit ticket and got their answer correct.

4. Adaptations:

4.1Gearing down (provide more or differentiated support) to meet the needs of struggling

students with the lesson might include:

Students who are struggling will be allowed to receive peer tutoring once they have

sufficiently tried on their own to solve the problem.

4.2Gearing up (provide more extension) to meet the needs of higher achieving students who

may need challenges might include:

Student who are in need of a challenge will be asked to then write their own problem from a

given equation. For example: Write a word problem that matches the equation 6 + = 13.

Student will need to use the correct vocabulary that matches the addition or subtraction that

will be involved. (Per the district approved curriculum book)

5. Integration: place (e.g. across: reading with social studies, art with writing; within: comprehension and

vocabulary, multiplication with number theory, forces in motion with inquiry).

Across: Reading in integrated with math when they have to read their word problems and pull out

key words that indicate how they will solve their equation.

Within: Vocabulary is integrated with Add to and Take from word problems when they have to

choose key words within the problems. Key word choice is important so that they know what kind of

problem they are solving addition or subtraction.

6. References/Resources Used:

(Funson, K., Math Expressions Common Core. 2013, p. 29-32)

7.

7.1 Introduction Briefly describe the things you will do to get the lesson off to an engaging

start:

a. Anticipatory Set

I will bring a toy car to class that day and place it on the board with a price listed above it,

example $1.00. I will show the students that I have a 5 dollar bill. Do I have enough money

to buy this car? Every day we use words to describe what we are doing when it comes to

numbers. Usually we are thinking it in our head or even speaking it but we can also write it

down in words.

b. Communication of Objectives:

We are going to keep moving on in our math book about adding and subtracting numbers

but today we are going to be adding in words within our problems. We will be learning how

to create and solve equations from a word problem.

*7.2. Input

I plan on doing a brief review of what key words they will need to be searching for within our

word problems. I will start by creating a chart on the board with all the words they might see

in addition word problems and then move on to the words they will see in subtraction

problems. I will give the students an opportunity to come up with the words on their once,

since this is a review of their 1st grade math materials and then finish up by providing the

missing words.

Addition

Subtraction

More

Left

Altogethe Uses

r

In all

Add

Difference

How many

more

How much

more

Total

Both

Total

*7.3 Modeling

Students will come sit on the floor in front of the whiteboard. I will write a word problem on

the board:

The school has 5 computers in the library. They buy some more computers. Now

there are 12. How many computers does the school buy?

Frist I will circle in another color the key words in the problem: Some more.

Then I will draw I will draw a math mountain equation. As you know, the largest

number goes on the top of the mountain and that leaves the other number, 5 to be

placed on the bottom.

Now I will talk about the key words we circled from the problem and we will talk about

why those particular words mean addition rather than subtraction. When we buy

MORE computers, we know that we will be adding to the computers that we already

have in the library.

Then we will add the plus sign between the two bottom boxes on our math

mountain and the equal sign below the large number on the top.

Then I will use our counting up method to find out the answer. *I will put my closed

fist to my forehead and tell the students I am visualizing the number 5 in my head.

Then I will count up from 5 using my fingers until I get to 12.

That is when I know the answer to the equation.* I will then write on the board the

completed equation for the problem - 5 + 7 = 12 and I will write the equation another

way using the turn-around method 7 + 5 = 12.

After I have modeled for the students how to go about solving and representing a word

problem, as a class we will work on the next problem (which is a subtraction problem).

Alice has 17 beads. She uses 9 of them to make a bracelet. How many beads does

she have left?

On the Elmo I will show my workbook and we will work cooperatively to solve this equation.

(I will pull out the unifix cubes for students who want to use them as a visual)

First I will ask the students What are the key words in this question? As we talk

about each one I will ask students to please circle them in their workbook. We will

then discuss whether this is an addition or subtraction problem.

o Answers should be: Uses and left

We will then draw out our math mountain. What number goes into the top of the

mountain? 17 and where does the 9 go? bottom.

I will ask students how we are going to solve this problem. *Draw a picture* I will ask

a student to come up to the board and draw the total number of beads for the class.

Then I will have another student come up and show that Alice used 9 beads to make

a bracelet.

Then as a class we will count how many beads Alice has left in her collection.

After this problem, I will use the same steps as above to solve the last problem on the

worksheet:

Erin wraps 6 party favors. She needs to wrap 15 favors in all. How many favors does

she still need to wrap?

As we are doing the guided practice section, I will be calling students up to the board to do

the process for solving a word problem.

For example:

Students will come up to place the numbers in the correct place on

Math Mountain.

Students will tell me what key words to circle.

Students will come up to the board and draw out the equations, i.e.

draw birthday presents or beads.

Students will come up and write the resulting equation on the board

and then also be able to write another equation or the turn-around of

the original equation.

If students are unable to do any of these checks, I will allow them to call a friend for

assistance. If several students are unable to do a certain part of the process, I know I will

need to go back and re-teach that section.

Students will have an exit ticket before we go to morning recess. There will be 2 different

versions of problems. Each piece of paper will have 2 problems on them, an addition word

problem and a subtraction word problem. Students who are high achievers have the

opportunity to solve a BONUS problem that will be printed on the bottom of that paper.

Version 1:

i. There are 16 children at the playground. Some children go home. How there are 7

children at the playground. How many children went home?

ii. Lila has 6 stamps. Sam gives her some more stamps. Now Lila 14 stamps. How many

stamps does Sam give Lila?

Version 2:

i.

There are 5 deer in the forest. 6 more deer enter the forest. How many deer are in

the forest now?

ii.

Marshall has 10 fire hats. Sky asks to have 4 of them. How many fire hats does

Marshall have left?

Bonus:

i.

Julie has three more apples then Lucy. Lucy has two apples. How many apples does

Julie have?

I will put students into partners and together they will discuss the process of solving a word

math problem. We will spend about 3 minutes discussing and come back as a group and

decide on the process as a whole.

Note: Edit your plan for correct spelling and grammar. Your plan must be clear, concise, complete

and logically sequenced.

You need to be able to quickly glance at your plan while teaching (use brief bullet points and white

space). Continue editing until all details are included and you are confident your instructor, a

classmate or substitute teacher could teach your lesson based on your written plan.

*Lesson components with an asterisk (*) may be repeatedly done as needed

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