Baker College Teacher Prep Lesson Plan Form

Unit: 6
Whole Number Operations and
Number Stories
CCSS or State Standards:
MATH.CONTENT.2.OA.A.1
Use addition and subtraction
within 100 to solve one- and twostep word 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 the problem.
MATH.CONTENT.2.OA.B.2
Fluently add and subtract within
20 using mental strategies.2 By
end of Grade 2, know from
memory all sums of two one-digit
numbers.
MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within
100 using strategies based on
place value, properties of
operations, and/or the relationship
between addition and subtraction.
MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000,
using concrete models or
drawings and strategies based on
place value, properties of
operations, and/or the relationship
between addition and subtraction;
relate the strategy to a written
method. Understand that in
adding or subtracting three-digit
numbers, one adds or subtracts
hundreds and hundreds, tens and
tens, ones and ones; and
sometimes it is necessary to
compose or decompose tens or
hundreds.

Lesson Title: 6.3

Interpreting Number Stories

Grade/Period:
Math

Baker College Teacher Prep Lesson Plan Form

Resources and
Materials:
(can be attached)

Smartboard
Everyday Math TE
Student Math Journal
Homework, Math Masters
EDM Website
Subtraction from 20 Worksheet
Objective:

I Can:
Use addition and subtraction to solve one and two step word
problems.
Quickly add and subtract within 20 using mental strategies.
Use many strategies to add and subtract fluently within 100.
Use many strategies to add and subtract within 1,000.

What students will know and be able

to do stated in student friendly

language (use Blooms and DOK
levels for higher level thinking

objectives)

Essential Question(s):

Will students be able to use strategies to compare numbers (units) in

a story to find their difference?
Will students recall greater than, less than, and difference and
use the vocabulary appropriately when describing comparisons?
Will students be able to mentally add and subtract 10s and 100s from
a given number.
Will students be able to come up with addends to solve subtraction
problems?
Inclusion Activity:
Warm-Up will be a whole group activity designed in a leveled
Describe an activity that will ensure
manner so all students are able to subtract and add 10s and 100s.
that all students and their voices are

Sharing strategies will be done as whole group, giving opportunities

included at the beginning of the
lesson.
for all students to participate.
All students will be able to participate in the final activity--giving
input or participating in the demonstration.
Sequence of Activities:
Provide an overview of the flow of
1:50-1:55
the lesson. Should also include
As part of the daily routine students will finish listen to the read
estimates of pacing/timing.
aloud and gather at the front carpet.
1:55-2:00
Students will complete the Mental Math using the Math Presentation
as I dictate the 2 and 3-digit number.
Children will mentally add and subtract 10 or 100 from given
numbers.
2:00-2:35
We will review the Vocabulary Posters from the day before-reminding students to look for the word difference to indicate a
subtraction problem.
I will then show on the overhead the Comparison Number Stories
worksheet.
Together we will begin to talk about and solve numbers 1 and 2.
Over-arching questions of the lesson
that will indicate student

understanding of concepts/skills
What is it you want the students to
learn/know? Why?

Baker College Teacher Prep Lesson Plan Form

I will then ask for volunteers to come up and talk to the class about
how to solve number 3. I will ask them to explain strategies as they
complete the problem.
I will ask for a volunteer to talk about and complete number 4.
Depending on student focus, I will then present the Challenge
Question. Students will have an opportunity to help answer it based
on the strategies they are learning.
I will then ask for 3 volunteers. One will be the writer, and the others
will be the units of measure.
I will display a Comparison Diagram--we will measure length of
arms and the writer will record the information on the board. We
will solve the differences together. If students enjoy the activity we
can do it more than once.
After the activity is completed I will mention that this is what they
will be doing on their homework. They may use any of the
strategies discussed to answer the comparison stories
2:35-2:50
Students will be given the Math Journal page to complete.
Students that complete the Journal page can work on the Subtraction
to 20 worksheet.
If students complete the worksheet they can finish any work from
their work folders.

Instructional Strategies:
Research-based strategies to help
students think critically about the
concept/skill

Assessment:
List both formative and summative
assessments that you will use to

assess student understanding.

Formative assessments are given
during instruction (check for
understanding), summative are after
completion of instruction (how will
you grade quiz, test, project,
paper, presentation, demonstration,
etc.).

Students will be given a variety of ways to think about comparing

number strategies. Different strategies will appeal to a variety of
learners. Examples include the number lines, counting up, counting
on a number line, using Base 10, or mental math.
Formative:
Students will give answers orally as a group.
Students will indicate understanding with visual cues.
Students will be asked individually to answer specific
questions.
Students will be observed as they complete Math
Journal and Subtraction Worksheet.
Summative:
None

Differentiation:

Predetermined, arranged seating will lessen distractions during

whole group lesson.
Some students are able to move as necessary (Special Ed).
Students will work with Para at the table to work with struggling
students or those that are easily distracted.
Students are able to work at their own pace in Math Journals.
Students with accelerated abilities are able to work on 3rd Grade
Math assignments.

Describe who will need additional or

different support during this lesson,

and how you will support them.

Differentiated instruction could

include testing accommodations,

preferential seating, segmented
assignments, a copy of the teachers

notes, assignment notebook, peer

tutors, etc.

Baker College Teacher Prep Lesson Plan Form

The Math Journal assignment is primarily review for those that are
still struggling with previous concepts.
Summary, Integration
and Reflection:
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson

Key questions will be asked throughout the lesson to determine

what/how students are thinking. As students answer questions
pertaining to the lesson I will ask how they arrived at each answer
and which strategies they used to determine their ideas. I will also
encourage discussion during whole group and individual work time
at their table groups. Lastly, I will gauge what I do next or how long
I do an activity based on student interest, understanding, and focus.