LESSON PLAN 3, Day 3

Name: Melissa Beitko

GENERAL INFORMATION
Lesson Title & Subject(s): Math
Topic or Unit of Study: Addition and Subtraction
Grade/Level: 2
Instructional Setting:
The 19 students will be seated at their desks for the lesson. I have 5 tables and 4 students per table.
There is one table with a group of 3. The learning context of the lesson is for the students to fluently add
and subtract within 20.

STANDARDS, GOALS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens,
and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
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.
2.OA.B.2 Fluently add and subtract within 20 using mental strategies.
Lesson Goal(s):
The overall purpose of the lesson is for students to relate one more, one less, ten more, and ten less to
addition and subtraction.
Lesson Objective(s):
Given a problem set, students will be able to fluently add and subtract, answering 17 out of 20 questions
to show proficiency.

MATERIALS AND RESOURCES

Instructional Materials:
sentence frames, worksheet, pencils, personal white boards, dry-erase markers, place value chart,
2Know class responder system
Resources:
NVACS. Nevada Academic Content Standards. (2012). Retrieved from http://curriculum.wiki-teacher.com.

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events
1. Identification of Student Prerequisite Knowledge and/or Skills:
Students will need the prerequisite knowledge of place value in order to actively participate and

be successful during fluency practice. Students will be given a place value chart in a dry-erase
sleeve. They will be asked to draw a number using circles for place value disks. Draw the
number 46 in your chart. Say the number in unit form. (4 tens, 6 ones) Add one to your chart.
What do you have now? (4 tens, 7 ones). I will repeat this process using several numbers. I will
then move on to 10 more. I will follow this with 1 less and then 10 less. Instead of using the dryerase-markers and paddles, the student will use the 2Know class responder system. I will have a
number displayed on the SMARTboard. The students will choose the correct answer from a
multiple-choice list of 4 answers. For the next fluency practice the students will be using the
personal white board and dry-erase marker for showdown. Showdown involves students
writing down responses to a problem. When they have an answer they turn over their
whiteboard until I say showdown. At that time the students will hold their boards in the air. For
every number that I say, you write down the number that is one more. I will do this with
several numbers and then move on to ten more, one less and then 10 less. Approximate time: 10
minutes.
2. New Knowledge and/or Skills to Be Taught:
I will display a problem on the SMARTboard. In the morning, Michael found 23 marbles in Mrs.
Beitkos classroom. In the afternoon, he found 10 more. After school, he found 1 more. How
many marbles did Michael find in all? If he gives 10 to his brother, how many marbles will
Michael have left? The students will attempt to solve using dry-erase markers and personal
white boards. Approximate time: 8 minutes
3. Modeling: I Do
I will provide step-by-step procedures to solve this problem. Approximate time: 8 minutes
4. Guided Practice: We Do
The students will be asked to take out their white boards and markers again. I also have a
small, personal white board to use during this time. I will display sentence frames on the Smartboard.
They will read ___is one more than___, one more than___ is ___, ___is ten more than ___, and
ten more than ___ is ___. I will give the students a number and we will fill in the sentence
frames together. I will use several numbers during this activity. Approximate time: 20 minutes
5. Independent Student Practice: You Do
The students will be given a problem set with several types of questions. The first group of
questions involve filling in sentence frames correctly. The second group involve filling in the
correct pattern to a set of numbers, the third group are addition and subtraction problems.
There is one question that is labeled early finishers and that will be a word problem similar to the
one I showed earlier in the lesson. Approximate time: 30 minutes
6. Culminating or Closing Procedure/Activity/Event:
We will discuss the problem set as a class. Students will give their answers and I will address
any questions, concerns, or misconceptions. Students will be given a chance to respond to
questions after discussing their answers with a shoulder partner. Approximate time: 5 minutes
Pedagogical Strategy (or Strategies):
direct instruction, partner groups
Student Assessment/Rubrics:
I will know if the students have met the objective of the lesson by seeing their answers during showdown
time and by discussing the problem set at the end of the lesson. This will be a formative assessment for
my 3rd lesson in this instructional unit.