Indirect Instruction Lesson Plan Math

Subject: Math, 2nd Grade

Common Core/Essential Standard Objective:
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 using
drawings and equations with a symbol for the
unknown number to represent the problem.

Central Focus: Students will be able to determine the type of

math problem and then solve it conceptually and
procedurally.

Date submitted: November 7, 2016

Date taught: October 26, 2016

2.NBT.9 Explain why addition and subtraction

strategies work, using place value and the
properties of operations.
Daily Lesson Objective:
Performance: Students will be able to determine the type of problem as change unknown, start unknown, or
result unknown, demonstrate conceptual understanding using tens and ones, develop an equation, and explain
how they got their answer for each problem.
Conditions: Students are to independently complete questions 1, 2, 5, and 6 on the math foldable, answering all
four parts of the question: identify the problem, model it, write an equation and solve, and write an explanatory
sentence.
Criteria: To demonstrate mastery of the lesson objective, students are expected to obtain sixteen out of twenty
points (80%) on the math foldable. Each question is worth five points, with points allocated as follows:
Conceptual:
1 point- Modeled correctly using tens and ones
Procedural:
1 point- Correctly identified problem
1 point- Wrote an appropriate equation
1 point- Correct solution
Mathematical Reasoning:
1 point- Well thought out explanation of answer
21st Century Skills:
Reason effectively: With the introduction of a
Academic Language Demand (Language Function and
new topic, students will need to reason through
Vocabulary):
the new strategies in order to solve the
Add, subtract, result unknown, change unknown, result
problems.
unknown, modeling, ones and tens, explain, equation
Solve problems: The students must solve math
problems in order to demonstrate mastery.
Prior Knowledge: Students should have an understanding already of how to add and subtract within 100 and
how to use ones and tens to model finding the answer.

Activity

Description of Activities and Setting

Start the lesson with a warm-up problem. This problem is to be done
independently and it should mirror what the class was working on in
math prior to this lesson.

Time
5-8
minutes

Teacher says: Alright class, before we learn something new in math

today, lets do a warm-up to remind ourselves of what we did before!
Ill put the problem on the board and I want you to model it with your
tens and ones, write an equation, solve it, and write a sentence about
how you found your answer.
Warm-up example: Mike brought 13 balloons to the birthday party.
Tonya brought 24 balloons. How many balloons did they bring all
together?

1. Engage

After you have allowed enough time for most students to finish
(depends on the ability of the class) call them together and go over the
answer. The answer should look something like this:
Teacher says: Looks like you guys really know what youre doing! I
think were ready to move on. Lets watch these three short videos to
preview what were going to learn today. Take special notice of each
type of problem and how you can solve them.
2. Explore

8 minutes

Unknown Parts: https://learnzillion.com/lesson_plans/2787

Number Bonds: https://learnzillion.com/lesson_plans/2785
Finding Unknown Values: https://learnzillion.com/lesson_plans/2016

3. Explain

Teacher says: Today, were going to talk about identifying types of

problems. As you may have gathered from the videos, there are three
types of problems. All of these problems include an unknown. What is

9
minutes

an unknown? Allow students to answer. Right, so we can all agree that

an unknown is the number that we dont know and were trying to find.

Our first type of unknown problems are result unknown. These

are the kinds of problems that weve been doing in math. Can
anyone tell me where the unknown should be? Allow student to
answer. Great! The end, after the equal sign. Lets set this
problem up. Model while explaining: The problem is: Anna
baked 12 sugar cookies and Janet baked 8 chocolate chip
cookies. How many cookies did they bake in all? First, we
need to determine if this is an addition or subtraction word
problem. Allow student answer, add. Yes! I agree that this is an
addition problem because it says in all. Lets set up our
equation. How many cookies did Anna have? 12. How many
cookies did Janet bake? 12. So our equation looks like,
8+12=____. Great job!

Our second type of unknown problem is called start unknown.

Where do you think the unknown is in this situation? Allow
student answers. You guys got it! The unknown is going to be at
the start, or the beginning. Model while explaining: Lets use
the problem we used last time but change it to make a start
unknown: Anna baked some sugar cookies and Janet baked 8
chocolate chip cookies. Now they have 20 cookies in all. How
many cookies did Anna bake? Ask class: How many cookies
did Anna bake? Some, right? What number is some? Kids say:
we dont know. Exactly! We dont know how many some
cookies are. So were going to write a blank, _______. Weve
already determined that were adding in this problem, so lets
add and addition sign, ______ +. How many cookies did Janet
bake? Lets add that, ______+ 8. We know that they had 20 in
all. So now our problem should look like: ______+8=20.

The last kind of unknown problem is known as change

unknown. So, where is the unknown going to be if we already
have been over an unknown in the start and at the end? Yes, its
in the middle! Lets go back to our problem: Anna baked 12
sugar cookies and Janet baked some chocolate chip cookies.
Now they have 20 cookies in all. How many chocolate chip
cookies did Janet bake? Anna baked how many cookies? 12+
How many cookies did Janet bake? Some, so this is our
unknown. 12+_____. And they have how many in all? 20. So
our equation is 12+____=20.
Here is what my modeling looked like:

4. Elaborate

Teacher says: Now lets try doing some of these problems. Were
going to work on identifying the unknown and then solving the
problems as we have been.

Examples
:8
minutes

Example #1: On Saturday, Emily ate some carrots. Emily ate 9 more
carrots on Sunday. She ate 19 carrots all together over the weekend.
How many carrots did Emily eat on Saturday?
Allow students to collaborate in order to come to a conclusion. Work
should look something like this:

Example #2: Daniel had 15 crayons in his crayon box. His mom gave
him some more crayons. Now Daniel has 27 crayons. How many
crayons did his mom give him?
Allow students to collaborate in order to come to a conclusion. Work
should look something like this:

Foldable:
20<
minutes

Teacher says: You guys are so smart! I think youre really ready to do
this foldable. Pass out foldable to each student. I want to see your very
best work. Now, I want you to take your pencil and circle problems 1,
2, 5, and 6. Only do those problems. Remember to identify the type of
problem, model it, create an equation, find the solution, and write a
sentence explaining how you got to your answer JUST LIKE WE
HAVE BEEN DOING BEFORE.
5. Evaluate
Assessment Methods
of
all objectives/skills

Formative Assessment: The teacher will make formative assessments

throughout the lesson by watching for student participation and
understanding.
Summative Assessment: Students will be assessed on their
demonstration of knowledge application on the math foldable. To
demonstrate mastery of the content, students will need to obtain sixteen
out of twenty points.
Foldable answers should be comparable to the following:

6. Assessment Results
of
all objectives/skills

Only 50% of students were able to demonstrate mastery of this lesson, by

getting sixteen out of twenty points.
In each section, students could get a combined total of 80 points (4 points
per child, 20 children). Correct and incorrect answers were separated and the
results are as follows:
Identification: 80% of problems were identified correctly.
Equation: 70% of the equations were written correctly.

Solution: 50% of the equations were solved correctly.

Model: 40% of the problems were modeled correctly.
Explain: 30% of explanations related to the math problem.
With this being said, I was lenient on the grading of the explanation sentence. I
noticed a lot of students had written a sentence like There were 3 puppies to begin
with. or Harry took 5 stickers away. With so many students writing it this way, I
realized this was my fault and counted it correct if they had some coherent sentence
about the math equation.
These problems were broken down further, into conceptual, procedural, and
math reasoning. The results correct are as follows:
Conceptual: 40% of the problems were correctly solved conceptually.
Procedurally: 60% of the problems were correctly solved the procedural
way.
Math Reasoning: 55% of problems demonstrated effective math reasoning
by identifying the problem type and explaining the problem.
Not one student got a perfect score of 20 out of 20 on this math foldable.
There was no clear pattern of error within the class set. Some students
struggled with identifying the unknown, while others struggled with the
basic math concept that they had been working on for weeks. Across the
board, there was struggle. There was a slight few more number of errors
within the conceptual portion, but the margin of difference between all of
these numbers are slim.
Reengagement is most definitely necessary and would benefit the class as a
whole.
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations
English Language Learner students will have extra For students who still struggle with the conceptual portion
help from the ELL translator/translator.
of the problems, they will be given hands on
manipulatives to work with in order to facilitate
understanding. Struggling students will receive additional
help from supervising teacher.
Materials/Technology:
White board/Smart board for modeling
3 Videos and projection ability
Foldable for each student
Reflection on lesson:
This lesson was not a success. With only a 50% mastery rate, there is room for improvement. I adapted this
lesson from my coordinating teachers lesson plans, but she did not write it, either. The first problem I
experienced was that the videos that were provided in order to introduce the lesson were not that great, in my
opinion. I didnt see the correlation and neither did the students when I showed them. If I were to do this lesson
again, I would not use these specific videos. The second problem was when we were going over the unknown
type of problems. There was not a great deal of student participation and many students were not paying
attention. From my formative assessment, I noticed that the ones who paid attention to the lesson, were the ones
that grasped the new concept. It is frustrating as the teacher to know that the students would be able to
understand the lesson, but you cant force them to pay attention to you. A third problem was with the
explanatory sentence on the foldable. I had originally assumed that the students would write a sentence about
how they came to their answer in this blank area. However, as they were working, it occurred to me that
everyone had their own opinion about what should be written here. I realized that when their teacher makes
them do their problems, not only do they have to write a sentence about how they came to their conclusion, they
also have to write a sentence that says their answer like, Linda has 12 cakes left. Some students were writing

an explanation of their work and others were describing their answer. When I noticed this, I decided to not
count off for one way or another, and instead just gave them appoint if they were able to write a coherent
sentence about the math problem. In hindsight, I can admit this is my fault. As a teacher, I should assume
nothing and explain everything. If I want something specific, I better make myself absolutely clear. As if I
didnt have enough problems within the lesson already, to add to the long list, we ran out of time! Many
students were not able to get through all of the problems, although some did. They had to reconvene and work
on them some more the next day. Overall, I am kind of upset that this lesson did not go how I had wanted it to.
At first, I was disappointed with myself because I felt like it was my fault that they did not understand. While it
may have been a little bit of my fault, it wasnt entirely because of me. Many factors contributed to the
downfall of this math lesson. It is important to realize as a teacher, that it isnt success every single time. We
stumble sometimes, but we have to pick back up and try again. With reengagement, I am certain that every
single student has the capability to comprehend this lesson.
CT signature: ________________________ Date: ______ US signature:
____________________________Date: ______