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Teacher Intern: Hope Triezenberg Date: 10/23/19 Mentor Teacher: Leslie Overway
CCSS.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.
CCSS.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.
CCSS.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.
CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.1
Instructional Resources and Materials: (List resources including classroom, community, and supplemental student
resources. Include technology and cite websites.)
Consideration of Learners: (Note how you have responded to your diverse learners. Consider UDL -Multiple means of
Engagement, Representation, Action & Expression- & principles of differentiation.)
- powerpoint timer uses the numbers in a countdown along with a visual of time running out
- students came up with expectations for math centers
- students are grouped in a way that the teaching can be differentiated
-
Individual Accommodations: (Identify accommodations you will make in response to needs and/or interests of a student
or group of students.)
Specifying & reinforcing productive behavior: (Note how expectations are specified, productive behavior is reinforced
and disruptive behavior is redirected.)
- students discuss and come up with what math centers do and don’t look, sound, and feel like
- these will be posted during math centers
- referring back to the expectation sheets when they do not follow them
- using positive reinforcement while using golden tickets for on task behavior
Station 1 - Teacher
- - Discussing the -0 and -1 strategy p. 281
- 5-0
- 9-1
- 9-0
- 3-1
- show how to solve these on a white board
- -0 is always the same number
- -1 is always one less than the number
- Use think addition with doubles and using doubles to subtract p. 294-295
a. how this on a white board
- Eli had 16 stickers and then gave 8 to his sister. How many stickers does Eli still have? -
8 stickers
b. have students solve this on a white board
c. have students share how they solved it
- think addition
- fact family
- using doubles
d. if they don’t get the doubles ask
- “what do i need to add to 8 to get 16?” and write 8+__= 16
e. doubles facts are one kind of fact that we can use to help us figure out unknown facts
- Have partners work together and create another subtraction number story they can solve using a
doubles fact
a. have students share and other groups solve
Station 2 - Games
- Doubles dive
- Materials
- game board (1 per student)
- game cards
- How to play
- the game cards should be mixed up and placed face down in a pool between the two
players
- the first player chooses a card and subtracts by thinking doubles
- the player then colors the first space in the column containing their answer and returns
her card to the pool (be sure to give the cards a little mix)
- the next player takes their turn in the same way
- play continues in this manner until one player reaches the sunken treasure by recording
a full column
Station 3 - Independent
- Doubles in subtraction
- In Google docs
- free choice
Closure: (Think about how you can articulate the most important concept you want your students to learn and take
home with them. Discuss how they can apply this skill/concept to the real world.)
Students had a hard time translating addition doubles into subtraction doubles. A misconception was that a subtraction
double was 6-6=0. Something I did differently with the groups was model a link sheet and have the students try one
again. They really enjoyed coming up with their own subtraction problem to go through the link sheet with. Students
really enjoyed the game and it helped them understand the concept of subtraction and doubles a little better by giving
them the visual.