Learning Activity Plan for PreK-Grade 2

Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher

Lauren Ettinger

Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Brief description of the
lesson
This lesson is:

Number Strings
Mathematics

Rationale
Timeframe
Objective(s) of the
activity
Connections to
standards

DREAM Charter School

2nd grade
Classroom Number

Students are going to learn some strategies to help making their counting
easier.
A new
concept/activity
It is important for students to build onto previously learned skills such as their
base ten knowledge.
35-40 minutes
SWBAT add two or more addends using their base ten knowledge by apply mental strategies to
make ten

2.OA.2 Fluently add and subtract within 20 using mental strategies

2.NBT.1 Understand that the three digits of a three-digit number represent
amounts of hundreds, tens, and ones
2.NBT.2 Understand place value. Count within 1000 skip count by 5s, 10s, and
100s
2.NBT.5 Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the inverse relationship between addition

Learning Activity Plan for PreK-Grade 2

and subtraction
2.NBT.6 Use place value understanding and properties of operations to add and
to subtract (add up to four 2-digit numbers)
Language Objectives

Make generalizations about reordering numbers

Consider whether reordering numbers is helpful
**MAKE IT EASY**

Resources/materials
needed:
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by
step)

White boards
Cubes

SMARTboard
Anticipatory Set (Connection/Motivation) What will you do to get childrens
attention, or to introduce children to this learning activity? Describe the process
in getting them interested and engaged.
On a chart:
Ms. B ran a lot last week! On Monday she ran 4 miles. On Tuesday she ran 9
miles. On Wednesday she ran 6 miles! How many miles did Ms. B run last week?
- What is the number sentence?
- How can I solve it?
- Do I have to start with the first number to get the right answer?
- Can I reorder the numbers?

Learning Activity Plan for PreK-Grade 2

4+9+6=
Whenever we solve a problem, we use strategies to MAKE IT EASY!! Last year
we worked hard to learn all of our combinations of 10. When we solve problems
we always look to see if we can combine certain numbers to make it easy.
Instruction/Mini Lesson (Outline the procedures or sequence activities that will
make up this learning experience; for instance, you might follow a routine
wherein you model (I try); and ask for active involvement (we try) during a whole
group session.
Today we are all going to get a white board. I will write a problem up and then
you will try to MAKE IT EASY! I am then going to pick 3 of you to share your
strategies just like we do during problem solving.
Number Strings:
Eachofourkidsgotindividualwhiteboard.

Teacherwritesproblemonthechartpaper.

TeachersaysHowcanwesolvethisproblem?Howcanwemakeiteasy?

Teachercirculatestofind:
o keptthestringinorderandsolvedacrossthestring
o reordersnotinten(changesthestringtomakeeasypairs)

Learning Activity Plan for PreK-Grade 2

o groupbytens
o reorderintogroupsoften

Teacherchartseachscholarsstrategiesusingdifferentcoloredmarkers.

Teacherasksscholars:Canyoudothat?Oh,youweretryingtomaketen?Youcanswitchtheorderofthenumber?

Discourse should come after every string:

-

Ask why they combined the way they did.

Use cubes if you need to show your low students how 6 and 4 combine to
make 10.

Next time can you try what ____ did?

Independent Practice (small group activity, working with partners, or
independently)
Independently, Teacherwillchartanewnumbersentenceusingthefollowingprogression.
1. fournumberswhereyoucancollect2groupsof10.
8+6+2+4=
MsPwantedtomakecookiesfortheteachers.OnMondaywemade8.Tuesday
shemade6.Wednesdayshemade4.Thursdayshemade2.Howmanydidshe
giveout?
Try a few of these and make sure students can do this before you move on.

Learning Activity Plan for PreK-Grade 2

(GiveContext)
7+1+3+9
5+2+5+7
2.

acollectionof3groupsoften(8+7+9+3+2+1=)

3.

2tenswithonenumberbroken(ie.3+5+2+6+3+1=)

.
Closure (sharing/reflection, next steps)
Ask students the following questions to begin discussion:
Whowonthegame?
Howdidyouknowwhatnumbertoaskfor?
Howcanyoufigureoutwhatnumbertoask?Didyouuseyourfingersorcubes?

Method of assessing
childrens
understanding of
lesson/activity/objective
(s)
(Be sure to include any
tools, rubrics/checklists
and/or worksheets you will
use for assessment(s)

Pre-assessment
Outline the steps you will
take to evaluate
students prior
knowledge.
In order to evaluate prior
knowledge, teacher will
use informal assessment
tools.

Assessment of Student
Learning Outline the steps
you will take to evaluate
students learning. What
evidence will I have to
assess whether students
have successfully achieved
the content objectives?
During student rounds
teacher will monitor:

Assessment of
Childrens Language
Learning
Outline the steps you
will take to evaluate
students language
learning. What
evidence will I have to
assess whether
students have
successfully achieved
the content objectives?

Learning Activity Plan for PreK-Grade 2

Studentsmakecombinations
of10anduseequationsto
recordthem.
Howdostudentsfigureout
whatcardtoaskfor?Dothey
usecubes?Dotheycounton
fromanumbertheyhave?Do
theyuseanumberline?Do
theyjustknowpairsthat
make10?
Howaccuratelydostudents
useadditionnotationtorecord
theircombinations?

During student rounds

teacher will monitor:

Plans for differentiated

instruction/instructional
modifications

Supporting children
with identified delays
or disabilities
What considerations
should I keep in mind
regarding cultural
relevance, age
appropriateness, and
ability levels for all

Studentsmake
combinationsof10and
useequationstorecord
them.
Howdostudentsfigure
outwhatcardtoask
for?Dotheyuse
cubes?Dotheycount
onfromanumberthey
have?Dotheyusea
numberline?Dothey
justknowpairsthat
make10?
Howaccuratelydo
studentsuseaddition
notationtorecordtheir
combinations?

Supporting English Language Learners

What modifications should I make to the activity to
ensure all students are included and engaged in all
steps required to meet the lessons objectives?
Questions to ask:
What card are you asking for?
Are students making combinations of 10?

Learning Activity Plan for PreK-Grade 2

learners?

Follow up/Extension
activities

Are students using manipulatives to add up to 10?

Are students able to count to 10?

Ifstudentscannotfigure
outwhatcardtoaskfor,
helpthemmodelthe
problembyusinga
differentmethod.
Buildatowerof10cubes
andbreakthetowersinto
twoparts,onewith6cubes
andtheotherwith4cubes.
Compareacubetowerof6
withacubetowerof10to
figureoutthat4isthe
numbertheyshouldbe
lookingfor.

Story problems that include a missing factor would be a great tool to reinforce
this standard. In order to increase student language, story problems allow for
more discussion.

Any additional
information that would
be helpful for the
observer to know
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity

Learning Activity Plan for PreK-Grade 2