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Lesson Plan Format

Name: Allison Cutrera

Grade Level: 2nd

Date: 2/19/16

Group Size: 26

Subject/Lesson Topic: Math


Objectives: (TLW:) Short term, specific and observable
To use math drawings to represent additions with up to two compositions
To relate drawings to the addition algorithm
Standards/GLEs:
2.NBT.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.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the
properties of operation. (Explanations my be supported by drawings or objects.)
Contextual Factors: (What contextual factors were considered when planning the lesson)
Magnet school that has team teaching
There are 26 students
Classroom contains various special needs, including students with various levels of
behavior, developmental delays, and some students who are reading above level.
Teacher Materials/Resources: List everything the teacher and students will need for this
activity including materials, supplies and equipment.
Dry erase board
Dry erase marker
Pencil
Elmo
Paper
Student Materials/Resources:
Math notebook
Pencil
Technology Integration: Include technology in the lesson, if possible.
I will use the Elmo to demonstrate students work.
Family/Community Connection or Extension:
I will send a note home to explain to the students families what they worked on during
math today and I will encourage them to practice problems at home.

Pre-Assessment: What data did you use to plan for instruction that meets childrens interests,
needs, and abilities? This may be formal or informal.
Before choosing a lesson to teach, I discussed multiple dates with my mentor teachers.
Once we came up with the date, we looked at what math lesson the students were going
to be learning that day and I based my lesson off of that. Because this is the first whole
group lesson I am teaching in the classroom, my mentor teachers and I thought that it
would be best I didnt incorporate any additional materials.
Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or
science)
Introduction: A brief activity that will introduce the lesson by activating students prior
knowledge and/or experience, interests them in the lesson, and sets a purpose for the lesson.
(About 5 minutes)

Before I begin my math lesson, I am going to give the students an application problem to
start off with. I will write this problem on the board and allow the students a few minutes
to work the problem alone. This will pre-assess the students knowledge. The problem
will be Mr. Arnold has a box of pencils. He passes out 27 pencils and has 45 left. How
many pencils did Mr. Arnold have in the beginning? After most students are done
working on the problem, I will call on 3 students to read the problem aloud to the class.
I will ask the students if they know only parts of the problem or the whole and one part so
that it will help lead the students to figuring out how to solve the problem.
I will then ask students how they solved the problem and I will allow them to come put
their work on the Elmo so that the whole class can see it and I will have them explain
what they did to the class.
After that I will work out the problem. In vertical form I will write 45+27 and I will also
draw a picture and then solve the problem.

Activities: This is a detailed, step-by-step list of the activities. Include questions you may
ask the students, if applicable. Be very specific so anyone can follow the directions to
conduct the lesson.
I will start by SWBATing the students so that they know exactly what objectives they will
be learning during this lesson. SWBAT stands for students will be able to. SWBAT
repeat..SWBAT.repeatstudents will be able torepeatuse math drawing to
represent additionsrepeat..and relate drawings to the addition algorithmrepeat
thank you, thank youvery much .
I will begin by writing 342+169 in vertical form on the board and I will tell the students
to do the same. Write 342+169 on the board just as I did. We are going to solve this
problem by drawing chips on a place value chart.
I will then give the sentences a few minutes to solve the problem. After everyone is done,
I will say, Turn to your partner and explain to them how the picture models the
algorithm.
Now lets work the problem together. Lets add the ones together. What is 2 ones + 9

ones? I will pause for the students to respond. What is 11 ones? I will wait for the
students to respond. Turn to your partner and tell them what you do to your picture and
then the algorithm. I will wait for the students to tell their partners. Then I will say, Yes
that is correct! Since we made a new unit of 10 we have to rename the 11 ones as 1 ten
and 1 one. Lets show this on our picture and algorithm. I will then circle the 10 ones
and move it to the tens place. On the algorithm I will also do the work. I want yall to
check your partners work to make sure their picture and algorithm looks just like mine
does. I will then point out how the algorithm and the picture match up.
Now we can add the tens. What is 4 tens + 6 tens + 1 ten? I will wait for the students to
respond. Turn to your partner and tell them what you do to your picture and then the
algorithm. I will give them a few minutes to do this. Now lets show this work on our
picture and algorithm. After you are done, I want you to turn to your partner again and
make sure their work matches my picture and algorithm.
On the vertical form, we now have a 1 below the hundreds place. I want you to point to
what the one stands for in the picture. I will call on a student to tell me what it stands
for. So 3 hundreds + 1 hundred+ 1 hundred is what? I will call on a student. Then I will
write the 5 below the hundreds place. Lets read the problem together. 342+169=511.
I am going to give you a few different problems and I want you to work it by yourself. I
am going to walk around the room to check to see how you are doing. I will write and
read the problems 545+278, 636+289, and 784+179.
Next, I will pass out a problem set worksheet and have the students do as many problems
as they can in 10 minutes. I am going to pass out this problem set and I want you to try
your best and do as many as you can in 10 minutes. If you want to you can work with a
partner. I will be walking around helping.
After the 10 minutes is up, the students will go into small groups, which is known as their
math dailies. Time is up. Start thinking where you want to go for your dailies. I will
begin calling on students to ask them what daily they want to go to.

Closure: Briefly summarizes, reviews, or wraps up the experience. (About 5 minutes.)


After about 30 minutes in their dailies, I am going to call the students back to their desk
for the assessment. I am going to give the students an exit ticket and instruct them to
complete it on their own. The exit ticket will include to problems that are written in
horizontal form, but they will be required to solve it in vertical form and draw chips on a
place value chart. For example, 267+356.
SWBATrepeat..SWBAT.repeatstudents were able torepeatuse math
drawing to represent additionsrepeat..and relate drawings to the addition
algorithmrepeatthank you, thank youvery much
Differentiation: How will you organize and manage instruction to meet the needs of each
student? (Special needs, behavior needs, different ability levels, cultural differences)
Special needs: Children will be allowed to ask any questions that they may have
throughout the story. I will pause various times throughout the story to ask questions and
make up that classroom is grasping what is being read to them.
Behavior needs: Any students with behavior needs will be encouraged to engage in the
story. If they continue to have issues, I will move them to the front of the class so there

are fewer distractions for them.


Different ability levels: I will ask both lower and higher level questions so that each child
will feel apart of the lesson. Children who need more challenge will be able to answer
higher-level questions. Whereas, children that are on a low level with be presented with
lower level questions that they are able to answer with confidence. These children will
also be offered any assistance as needed. If a child is having trouble answering a question
we will go back through the story to figure out the answer together.
Cultural differences: I chose a topic that is anti-biased so all children would feel part of
the lesson. Every child is required to learn this skill and if a child is having difficulty
understanding then I will call them during small group so that they can have extra
instruction.
Formative Assessment/Evaluation: How will you determine if the objectives were met?
This may be formal or informal.
I will end the lesson by handing out the exit ticket.
I will then check the exit ticket to see how they did.

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