COE Lesson Plan

Lesson Teacher: Arielle Billing

Date: Dec/7/2016

Lesson Grade Level: 2nd Grade

Timeframe: 9:00 a.m to 10:00a.m.

Content Area:

Grouping Strategy: Small Group

Math

Preparing for Lesson Development

1. What does your pre-assessment observation indicate about your
students needs and current performance and educational needs?
They have an understanding of adding and subtracting single digit numbers,
but they still need practice on double digit adding and subtracting.
2. How will you design the lesson to meet the needs of all learners in
your classroom? The majority of the students in my class have really taken
a liking to math. There are two students who I often find myself having to
regain their attention. This lesson has quite a few hands on activities that
should keep them from getting too off task.
Lesson Plan Development
Lesson Title: Two-Digit Subtraction/Addition: Using Addition to Check Subtraction and
Vise-Versa

Common Core and/or State Standard: Operations and Algebraic Thinking

Assessment of Learning: PreLesson Objective: The students will
be able to add and subtract within 20
mentally.

Lesson Objective:

assessment: Adding and Subtracting

timesheet.
Formative Assessment: Flash Cards with
problems on them.
Summative: Adding and Subtracting worksheet
again.

Assessment of Learning:

Based on the lesson objectives, select an appropriate teaching model

Madeline Hunter
Indian Education For All (IEFA)
No
Yes. If yes, please describe
Classroom
Lesson Procedures/Activities
Materials
Management
Needs
Anticipatory Set: The students will be asked to
predict what they think I am going to do with the
animal crackers based off of the title of the lesson.
The students will be asked to predict what
outcomes can come out of 30 animal crackers
based off of equations. This will then let them
know that we will be working with adding and
subtracting equations.

Animal Crackers

Students will be
asked to raise
their hands to be
called on to state
their predictions.

Teacher Input: I will then split students into small

groups of 4 and give each group 30 animal
crackers. Each person gets a turn to make an
equation with the animal crackers, and each will
take turns answering. This will help them use
equation making strategies, as well as solving
strategies. I will then introduce how students can
add their answer to what they were subtracting to
see if it is what they started out with. This will go
on until I feel that each student has participated
equally. I will then keep the students in their
groups and write an equation on the white board.
The first group to raise their hands with the
answer gets their snack first.
Check for Understanding: Ask students to explain
in their own words what adding and subtracting
mean, and what an equation is. Then I will use the
pair and share method and have students ask
each other example equations. I will then pull up
ST Math on the projector. There will be an array of
adding and subtracting problems for the students
to answer. This will be a race and the first student
group to stand up raising their hand will be
allowed to answer. We have used ST Math in the
past and these students love it when I make it a
competition.
Guided Practice: Hand out flash cards with the
answers on the back of them, and have students
pair up and go through them with one another.
Allow them a piece of scratch paper to check with
addition after they have subtracted, and check
with subtraction when they have added.

Animal Crackers

I will be walking
around the
classroom making
sure each student
is getting the
chance to
participate, and
that the equations
are being
changed each
time.

White Board and

Marker

Walking around
monitoring
students equation
answers and
questions

Flash cards with

equations and
answers. Scratch
paper and a
pencil.

Independent Practice: Have students complete a

worksheet with ten problems on their own. Each
problem will be worth 10 points. 5 points will be on
the correct answer, the other 5 will be based on
whether or not they checked their answer. After
they have completed the worksheet, they will be
able to get an iPad and get on ST Math again. They
will be required to work quietly answering
questions to further their knowledge. I will allow
the students to be on the iPad for 15 minutes
doing adding and subtracting problems. The
students will be required to keep data records of
their ST Math scores over the course of 3 weeks.
They will keep this data records on an excel sheet
on the iPads. They will record each and every time
that they complete a quiz or assignment on ST
Math and at the end of the 3 weeks, they will add

Worksheet,
Classroom iPads.

Walk around and

make sure that
students are
being honest and
checking their
answer before
they give a set
answer.
Walk around and
monitor students
and asnwer any
questions asked.
Assist students
when they are
recording their
data.

up their average scores of ST Math.

Closure: Ask students to share their strategies and
what they found was easiest for them to solve the
problems.

Ask students to
raise their hands
to share with the
class.

Evidence of Lesson Effectiveness/Student Learning: This lesson was extremely

effective. The students enjoy doing hands on activities and they absolutely love when I make
anything a competition. Adding in ST Math as a competitive game gave them all the
incentive to try harder and answer more questions. The students did great on their
worksheets and they all showed great signs of improvement.

Reflection and Recommendations for Next Time: Overall this lesson went really
well and I can see myself using it again in the future. We use ST Math quite a bit in the
classroom and I will continue to use it as long as it is still beneficial to their learning.
Attachments, if required.