EDUC 2000 Spring 2018

Name: Ellyn Culotta

Lesson Plan

Name: Ellyn Culotta Grade Level: 2nd grade

Date: 3/7/18 Group Size: Small group of 4 students

Subject/Lesson Topic: Math/Relate Manipulative Representation to the addition algorithm

Objectives: The learner will use math drawings to represent additions with up to two
compositions and relate drawings to the addition algorithm. 2.NBT.10

Standards/GLEs:
B. Use place value understanding and properties of operations to add and subtract. 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; justify the reasoning used with a written explanation. 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.7

Contextual Factors: (What contextual factors were considered when planning the lesson)
Magnolia Woods Elementary is located on Maxine Dr. in East Baton Rouge Parish. On
the outskirts of the urban Baton Rouge city, sits the Magnolia Woods campus in the middle of a
suburban neighborhood off of Highland Road. With a very open and ungated campus, students
are encouraged not to wander but instead stay inside of their classrooms behind locked doors.
Magnolia Woods holds about 460 students ranging from pre-kindergarten to 5th grade. There is
little to no parental involvement at this EBR public school.
I will be teaching this lesson in my placement classroom of 25 second-grade students.
There are 3 students enrolled in this class with an IEP. There are no students enrolled in this
class with an RTI. There are no students enrolled in this class with a behavior plan. There are 7
students enrolled in this class that are ESL students. There are 13 boys and 12 girls in this
classroom. The diversity of the students is depicted in the following percentages: 32
Hispanic/Latino, 60% African American, and 8% Caucasian. Despite the diversity among the
students in this classroom each of them is held to the same standard as they are expected to
behave and focus on their studies.
In this math lesson being taught, I will pull four students for a small group lesson. We
will sit in the back of the classroom at the bean shaped table during the 30 minutes of small
group instruction. The rest of the class will be divided into two groups as normal, 12 will go to
their teacher for instruction at the smart board while the other 8 students will work on the
computers. These students will be learning the same concepts as their classmates. The
difference is the ratio of students to teacher in order for them to focus and have the ability to
ask more questions in case they do not understand something.

Teacher Materials/Resources:
- Worksheet modeled after 5.B.12 with Answer Key
- 1 white board
- 1 dry erase marker
- 1 dry erase eraser
- 1 pencil

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EDUC 2000 Spring 2018
Name: Ellyn Culotta

Student Materials/Resources:
- 4 Worksheets modeled after 5.B.12
- 4 mini white boards
- 4 dry erase markers
- 4 dry erase erasers
- 4 pencils
- Place value disks

Technology Integration: Not applicable to this lesson.

Family/Community Connection or Extension: Send home the math worksheet with the rest of
the problems on it. Ask the parents to create a word problem with their students. Then the
students will solve the word problem and bring it back to school.

Pre-Assessment: What data did you use to plan for instruction that meets children’s interests,
needs, and abilities? This may be formal or informal.
T: “Touch your nose if you can solve this problem in their head?” [Show students white
board that says: 200+300=?]
S: [Touch nose]
T: “Write the answer on the white bard that is in front of you and hold the board up
when you are done.”
S: [Write the number 500.]
T: “Great job everyone! Brittany can you tell me how you got that answer?”
S: “I know that 2+3=5 and so 200+300=500”

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)
- T: “Today, we are going to solve this math problem using drawings, the place value
chart, and the vertical form.” [Give them worksheet with problem typed out. Then, read
problem to students]
Application Problem:
Benjie has 36 crayons. Ana has 12 fewer crayons than
Benjie.
a. How many crayons does Ana have?
b. How many crayons do they have altogether?
Note: This problem is intended for guided practice to help
students gain familiarity with the compare with smaller
unknown problem type. The numbers are intentionally
small to allow students to focus on the relationship
between the numbers.
- T: “Let’s solve this problem together. What do you

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EDUC 2000 Spring 2018
Name: Ellyn Culotta
think we are going to do first?”
- S: “Circle the numbers 36 and 12”
- T: “Yes, you can circle or underline the numbers in the problem. Do you think we are
going to add or subtract?”
- S: “Subtract because the problem says Anna has 12 fewer.”
- T: “Does anyone agree or disagree with her?”
- S2: “I agree we should subtract.”
- T: “I agree too, can you tell me the equation we will use to solve this problem?”
- S: “36 – 12 = ?”
- T: “Let’s solve the problem now using a picture first and then the vertical way. One at a
time, you all tell me what we should do to solve this problem.”
- S: “write 36 – 12 =”
- T: “Very good, we are also going to draw a picture to go with this math problem, does
anyone want to try it? [Call on student and give her the marker to the dry erase board
for her to try it.] Great job (insert students name)! Now, that everyone is done the first
part let’s look at part b, what is it asking us to look for?”
- S: “We need to add because it says all together!”
- T: “Great job (insert students name), what are the two numbers we are adding?”
- S: “36+24 = ?”
- T: “Fabulous, now solve that math equation using the drawing and vertical form” [watch
students to make sure they are on track, intervene if necessary]

Math Concepts:
Borrowing
Place value
Place value Chart
Draw pictures

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.
- T: “Great, now we are going to work through a few more problems on the worksheet,
you are going to work at your own pace and I am going to ask you questions along the
way. If anyone has any questions just let me know and I would be happy to help you.”
- S: [get to work]
- T: “(insert students name), please tell me how you solved this problem” [point to
problem a: 301+49]
- S: “So, first I added 1 + 9 to make 10. You have to put the 1 on top of the 0 to carry it.
Then you add 1 + 0 + 4 which equals 5. Then you just put the 3 right there. Your answer
is 350.”
- T: “Great job, (insert students name). Now tell me how you used your place value chart
to help you figure this out.”
- S: “Well, I drew 3 disks in the hundreds column, 0 disks in the tens column, and 1 in the
ones column. Then, I drew 4 more in the tens column and nine more in the ones
column. I saw that there were 10 disks in the ones column and so I bundled them and
added 1 to the tens column.”
- T: “What do you mean you added 1 to the tens column?”
- S: “I added one disk or one bundle of ten to the tens column.”

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EDUC 2000 Spring 2018
Name: Ellyn Culotta
- T: “Great explanation (insert students name)!” [Repeat this cycle 8 more times
throughout the worksheet with different students.]

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

- T: “So, let’s come to a stopping point before the bell rings. I have one more problem for
you all to complete, but first does anyone have any questions about what we learned
today? The vertical form, the place value chart or chip model, or word problems?”
- S: “No ma’am”
- T: “Aright, well then solve this problem* using the vertical form and the place value
chart please. Then you can give it to me when you are finished!”
o *Solve this problem: refers to one of the four Exit Ticket options listed below

Differentiation: How will you organize and manage instruction to meet the needs of each
student? (special needs, behavior needs, different ability levels, cultural differences)
- A couple of the math word problems listed on the students’ worksheets will be
translated into Spanish for the two out of four ESL students in this small group of girls.
- If some of the students finish early I will provide more challenging word problems for
them to practice solving.

Formative Assessment/Evaluation: How will you determine if the objectives were met? This
may be formal or informal. (5 minutes)
- [Each student will receive one exit ticket and solve accordingly, do not forget to collect
when they are finished.]
Exit Ticket #1: Use the place value chart and the vertical form to solve.
456+146=

Exit Ticket #2: Use the place value chart and the vertical form to solve.
345+257=

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EDUC 2000 Spring 2018
Name: Ellyn Culotta

Exit Ticket #3: Use the place value chart and the vertical form to solve.
467+143=

Exit Ticket #4: Use the place value chart and the vertical form to solve.
297+324=

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EDUC 2000 Spring 2018
Name: Ellyn Culotta
Exit Ticket #1: Use the place value chart and the vertical form to solve.
456+146=

Exit Ticket #2: Use the place value chart and the vertical form to solve.
345+257=

Exit Ticket #3: Use the place value chart and the vertical form to solve.
467+143=

Exit Ticket #4: Use the place value chart and the vertical form to solve.
297+324=

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EDUC 2000 Spring 2018
Name: Ellyn Culotta
Name: ______________________ Date: _____________

Directions: Solve the following problems using your place value chart, place value disks,
and vertical form. Bundle a ten or hundred, when necessary.

a. 301 + 49

b. 402 + 48

c. 315 + 93

d. 216 + 192

e. 545 + 346

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EDUC 2000 Spring 2018
Name: Ellyn Culotta
f. Kerry has 565 watermelons. Susan has 226 watermelons. How many
watermelons were there all together?

g. Lisa had 222 pennies at her house. Amber had 687 quarters at her house. How
many coins were there all together?

h. Jack ate 164 hot dogs last year. This year Jack ate 745 more hotdogs. How many
hot dogs has Jack eaten?

i. Ryan has 345 bananas. Megan has 123 more bananas.

a. How many bananas does Megan have?
b. How many bananas are there all together?

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EDUC 2000 Spring 2018
Name: Ellyn Culotta

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EDUC 2000 Spring 2018
Name: Ellyn Culotta

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