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UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Alexander Ross PSMT Name: Mrs. Foos

Lesson Plan Operations And Lesson Plan Topic: Mathematics
Title: Algebraic Thinking
Date: 2/13/17 Estimated Time: 45-55 minutes
Grade Level: 2nd School Site: Sister Robert Joseph
Bailey Elementary

1. State Standard(s):

CCSS.MATH - Content. 2.OA.C.3

Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by
pairing objects or counting them by 2s; write an equation to express an even number as a sum of
two equal addends.

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.

2. Teaching Model(s):
Direct instruction, Self-directed learning, Whole group

3. Objective(s):
By the end of this lesson, students will be able to investigate the pattern of even numbers: 0, 2, 4,
6, and 8 in the ones place, and relate to odd numbers.

4. Materials and Technology Resources

 Paper
 Pencils
 20 square tiles
 ELMO
 Whiteboard
 Dry Erase Markers
 Video (patterns of even numbers)
 Worksheet (lesson 6.19)

5. Instructional Procedures:
a. Motivation/Engagement: (15 Minutes)
First, the teacher will begin the lesson by reading the objectives aloud to the whole group
of students who are seated at their desks. The teacher will tell students that they will
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practice this mental strategy to gain mastery of sums within 20 and to relate the strategy
to larger numbers. The teacher says, "When I say "9 + 4," you say "10 + 3." Ready?
9 + 4. ". The student's say, "10 + 3.". The teacher says, "Answer". The student's say, 13".
The teacher continues with the following sequences: 9 + 6, 9 + 16, 19 + 16, 8 + 7, 8 + 17,
18 + 17, 7 + 6, 7 + 16, and 17 + 16.
The teacher then tells the students that they will be watching a video to learn more about
at what makes a number even and how they relate to odd numbers. The teacher will chart
student responses on ELMO or Whiteboard.
The students then watch the video "Even and Odd Numbers for kids ". The teacher will
explain to students that we define an even number as a number that can be divided into
pairs or two equal groups with no leftovers. By identifying the numbers 0, 2, 4, 6, 8, and
10 as all even numbers. Also, how an odd number cannot be evenly divided into pairs or
two equal groups without leftovers. By identifying the numbers 1, 3, 5, 7, and 9 as all odd
numbers.
Video: https://www.youtube.com/watch?v=D3GYmaZIJ4U

b. Developmental Activities or Learning Experiences: (20 Minutes)

The prior knowledge students need for this lesson are as follows:
 The students should understand and know how to define an even and odd number.
 The students should understand how to add and subtract within 100.
 The students should be able to communicate orally and in writing in complete
arrays.
 The students should be able to work with a partner and whole group.
The guiding questions for this lesson are as follows:
 How can knowing how to put numbers in array patterns make us better at
counting them one by one?
 How do we figure out how many tiles are in the pattern?
 What array patterns above, have an even number of tiles? Which ones have an
odd number of tiles?

Second, the teacher will discuss rectangular arrays with the students and ask the whole
group the question: "What are the different parts of rectangular arrays?" Then explain that
a rectangular array is an arrangement of objects into rows and columns that form a
rectangle. All rows and columns must be filled. So each row has the same number of
objects and each column has the same number of objects. The teacher will write numbers
to 20 in a straight line across the board. Then draw the array on the whiteboard above a
number path. The teacher will repeat in multiples of two until they reach the number 20.
The teacher asks students to turn and talk about what do they notice about the numbers
we circled and if they see a pattern?

Third, the teacher will also discuss how to determine whether a set of objects contains an
even or odd number of members using tiles. The teacher then underlines the odd numbers
in order to show the student how to use tiles with different pairing strategies to determine
whether a set has an even or odd number of objects. The teacher determines the number
of tiles in an array without counting each tile individually by using the repeated addition
method.
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Fourth, the students will work individually to complete the lesson (6.19) worksheet. The
students should do their best to complete the worksheet within the allotted 10 minutes.
The students should read, draw and label, write a number sentence (equation), and write a
word sentence (statement) when appropriate.

c. Closure: (15 Minutes)

The teacher will invite students to review their solutions for their worksheet. They should
check their work by comparing answers with their shoulder partner before going over
answers as a whole group. The teacher will look for misunderstandings that can be
addressed and also guide students in a conversation to go back over the worksheet and
process the lesson.

d. Extension:
The student is allowed the student to choose other addition and subtraction problems to
complete with sums to twenty. If the student has adequate computer skills they are
allowed to electronically complete math equations. The students can read a book from
their desk or classroom library.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 The teacher can differentiate for the language needs or assign a note taker for students
who are an ELL have an IEP or 504.
 Accommodations will be made within the lesson and specifically in the small groups.
 The students can be further split into subgroups and can be assigned additional roles with
seating arrangements.
 The teacher can provide visual and tactile instructional demonstrations of: What do you
think? Why do you think that? How do you know this? Can you tell me more? and What
questions do you still have?
 The teacher can allow further time for the student to complete the assignment.
 If mathematics is a difficult task for a student, they may dictate their worksheet
questions to the teacher.
 If a student cannot complete the worksheet, the teacher can allow them to redo and
complete familiar equations.

7. Assessment and Evaluation of Learning:

a. Formative: Teacher observations of the student's in class participation.
b. Summative: Teacher observations of the student's completed worksheet.

8. Homework Assignment:
 None

9. Reflection:
a. Strengths:
I feel my first mathematics lesson at Sister Robert Joseph Bailey Elementary went really

well. The second grade students from Ms. Foos's class are great! They truly demonstrated an
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eagerness to learn odd and even numbers. The strengths of this lesson were how I set my

expectations high and hopefully delivered instruction clearly to them using the technique of

affirmative checking. The learning goals of my lesson were to investigate the pattern of even

numbers 0, 2, 4, 6, and 8 in the one's place, and relate to odd numbers.

The students enjoyed practicing the mental strategy of crossing ten when performing

addition equations of sums within 20. I called on students by name during a whole-group

discussion about different parts of rectangular arrays that helped them understand what makes a

number even and how they relate to odd numbers. My lesson required the whiteboard, document

projector, and a video. A final worksheet taught students even more about how an even ± even =

even; even ± odd = odd; and odd ± odd = even. The class is a very obedient bunch that did not get

off task when working as a whole-group, watching the video, or working together in pairs during

the re-teach the next day.

During my first lesson, I gained useful information about how to teach mathematics that

second grade elementary students respond to while using the technique of no opt out. I was well

prepared with my whole-group demonstration on the whiteboard using a dry erase marker for a

number path and arrays. The whiteboard activity provided students with physical explanations for

the learning goals. Next, I used a video to help me teach students with further explanations and

examples about odd and even numbers. The video provided students an opportunity to see and

practice material mentally on their own. I then used the document projector with tiles to teach

students array patterns as a whole-group which was a more hands-on approach. Each of these

activities contributed to helping students complete a worksheet at the end of the lesson. A majority

of students scored 4 points out of 5 points possible on the worksheet, demonstrating that they

understood the information contained in the lesson. I observed during the re-teach that students
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could add and subtract numbers within 100, communicate well orally as a whole-group while

counting by 2's, and work well with a shoulder partner. The students learned that an even number

with one added to it becomes an odd number and an odd number with one added to it becomes an

even number. Consequently, this first lesson has raised my confidence in my ability to be a good

teacher.

b. Concerns:

The main challenges I met occurred early on in the lesson during the warm-up activity. A

majority of students could not recall how to mentally count and add even numbers. When I asked

the students to give me an example of a double equation for one even number 0 - 8 most of them

could not give me an answer. So, I felt it would beneficial to stop the warm-up activity and show

them the video before I finished the lessons warm-up activity. I thought it would be important to

spend extra time on the presentation stage of the lesson even if I ran into time issues while closing

the lesson using the technique of turn and talk. I still used the technique because it differentiates

instruction by providing students time and structure to formulate their ideas and share them with a

peer. I had to make sure they could decide whether a set of numbers had an even or odd number

of objects among them. I wanted to ensure they had the skills they needed to move on to the

developmental activity of number path written on the whiteboard and array pattern with

manipulatives on the document projector.

If I were to teach this lesson again, I would choose to extend the warm-up activity to ensure

that when I get into the actual lesson I could use the student observation time better. I would switch

the lesson around to assist students in maintaining focus during the mental math part of this lesson

and not to be distracted by anything that grabbed their attention. The main reason is I found early
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on during the warm-up activity the students could not remember how to mentally skip count by 2's

or remember how to add odd and even numbers correctly.

I anticipated there could be a stressful situation that I would have to take control of, and

being my first teaching experience I was unsure of what to expect. For example, although my

lesson plan was well-organized, before the video started one of the students asked if they could sit

at the carpet. So, I asked the rest of the students who else would like to sit at the carpet and all of

them raised their hand. I agreed to this to let them feel they had some control of their learning

experience. This seating arrangement for the video went well but was not written out as part of my

lesson plan. I thought this setting arrangement ended up to be better than what I planned.

I also did not know how to best accommodate one student who is on an IEP for his learning

disability which is Autistic spectrum disorder (ASD). I only know that ASD is a complex

neurobiological disorder that severely affects boys. I anticipated that I would have to ask him to

stop being disruptive throughout the lesson. I thought his outbursts could affect not just himself

but the entire lesson and the rest of the class. My fears were not realized because he worked on the

computer in the classroom and thankfully he was well behaved.

c. Insights:

I accomplished teaching the students that an even number is a number that can be equally

divided into two equal groups and always end in 0, 2, 4, 6, 8 or 10. I had a challenge teaching odd

numbers that cannot be divided equally and always end in 1, 3, 5, 7, or 9. I found that none of the

students' prior learning experiences worked well enough to count array patterns one by one with

odd numbers. The students only remembered how to skip count both odd and even numbers when

they were actively engaged in the lesson taking place in the video. I had to repeat myself while

working on the whiteboard by answering their questions about why we should be concerned with
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only odd numbers if we are counting by 2's and since the numbers being skipped should are just

even numbers. I found the solution to this problem while using tiles on the document projector.

The students knew the difference between what an odd amount of tiles compared to an even

amount of tiles were in any shown array. I do not think all of them fully understood that we can

also count in increments of 2's using odd numbers.

My mentor teacher has made me aware of how to develop and improve giving a lesson

with correct pacing and the great importance of timing. The feedback from her has encouraged

and enabled me to develop more effective lesson plans with my chosen teaching strategies. I

discovered that closing a lesson is challenging because there is a lot to review in a short period of

time. She also showed me why it is important at the end of a lesson to collect the students'

worksheets to see who needs improvement and evaluate their progress of strengths and weaknesses

in the subject. I found that 4 students did not know we were adding 1 to the previous number and

4 other students did not know that we were counting by 2's while skipping every other number.

As a result, after the re-teach these students learned that when we start counting from 0 by 2's the

numbers are even, when we start counting from 1 by 2's the numbers are odd and we look at the

last digit to determine if it is odd or even number.