Lesson Plan 2

Language Demands: What are the language demands for your students? How will the lesson support students in
meeting the language demands? Thinking specifically about your multi-lingual learners, how does this lesson increase
their language learning (i.e. move them to the next WIDA can do level).

Language Domain:
 Reading: Students will be able to identify key words which imply what operations to do in a word
problem.
 Writing: Elaborate the solution to an addition or subtraction problem using a statement to answer a
word problem.
 Listening: Students will evaluate and critique the explanation of a peer’s solution to a multistep word
problem.
 Speaking: Students will state clear sequential procedures on how to solve a multistep word problem.

Language Function:
 Reading: Identify
 Writing: Elaborate
 Listening: Critique and evaluate
 Speaking: Sequencing

Language Forms:
 Reading: Students will be able to understand that “left” implies subtraction while “combined” implies
addition
 Writing: Students will write a full sentence statement as the answer to a word problem.
 Listening: Students will be able to understand how a peer solved a multistep word problem as well as
agree or disagree with how it was solved.
 Speaking: “First, we have to figure out how long John’s wrists are, so we subtract 3 from 10 since John’s
are 3 cm shorter than Amelia’s. Now we know John’s wrists are 7 cm long. Now we add 10 and 7 to get
that both of their wrists are 17 cm long together.”

Differentiation: How will you use evidence of students’ learning to adapt student learning experiences (grouping,
learning activity, assessment) based on students’ readiness/interest? What choices will students have in the process
(es) or product(s) associated with this lesson?

The concept of multi-step word problems is somewhat difficult for my students, however, despite the
difficulty, it should be a fun challenge for my students. As with the last lesson, I will have students guide me
through the problems. If they are struggling, I will ask them probing questions to trigger their thinking.
Since this is a difficult concept, I will make sure to have students work problems through with a partner to
make sure they feel comfortable in how they solved the problem and in their answer.

I. Learning Objective
What learning objectives are addressed in the lesson? Include standard references as appropriate. What will students
know, understand or be able to do at the end of today’s lesson? For each learning objective specify the cognitive rigor.
Learning Objective
 Solve one and two step word problems within 100 using strategies based on place value

Standards
CCSS.MATH.CONTENT.2.OA.A.1: Represent and solve problems involving addition and subtraction
 Use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing
CCSS.MATH.CONTENT.2.NBT.B: Use place value understanding and properties of operations to add and
subtract
 Fluently add and subtract within 100 using strategies based on place value, properties of operations
Depth of Knowledge Level 2: Skill/Concept
 Students will implement various strategies to add and subtract numbers within 1000

Depth of Knowledge 3: Strategic Thinking

 Students will be able to distinguish different strategies for addition and subtraction
How do your learning objectives relate to the unit learning goals, big ideas and essential questions for the unit? What
aspects of this lesson are transferrable and transformative?
Unit Learning Goals
 Using multiple strategies to add and subtract two-digit numbers
 Using knowledge of place value to add and subtract

Essential Questions
 Why are addition and subtraction important in real life?
 How will learning about adding and subtracting multidigit numbers provide a platform for future
mathematical thinking?

The learning objectives relate to the unit learning goals and essential questions since they all pertain to
addition and subtraction. The unit learning goals build upon the learning objectives which in turn are
encompassed by the essential questions. In addition to this, the essential questions address the importance
of learning addition and subtraction to apply to real life.

The knowledge of place value as well as solving multi-step addition and subtraction problems will help
students solve more difficult word problems in the future. As of now, students have difficulty solving two
step word problems since they only focus on the question the problem asks at the end. By teaching
students this skill, they will be able to succeed with these problems in the future. I will also help students
see how math is applicable to their daily lives. I will illustrate and students will investigate where they can
see and addition and subtraction in the real world outside of the classroom.
II. Assessment and Feedback
What formal and informal evidence of student learning will you collect as part of the lesson? The types of evidence
collected should be varied. What will it look like for students to meet the lesson objectives (success criteria) and
language demands? How will you provide feedback.
At the end of the day, I will play a game of Jeopardy where students have to solve multistep addition and
subtraction problems. I will also have them solve these problems using the various strategies they have
learned. This is a great formative assessment since it is fun for the kids as it is not like most other
assessments that are quizzes or worksheets. In addition, this assessment blends not only what students
learned that day, but what they learned the day before as well. This will give students repeated exposure of
the information, thus a deeper understanding of addition and subtraction as well as the strategies used to
solve them.
 Time required
III. Lesson Component
A. Lesson Introduction: 2 minutes
This past week we have worked on adding and subtracting two-digit numbers. Today we’re going to do the same but with one and two step
word problems. Our objective today is to solve on and two step word problems using the place value strategies we have learned.

B. Body of Lesson
Teacher Does: Students Do: Learning Evidence: 3 minutes

Guide students through Fluency Problems
 I’m going to give you a number in ones form.
Exchange as many tens as you can, then tell
me the number with the amount of ones and
tens you have. Make a number sentence
 68 ones
 41 ones
 76 ones
 92 ones
Review RDW process
 Read the problem
 Draw the problem out
 Write a number sentence and a statement
Review tips for solving two step word problems
 What do I know?
 What is the problem asking me?
 What is my first step?
 What is my next step?
 Does my answer make sense?
Guide students through Concept Development
 Don has 34 brownies. He made 22 more. How
many brownies does Don have now? (Student
led)
 There are 38 people on the red bus. 29 more
people are on the yellow bus. How many
people are on the yellow bus? On both buses?
(Teacher led)
 Mrs. Lopez cut 46 cm of yarn. Mrs. Hamilton
Students will solve the fluency problems
Students will listen and participate in the
discussion
Students will listen and participate in the
discussion
Students will share out how they would solve
this problem. Students will come up to the
board to show their work
Students will watch how teacher demonstrates
how to solve the problem. Will answer any
questions presented.
Students will correctly solve the
fluency problems
 6 tens 8 ones 60+8=68
 4 tens 1 one 40+1=41
 7 tens 6 ones 70+6=76
 9 tens 2 ones 90+2=92
Students will actively listen and
participate in the discussion 5 minutes
Students will actively listen and
participate in the discussion
3 minutes
Students will correctly answer the
questions in their math journal
10 minutes
Students will actively listen and
participate in the discussion
Students will actively listen and
participate in the discussion to solve
the problem.
 cut 22cm fewer yarn than Mrs. Lopez. How
many centimeters of yarn did they have
together? (Do together) Students will work with teacher to solve the
problem.

C. Closing: Review progress toward objective (may include student self-assessment)

Students will play a game of Jeopardy. The questions will have them solve one step or multi step problems.

D. Extension of Learning
Students will complete an Engage New York worksheet based off the lesson. This worksheet will have a number of one and two step word problems.

Resources Selected (Attach all resources and explain why and how it will Why selected and how used
be used)

Mimeo presentation on the lesson I created this mimeo based off of the Engage New York curriculum for this lesson
which covers one and two step word problems. I will use this to present the
information to students during the lesson.

Engage New York Module 4 Lesson 5 worksheet This worksheet will build on the concepts students learned during the lesson.
Students will complete the worksheet after the lesson.