Lesson Plan Template

Student Name: Victoria Dickens

Grade Level: Second Grade
School: Cale Elementary School
Date of Lesson: October 1, 2014
Topic: Sum Trees
Enduring Understandings:
When adding a string of numbers, I can draw lines from the top equation down to create a
simpler equation.
Strings of numbers can have easily combined numbers.
I can start with combining these numbers first, then adding the numbers together.
Essential Questions:
What do I do when I find numbers that I can combine in a long equation?
Primary Content Objectives:
Students will know:
Numbers in a number string can be combined to make adding the numbers much easier.
Students will be able to do:
Create a sum tree from a long equation.
Combine numbers in a number string in order to make the math easier.
Add the combined numbers together to get the total.
Related state or national standards:
Computation and Estimation
2.5 The student will recall addition facts with sums to 20 or less and the corresponding
subtraction facts.
2.8 The student will create and solve one- and two-step addition and subtraction problems, using
data from simple tables, pictures, and bar graphs.
Patterning and Numerical Sentences

2.21 The student will solve problems by completing numerical sentences involving the basic facts
for addition and subtraction. The student will create story problems, using the numerical
sentences.
Assessment:
Math Worksheets that students will do in partners
Exit Slip
Materials and Resources:
Math Worksheet with space for students to create a number tree.
Overhead Projector
Exit Slip
Key Vocabulary and Definitions:
Sum Tree: a way for students to break down larger number strings into more manageable sums
of numbers in the number string that add up to ten or that can be doubles.
Number String: An addition problem with three, four, or more numbers added together.
Lesson Procedures:
1. Introduction and goal orientation:
a. When I call your table, bring a pencil and a clipboard to the carpet with you.
b. I will call the students by table to come to the carpet and sit facing the screen.
2. Connecting to prior knowledge and experiences:
a. Yesterday how did solve an equation like this one?
b. Now its your turn to do this all by yourself on the carpet. Then we are going to
move to your tables and do a worksheet with your partner.
3. Tasks and activities:
a. Is there an easier way than the method we used yesterday?
b. Instead of circling and writing down the next two equations and then adding those
together, I think we are good enough at our number facts that we can just draw a
line coming down from these two numbers and we can just write what they equal
when they are added together.
i. I draw a line from the 8 and a line from the 2 and write ten where those
lines come together in the row below the equation.
ii. Then I draw a line from the 4 and a line from the other 4 and write 8
where those lines meet on the next row.
iii. Then add the ten and the eight together in the next row, getting the answer
18.
iv. I narrate this entire thought process as well in order to model for students
how this is done.

c. Then we can just do that to the other two numbers, and if we line up the two sums,
then we just have to add the two that are left. That is just like adding on to ten!
d. Students work on the rest of the problems in partner pairs.
i. As they work I will circulate and give feedback.
ii. As a group we check the work that they have done.
4. Closure:
a. Exit Slip
b. Students will then do ST Math.
Accommodations for individual differences:
The narrated thought process, the visuals, and the partner work will help students to see a model
and to practice with feedback.
Behavioral and organizational strategies:
Class Dojo will be used, as well as verbal praise, for students who are on task, working hard,
raising their hand, and helping each other.
The models provided will promote on task behavior and engagement throughout the lesson.