UMU Lesson Plan Template

2013-2014
Name: Shelby Gruber
Grade Level: 2nd Grade
Subject: Mathematics

Date: September 23, 2014

Class Period: N/A
Lesson # & Title: Lesson #2- Thinking addition to
subtract doubles
Big Idea/Lesson Focus: How to subtract using addition doubles.
Essential Question: How can using addition doubles help you subtract?
Context for Learning: There are 24 students in the class, 11 girls and 13 boys. There are 7 students on IEPs. 4
students are on IEPs for Cognitive Delay, 1 student on an IEP for autism and 2 students on an IEP for reading.
Function of the Lesson (check all that apply):

Introduce New Skill or Content

Content Standards:
2.OA.1- Use addition and subtracting within 100 to solve one and two step word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem.
Learning Objectives: By the end of the lesson, the students will be able to use addition doubles facts to subtract with
80% accuracy on their lesson quick check.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Addends
Doubles facts
Subtract
Number sentence
Instructional Materials and Support:
Interactive Board
Worksheet
Unifix cubes
Dominos worksheet
Number counters
Look and see worksheet
Paper
Prior Knowledge:
The students have learned in the previous unit doubles addition facts. The students took a pre-unit test on Friday to
determine what leveled small group they would be in. This is the second lesson of the unit. This will be the first time
they are introduced to this subtraction concept.
Assessment Plan:

Pre-Assessment for the unit: Use this information to design your lessons
o At the beginning of the unit, the students will take a pre-unit test to assess what the students
previous know. Based off of the scores on this test, I will make adjustments to the lessons.
Assessment(s) during the lesson: Only assess what was taught

Throughout the lesson, I will be asking different students for the answers. I will make sure that a
majority of the students have an opportunity to answer a question. I will also be collecting the papers that
every small group has completed and assess how the students did independently in the small groups.
Assessment(s) at the end of the lesson: Clear up misconceptions
o At the end of the lesson, the students will be completing a quick check. Based on the quick check, I
will assess what students grasped the concept and which students need more practice.
Post-Assessment for the unit: Assess all that was taught in the unit
At the end of the unit, the students will individually take a post unit test. For accommodating the
students on IEPs, I will read the test aloud to the class.

Strategies & Learning Tasks

Introduction/Opening:
As a class, we will review what we have learned the previous day (subtracting 0, 1, and 2.) I will then inform the
students that we be thinking about addition to subtract doubles.
(5 minutes)
Presentation/Explicit Instruction:
I will start of the lesson by asking the students what 1+1 =, 2+2=, 3+3= etc. The students will answer these aloud as a
class. I will then put the problem 2+2=4 on the board and explain that if 2+2=4 then what does 4-2=? I will draw a
picture to go along with the number sentence. The students will say 2. I will then get out the unifix cubes and
demonstrate that if 4+4=8 then 8-4=? I will use two different colors of unifix cubes to demonstrate the different
addends.
(5 minutes)
Structured Practice/Exploration:
As a class, we will complete page 75 in their workbooks. I will ask the students for a doubles fact. (i.e. 6+6.) I will write
that in number one and then transfer the 12 and 6 to create the problem 12-6=. We will continue this for the front
part of the packet.
(10 minutes)
Guided Practice/Specific Feedback:
After completing the first page of the worksheet together, I will split the class into 3 small groups based on how they
did on the pre-unit test and the quick check from the previous day. Each group will have a different activity they
independently complete. I will be working with the lower level students in a small group to help further instruct.
Group 1- highest level- These students will be completing the look and see game. In the game each student will have a
partner. One partner picks a number and says the doubles fact that goes along with that specific number the second
partner will have to find the subtraction fact that is in correspondence to that doubles fact. Once the partners have all
the matches together they will copy the problem onto a piece of paper. If there is still time before we come back
together as a whole class the partners will switch jobs.
Group 2- medium level- These students will be completing the dominos worksheet using number cubes.
Group 3- lowest level- These students will be working one on one with me. In this group we will be review the
doubles addition facts. Then I will demonstrate a problem using unifix cubes. I will then give each of the students a set
of unifix cubes to follow along with me.
(10 minutes)
Independent Practice/Application:
After the students have finished up their small group activities, they will go back to their seats. Once at their seats the
students will complete the quick check. Once they are finished with the quick check, I will collect it and assess how
they comprehended the concept.

(5-10 minutes)
Closure:
To wrap up the lesson we will review addition doubles facts and then subtraction facts using those doubles facts. I will
write the doubles facts and subtraction fact that goes along with it on the board.
(5 minutes)
Differentiation, Individualized Instruction, and Assessment:
During the lesson, I will use transitions and attention getters to help the students who have difficulty staying on task
and following directions. There are many students in the class who learn best with hands on materials, I will make
sure to allow for both visual learners and kinesthetic learners to benefit from the lesson. There are certain students in
the class who have a difficult staying on task and focus, I placed them in the front of the room so I can keep a close eye
on them and make sure they are following alone with the rest of the class.
Research and Theory:
In this lesson, I have incorporated Lev Vygotsky. I have incorporated higher and lower levels into the lesson by
creating the small groups based of the pre-unit test and the quick check from the previous lesson. By breaking the
students into small groups based on levels, it gives each student to get the correct materials and tools they need to be
most successful. The students who are struggling will get more instruction while the students who are excelling at the
lesson will get enrichment activities.