Вы находитесь на странице: 1из 3

UMU Lesson Plan Template

Name: Shelby Gruber
Grade Level: 2nd Grade
Subject: Mathematics

Date: September 23, 2014

Class Period: N/A
Lesson # & Title: Lesson #3- Thinking addition to 10 to

Big Idea/Lesson Focus: Addition to 10

Essential Question: How can an addition fact help you get the answer to a subtraction problem?
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 find differences by using related addition
facts to 10 with 80% accuracy on their lesson quick check.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Instructional Materials and Support:
Interactive Board
Quick check paper
Prior Knowledge:
The students have previously been taught how to add two numbers up to ten. This is the first time the students have
been introduce to the concept of adding two numbers under 10 to create a subtraction problem.
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
o Throughout the lesson, I will be calling on students to share their answers and how they got those
answers with the class. I will also be walking around the room while the students are working
independently to clear up any misunderstandings.
Assessment(s) at the end of the lesson: Clear up misconceptions

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 of finding differences by using related addition fact to
10 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

To start the lesson, I will review with the students what we learned about the previous day (how to subtract using
doubles facts.) I will then inform the students that today we will be learning how subtract up numbers 1-10.
(5 minutes)
Presentation/Explicit Instruction:
I will distribute counters to every student. As a class, we will complete page 79 of the workbook together. I will have a
student pick a number between 1-5 and then have another pick another number 1-5. As a class we will use touch
points to figure out the answer. I will then tell the students that by adding two numbers together you can subtract one
of the addends to the sum to create a subtraction problem. I will use counters to help the students understand this. We
will continue the first page of the worksheet together.
(10 minutes)
Structured Practice/Exploration:
As a class we will complete numbers 1-4 on page 80 of the worksheet using the counters. The students will then
complete number 4 on their own. Once the students are finished with number four they will put their hand on top of
their head. I will call on students to help me fill in the answers to number four.
(10 minutes)
Guided Practice/Specific Feedback:
As a class we will complete number 5 and 6 on page 81. The students will then individually complete numbers 7-10. I
will call up students to fill out the answers on the interactive board. I will then ask the students to explain to the class
how they got a specific answer. As a class we will answer number 12 on page 82 of the worksheet. The students will
then answer number 13 on their own. Once the students are finished we will go over the answer as a class.
(10 minutes)
Independent Practice/Application:
The students will then be given the quick check where they will complete it. Once they are finished they will turn in it
in for assessments and for a grade depending on how the students did.
(5-10 minutes)
To wrap up the lesson we will review how addition facts and help the students get an answer to a subtraction
(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. For accommodating the students on IEPs, I
will read the test aloud to the class.
Research and Theory:
In this lesson, I have incorporated John Deweys learning theory. I have incorporated hands on learning experiences
for kinesthetic learners and visual learning experiences for visual learners. By allowing the students opportunities to
pick what type of learning style they want to use it allows them to engage in their own learning and take control over
their learning experiences. Also by allowing the students to get up and move around the classroom, It allows them to
have difference experiences than just sitting in their desk the entire time.