Вы находитесь на странице: 1из 5

# April 23, 2015

Standards
-

## CCSS.Math.Content.2.OA.B.2 Fluently add and subtract within 20 using mental

strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

Objective
SWBAT use (addition and) subtraction to review math fact problems within 20.
Procedure
Students will be split in half half of the students will come to me, the other half will go with
my co-teacher.
Once the half of the students that I have are settled, I will explain what they will be doing.
The students will be split into 4 groups (3 or so students per group) since there are 4 game
boards: Outer Space, Ice Age, Home of the Future, Dinosaur Land.
Each group will play until someone, or all of the students, in the group reach the Finish. Once
all groups are finished, students will rotate to the next group. (Each group should play each of
the game boards.)
-The students and I will review what subtraction is and students will be told that they are
reviewing math facts.
We will review what math facts are.
-Students will then be told that they are going to play a game to review their subtraction
math facts.
-All of the students will get a colored marker to move along the game board. All students
should be at Start.
-Students will be told the directions and I will model for them what they need to do: the
way the game works is, one at a time, students will pick up a card with a subtraction
problem on it. Once they figured out the problem, the student will take his/her
colored
marker and put the marker on the number of the answer of the problem.
(Example: If the
student gets the problem 14-5, the student will figure out that the answer is
9 and will put their marker on the 9 closest to the Start).
-Then the next student goes, and etc. Students will continue to do this and follow along
the path until they have reached the Finish.

-Once all students finish, students will rotate to the next game board. There they will do
the same process.
If students finish their game early and other students are still playing, students will be given a
worksheet with different subtraction problems.
-The worksheet (picture below) will have written: 20-___=, 19-___=, etc. written
multiple times. Students will then be given dice/number cubes, one with the numbers 1
to 6 and the other with the numbers 6 to 11. Students will roll one die/number cube,
whatever the number they roll is what they will put in the blank space of the subtraction
problem. Students will then have to complete the problem. They will continue to do this
for the rest of the problems, or until it is time for them to switch.
This can be another form of assessment. I can have students write their names
on the top, and then collect the worksheets at the end.
Students will tell me when they are finished, and I will hand out the worksheets
as well as the dice/number cubes in a plastic bag.
As students are playing the game, I will be observing and keeping an eye on the students. I will
make sure that they all understand what they are supposed to do, as well as make sure they are
doing what they are supposed to be doing.
-This is also how I can assess students on performing subtraction facts.
If students finish early and my co-teachers group is not done, I may also have students roll the
dice/number cubes and add the numbers together.
Once every group has reached all of the game boards and my co-teachers group is all finished,
students will be directed to the next activity/lesson of the day.

Introduction

The teachers will split the class in half. Half of the students will come to me; the
other half will go with my co-teacher.
The teacher will call upon the students prior knowledge of subtraction and math
facts.
The teacher will tell the students what they will be doing for the day (playing a
game to review math facts).

Mentor

Students will be told the name of the game they are going to play to review their
subtraction math facts.
Students will be told the directions. For each direction the teacher gives, she will
model for the students what they should be doing.

o All of the students will get a colored marker to move along the game
board. All students should be at Start.
o One at a time, students will pick up a card with a subtraction problem on
it. Once they figured out the problem, the student will take his/her colored
marker and put the marker on the number of the answer of the problem.
(Example: If the student gets the problem 14-5, the student will figure out
that the answer is 9 and will put their marker on the 9 closest to the
Start).
o The next student goes and does this same thing. Students will continue to
do this and follow along the path until they have reached the Finish.
o Once all students finish, students will rotate to the next game board. There
they will repeat the same process.
Students will be told that if they finish early while other groups are still working,
to raise their hand and the teacher will tell them what to do next (i.e. worksheet
with the dice/number cubes, described below).

Guided Practice

After the teacher demonstrates how to play the game correctly, she will do a
problem or two with the students.
o At this time, the teacher will also ask students to repeat directions.
Once the teacher feels that all of the students understand how to perform the
math facts, and understand what they are doing she will allow them to begin.

Independent Application

The students will be split into 4 groups (3 or so students per group) since there are
4 game boards: Outer Space, Ice Age, Home of the Future, Dinosaur Land.
o Students will be split into these groups before the teacher even begins
telling the students what they will be doing for the day.
Each group will play until someone, or all of the students, in the group reach the
Finish. Once all groups are finished, students will rotate to the next group.
(Each group should play each of the game boards.) (Students will also be told this
when directions are being given.)
As students are playing the game, the teacher will be observing and keeping an
eye on the students. She will make sure that they all understand what they are
supposed to do, as well as make sure they are doing what they are supposed to be
doing.
If students finish their game early and other students are still playing, students
will be given a worksheet with different subtraction problems.
o The worksheet (picture below) will have written: 20-___=, 19-___=,
etc. written multiple times. Students will then be given dice/number
cubes, one with the numbers 1 to 6 and the other with the numbers 6 to 11.

(The dice/number cubes will be in a plastic bag.) Students will roll one
die/number cube, whatever the number they roll is what they will put in
the blank space of the subtraction problem. Students will then have to
complete the problem. They will continue to do this for the rest of the
problems, or until it is time for them to switch.
o Students will tell the teacher when they are finished, and she will hand out
the worksheets as well as the dice/number cubes in a plastic bag.
If students finish early and my co-teachers group is not done, the teacher may
also have students roll the dice/number cubes and add the numbers together to

Closure

Once every group has reached all of the game boards and my co-teachers group
is all finished, students will be directed to the next activity/lesson of the day.

Materials

## Learning Games Subtraction game (with cards and game board)

Worksheet for students that finish earlier

Assessment
I will assess the students by observing as they are playing the game.
-

I will make sure the students are answering the math problems correctly and putting their
marker on the correct spot.
I will collect the students worksheet and assess the problems they have completed.