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Math Lesson Plan: Ages and Timelines

Topic, class, and level: 2nd Grade, Math, Ages and Timelines Lesson 1
Essential Question(s): How can we use our strategies for addition and subtraction in
real life math problems?
Standards: Lesson adapted from Ages and Timelines by Catherine Twomey Fosnot,
aligned with Newton curriculum and Common Core Standards
Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and
tens, ones and ones; and sometimes it is necessary to compose or decompose tens or
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from
a given number 100-900.
Explain why addition and subtraction strategies work, using place value and the
properties of operations.
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, with unknowns in all positions, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem.
Knowledge/Understandings: Students should understand that an open number line can
be used to calculate ages and real life situations. They should also be reminded that open
number lines can be used to add or subtract.
Skills: Students will be able to fill our the worksheet calculating the ages of people in
Carlos family when he was born using an open number line.
Assessment: The main assessment is the worksheets, in addition to observations of the
students during their work time and listening to some present during the math congress.

Instructional Approach
Materials: Teacher guide, copies of Appendix B, drawing paper, large portable white
board, mini white boards, and markers, have table made ahead of time on the white
Note: In the morning Math slot well be doing a half-hour review session of how to use
number lines for subtraction problems. That you start at the higher number and go back.
Hook: Start with a quick problem for them to do and write an open number line on the
white board. If I am 22 years old now, and I graduated high school 4 years ago, how old
was I when I graduated high school? Ask someone to say the number sentence, write it
on the board, and give a minute to think. Call on someone to tell you what to put on the
white board to help solve the problem.
Introduction Today well be starting a new unit in math. This unit is called ages
and timelines, and in it we will be using open number lines in real life situations, such
as finding ages. Until now, most of the problems weve done with number lines are
just made up on a worksheet, but in this unit were going to see how we can use these
addition and subtraction strategies in a real situation.
The math situation well be starting with is in the book, so as youre listening, please
be thinking how this book could possibly relate to the math weve been doing and
open number lines. Read El Bisabuelo Gregorio, up until the point when Carlos
figures out Bisabuelo Gregorios age. (Students are in the meeting area with the
portable white board by the teacher as she reads.)
Draw Carlos strategy on the board (one jump to 80, then a jump of 7 to 87) do you
agree he did it right?
Ask the students if they can think of other ways we would figure out his age, and
record their answers on the white board. (On an open number line) Make sure the
students discuss and agree with Carloss strategy before continuing to read.
Finish reading the story. With the help of the students, reconstruct the data from page
9 of the story on the white board. Make a table with everyones names on the top
and below it their ages.
Grandpa Grandm o
a Rosita Gregori
Demonstrate how you can also use an open number line for subtraction. For example,
if we want to find out how old mama was when Carlos was born we can start with
her current age (33) then go back 8.
Assign math partners and give everyone the appendix B worksheets. Go over the
instructions and announce that there will be blank paper in the front of the room
for drawing open number lines or working out their problems (timelines) They

should also show their work on the worksheets. NOTE: here it is really important
that youre trying to see how they do the problems, they should map out all their
thinking, and for this unit getting the right answer right away is not the most
important thing.
*If we run low on time we will skip math congress for now.
As students work you should be taking note of which pairs use which strategies, and
pick a couple that can share their strategies at the math congress. Be sure to give
those students a heads up you want them to share, and which one they can share.
Move everyone back to the meeting area for math congress. Math congress is a fancy
way of saying we want to hear from certain people how they did their problems,
and what their strategies were. Ill call on the 2-3 people I pre-chose to present at
math congress, and they will share their thinking with the class, drawing on the
white board if necessary.
As we talked about in the beginning of class, this unit will help us use open number
lines to solve real life math problems. Today was the first unit using Carlos story
and calculating ages, but there will be more to come. Stay tuned!
Differentiation: The main differentiation for this will be that the SPED students can
work with Johanna as a team. They will go through the same worksheet, just with more
scaffolding from their aid. (Renee, Keitaba, and Melothea)
Grouping: We will use pairs for the worksheet.

Max and Destynee

Luci and Nehemiah

Diana and Emma

Logan and Amari

Anthony and Devuan

Leah and Eva

Jonny and Gavin

Melothea, Renee, and Keitaba

Wrap-up: Math Congress (see above)
Potential Pitfalls and Reflection: Partner work may be difficult for some pairs. We
may need to reread the instructions, or ask some pairs to seek help from another pair