Lesson Plan Format

Name: Allison Cutrera

Grade Level: 2nd

Date: 2/29/16

Group Size: 26

Subject/Lesson Topic: Math

Objectives: (TLW:) Short term, specific and observable
To practice addition facts
To increase speed when adding
To be able to understand the concepts of adding
Standards/GLEs:
2.NBT.7 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
hundreds.
Contextual Factors: (What contextual factors were considered when planning the lesson)
Magnet school that has team teaching
There are 26 students
Classroom contains various special needs, including students with various levels of
behavior, developmental delays, and some students who are reading above level.
Teacher Materials/Resources: List everything the teacher and students will need for this
activity including materials, supplies and equipment.
50 popsicle sticks numbered 1 to 50
5 popsicle sticks labeled POP
Montessori addition paper
Instructions
Container
Student Materials/Resources:
Pencils for recording
Technology Integration: Include technology in the lesson, if possible.
N/A
Family/Community Connection or Extension:
I will encourage the students to play this game at home with their families for additional
practice.
Pre-Assessment: What data did you use to plan for instruction that meets childrens interests,
needs, and abilities? This may be formal or informal.

Before choosing a learning center game, I discussed with my mentor teachers what
objectives the game should cover. We decided that it would be best if I chose a game that
had to do with addition or subtraction. Since I am teaching an addition math lesson that
has to do with regrouping, I decided that I would correlate this game with my whole
group lesson. I also noticed that the children enjoy playing in pairs during their center
times so I chose a game that allowed that.

Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or
science)
Introduction: A brief activity that will introduce the lesson by activating students prior
knowledge and/or experience, interests them in the lesson, and sets a purpose for the lesson.
(About 5 minutes)

Before the children choose which daily they want to go to, I am going to tell the students
that I am adding an additional game into the math with someone daily.
I am going to show the students the materials so that they get excited about the new
game.
I am adding a new game into the math with someone daily! Look at the exciting
materials that come along with this game! Whenever you pick your daily, remember this
new game so that you get a chance to check it out.

Activities: This is a detailed, step-by-step list of the activities. Include questions you may
ask the students, if applicable. Be very specific so anyone can follow the directions to
conduct the lesson.
Whenever it is time for dailies, the children begin to pick which daily they want to go to.
I am going to explain the instructions of the game so that everyone knows how to play. In
addition, I am going to provide them with an instruction card so that they have a
reference to look at.
This game is called Popsicle Addition game. In order to play, you have to have two or
more players. To begin, each player takes turns pulling out two popsicle sticks. Next,
both students add the two numbers together that are written on the sticks. The popsicle
sticks will create a variety of different problems, in which some will require the students
to regroup and some may not.
After you and your partner are done adding up the numbers, yall switch and check each
others work. If the answer is correct, then the child gets to keep the Popsicle stick. If the
answer is wrong, then the popsicle sticks go back in the container or cup.
If a child gets a POP stick then they have to put all of their popsicles sticks back into
the container.
The game ends whenever there are no more popsicle sticks left or at the end of dailies.
The player with the most popsicle sticks at the end of the game wins.
Closure: Briefly summarizes, reviews, or wraps up the experience. (About 5 minutes.)

After the children finish playing the game, I will ask them if they liked the game. I will
explain to them how it is beneficial to practice these skills. I will also tell them that even
though it is a fun game, they are still able to practice their math skills.
Differentiation: How will you organize and manage instruction to meet the needs of each
student? (Special needs, behavior needs, different ability levels, cultural differences)
Special needs: Children will be allowed to ask any questions that they may have
throughout the game. I will pause various times throughout the instructions to ask
questions and make up that classroom is grasping what is being said to them.
Behavior needs: Any students with behavior needs will be encouraged to engage in the
game. If they continue to have issues, I will move them to the front of the class so there
are fewer distractions for them.
Different ability levels: The games are played with a partner so if a child is having
trouble then they can ask their partner for assistance. In addition, this game is a review of
what the children already learned so it should be more of a review. However, if there is a
child that is having trouble then I will be there to assist them.
Cultural differences: I chose a game that is anti-based. All of the students have played
games in the classroom so they are used to these types of activities.

Formative Assessment/Evaluation: How will you determine if the objectives were met?
This may be formal or informal.
I will observe the children as they are playing the game to make sure they are playing
right and understand the concepts.
My mentor teachers will eventually test on these concepts to check on their progress and
understanding.