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# 2nd Grade Math Learning Centers Lesson Plan

MSA-West

## Name: Allison Antie

Grade Level: 2nd Date: 2/16/17 Group Size: 15 (three groups of five)

Objectives: (TLW:)
The students will solve addition problems with up to four addends with totals
within 200 with and without two compositions of larger units.

Standards/GLEs:
2.NBT.B.9- Explain why addition (and subtraction) strategies work, using place value
and the properties of operations.

2.NBT.B.5- Fluently add (and subtract) within 100 using strategies based on place value,
properties of operations, (and/or the relationship between addition and subtraction).

Contextual Factors:
There are 15 children in the first class- 7 boys and 8 girls.
There are 14 children in the second class- 7 boys and 7 girls.
The students are either 7 or 8 years old.
Two students were affected by the flood and are still displaced.
The children will use their reading groups- 3 groups of 5
The school is K-12
The students sit in desks clumped in groups of 4 and the teacher has access to a
large dry erase board and overhead projector.
All children in the two classes speak English as first language and there are not
any Special Needs identified.
A few students in each class learn at a slower pace than the rest of the class.
There is a cashew shaped table in the back of the room.

Teacher Materials/Resources:
Class set dry erase boards
Dry erase markers
Erasers/Kleenex
Index cards
Pen/pencil
Dice (red and green)
Recording sheet
Deck of cards

Student Materials/Resources:
Pencil

Technology Integration:
Teacher will use overhead projector at beginning of lesson to explain and
demonstrate the different learning stations.

## Family/Community Connection or Extension:

Remind 101- send message briefly stating what we did in class and suggesting
continuing the practice at home. Each center was easy to create and can be completed at
home.
Pre-Assessment:
We will complete a few problems following the finding-the-tens-first strategy
together, and then the class will be given a few problems to work on their own. The
teacher will check each childs work as they complete the problems.

## Lesson Procedure and Activities:

Introduction:
Intro to learning centers: Using the overhead projector, the teacher will introduce,
explain, and demonstrate each learning center activity.

Activities:
The children will go into their reading groups- 3 groups of 5 and then someone
from each group will pick a piece of paper from a cup. The paper will either say 1, 2,
or 3 on it. That will indicate what center they will begin with. From now on, the
groups will rotate to the next learning center in number order (ex: learning center 2
children will rotate to learning center 3) once the time goes off.
Learning Center 1: Playing Cards to Add (located on floor near dry erase
board)
Each child will be given a dry-erase board and marker. There will be bags
of 5 cards (4 numbers and 1 King, Queen, Jack, or Ace) in the station. The group will
pick a bag to start with, pull out a card, and put the card face up on the floor. Once
everyone has flipped their card over for everyone to see, they will add all 4 addends
on their dry-erase board. The person with the King, Queen, Jack, or Ace card will not
add any numbers to the addition problem but will still participate. The person with the
King, Queen, Jack, or Ace card gets to choose the next bag of cards. After everyone in
the group has completed the problem, they will all flip their dry-erase boards over at
the same time, and check each others answers. When giving instructions, the teacher
will remind the children to help those friends who dont understand it and to work
together. When the group decides on the correct answer and everyone is on the same
page, the joker holder will put the bag of cards back in the pile and pick a new bag.
The group will continue the process until it is time to switch groups.
Learning Center 2: Adding on index cards (located at back cashew-shaped
table)
Each child will be given a dry-erase board, marker, and index cards.
Each child in the group will choose an index card with an addition
problem on it and complete/solve the problem on the dry-erase board and/or on
another index card. The children can help each other out and check each others
answers. The teacher will also be walking around to help as needed.
Learning Center 3: Dice, Dice, Add! (located on floor by laptop cart)
Record sheets, red dice, and green dice will be in the center when the
children get there. Each child will take a record sheet and one of each color die. The
child will roll both dice three times. The red die will indicate the ones place and the
green will indicate the tens place (this will be written on the center sign as a
reminder). For example, if the child rolls a green 6 and a red 1, then her number will
be 61. When the child has recorded all three addends, she will add them together.
hundred to one of their addends.

Closure:
After everyone had a chance to go through each center, the class will go back to
their seats. We will do a recap on each center and the teacher will ask questions, such
4 addends? What kind of adding strategy do you like to use?

Differentiation:
For learning center 2, some index cards will have 3 addends addition and some
will have 4. The higher children can begin with the four and work their way up to the
3 addends math problems. The medium children can begin with the two to three digit, 3
For learning center 3, lower level children can roll dice to give
them two-digit 3 addends problems. Higher level children can start off by rolling the dice
Some children may need to draw their place value chart to solve the problems
still. Enough room on the record sheet, dry-erase board, and index cards will be provided
to show work.

Formative Assessment/Evaluation:
The teacher will walk around and observe as learning centers are in progress and take
notes. The teacher will also use the Dice, Dice Add sheets to assess the students work
and understanding of the objective.

Formative Assessment
Name of Objective 1- Met Did Not Additional Notes
Student The students Meet
will solve