LESSON PLAN LESSON: 3

Teacher: Mariam Mohammed – Subject: Math

H00292379

Grade: 2 Unit: Operations and Date: 13, November, 2019

Algebraic thinking.

SKILLS AND UNDERSTANDING

Students will be able to: understand two-digit fact families.

Link to prior learning: Multiplying by 5.

21st Century Skills: Students will be able to enhance the following skills: collaboration and
communication, critical thinking, problem solving.

- Key vocabulary: ones, tens.

Common misconceptions for learners: Ways of identifying and addressing these

misconceptions:
 Students will be faced a difficulty
with Discrimination between ones  Teacher will explain the different between ones
and tens. and tens.

UNIT: Operations and LESSON: Regroup Ones TASKS/ACTIVITIES

Algebraic thinking. as Tens.

Resources & Time Starter (15 minutes)

https://drive.google.com/file/d/1VOVqM9hygnHvWYoBNIPFNZXgaamfBI
Cr/view?usp=drivesdk

- Prior knowledge:
- Tr: who can remember what we took last class?
- Ss answer: number chart.
- Tr will show them the number chart in the wall.
- We will count by 2 together.
- Tr: each one will see the number chart that in your table.
And we will count together.
- Tr will count by 2 and the students count with the Tr.
- Tr will ask the Ss “who can come and show us while she/he
multiply by 5 by using while an exercise?
- Ss come and count.
- Tr will ask the Ss “who can come and show us while she/he
multiply by 10 by using while an exercise?
- Ss come and count.

Modeling
- Tr will put an example on the smartboard (27+5) with a
table.
- Tr: here we have tens and ones.
- When we want to see the tens, we will see the left side.
- Tr: so, we have 27, we will see the left number its 20.
- Tr: how many tens we will draw.
- Tr will draw 2 tens.
- Tr: Then we will move to the right number. That we call it
“ones”
- Tr: how many ones we will draw?
- We have left 7 and 5.
- Tr: we will draw 7 and 5 ones.
- Tr: what do you think? Can we make tens by using 7 and 5
ones?
- Ss answer.
- Tr: can we make from these ones here a ten?
- Tr: if we have 10 cubes, we can make 1 ten.
- Tr will add one more ten in the tens side and we will erase
the 10 that in the ones side.
- Tr: the final step we will add the tens and the ones.
 - Tr: lets count together.
- Tr: the answer will be 32.
- Tr: now we will do another example (13+9=)
- Tr will use the white board by using the ones and the tens.

Resources & Time Main activities (15minutes)

- Emergent activity:

Students will work in group.

The teacher will model the activity to the students with showing an
example.
Students will have laminated papers with the 2 steps.
Each student will have marker and laminated paper. They will write
their answer and the teacher will check.
After they finish from their laminated paper they will change with
their group.

- Development Activity:

Students will work individually.

The teacher will model the activity to the students with showing an
example.
Students will have papers with equations and cubes. Students will
separate the tens and the ones in the table by using the cubes.
And they will write the equations under the table with the answer.
 - Master activity: (the students will take place on the
carpet)

Students will work individually.

The teacher will model the activity to the students with showing an
example.
Teacher will give the students papers, color corn flex, ribbon.
Students will have (tens, ones) and they will solve the equation by
using the color corn flex and the ribbon.

The teacher will use bell to clean up their table.

Resources Plenary (5 minutes)

Tr will put equations on the smartboard.

Tr will choose Ss randomly.

After that, Tr will give each student exit ticket.

Homework Worksheet.

Learning styles catered for in the main activities (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓): evaluation during the lesson.

Observation Student self- Oral questioning Peer assessment Turn and

assessment talk (add question)

Quiz Student presentation Written work and Verbal feedback

feedback