College of Education

Lesson Plan Template

Teacher Candidate: Teddi S. Uldrick

Date and Time of Lesson: 9/17/2014@ 9:00 AM

School: Springfield Elementary School

Subject/Grade Level: Math/2nd Grade

Description of Lesson: Students will learn how addition and subtraction are related using an
actively engaged activity.

Lesson Title or Essential Question that guides the lesson: How are addition and subtraction
directly related?
Curriculum Standards Addressed:
CCSS 2.OA.A.1 Represent and solve problems involving addition and subtraction
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
Other:

EEDA Standard(s)
SSCA Element(s) (harassment, intimidation, bullying, or appropriate behaviors)
Others as needed for interdisciplinary (cross-curricular) lessons

Lesson Objective(s):

Assessment(s) of the Objectives:

Students will be able to demonstrate how addition and

subtraction are related.

Before the lesson, students will be

assessed with a follow up discussion on
addition and subtraction. Students will
be asked to answer a simple addition
and simple subtraction problem. After
students have answer the problem at
their desk, students will be asked to turn
and talk to their partner to discuss how
the two problems show similarities. As
students are discussion with their
partner, I will walk around and observe
what students are discussing. During the
lesson, students will be assessed on their
independent work. After teaching the
math mini lesson, I will visit each table to
see where students are excelling and
where students are struggling. Students
who are struggling will receive a star

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next to their name, and will be pulled

during the last 10 minutes of the
independent work for guided math
practice. At the end of the lesson, I will
assess students by doing a 0-5 check.
Students will receive a post it note, and
rate themselves from 0-5 on their
understanding of this math lesson. I will
collect the sticky note along with their
independent work and review it before
deciding on the next step to take in
math.

Materials/Resources: SmartBoard, rug, tape, counters, students math workbooks,

Prerequisites (Prior Knowledge): Students should have basic knowledge of addition and
subtraction.
Procedures:
1. Before beginning the lesson, students will be asked to complete a short pre assessment in
their math notebooks. On the smartboard, I will have one addition and one subtraction
problem. (2+3 and 5-3). Students will first be asked to open up their math notebook and turn
to the next clean page and title the page: How do addition and subtraction relate? After
students have titled their page, they will be asked to solve the two math problems on the
smartbord independently. Once students have finished solving the problem independently,
they will be asked to turn to the person beside them and discuss any of the similarities they
see between the math problems. Students may be prompted with: Notice the numbers in
each math problem. Are the numbers the same? If so, how do you think the numbers relate to
each other? You could try drawing a picture to figure out how the two math problems may be
related too. As students are discussing with partner, I will walk around and make notes of
what I am hearing. If the majority of students arent relating the two in any way, I will spend
more time during my mini lesson really emphasizing the relation between the two using the
math manipulatives.
2. Once students have finished discussing the two math problems with their partner, I will bring
the class back together and mention some of the things I heard being discussed during their
partner talks.
3. Teaching point/Math Mini Lesson: You can use addition facts to subtract. Related facts have
the same three numbers. I would like to ask each table to join me on the carpet. On the rug in
front of you, you see a rectangle divided into three parts, two small parts called parts and
one big part called whole. I am going to place four red counters in one part, and three
yellow counters in the other part. Write the number sentence shown on a small white board
(4+3). Ask students what we call 4 and 3: addends/near double (reinforce math vocabulary).
Now, I will move the all of the counters to the whole to show the total or sum. After students
see the two parts, four and three, come together in the whole to total seven, I will move the
yellow counters back to the one part, and write the subtraction sentence shown. Now
students, do you see how the addition problem and subtraction problem relate? Both parts
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can be added together to get the whole, if we take away one part, we can subtract the whole
and the one part we have, to find the other missing part. Lets try another one together, 6+7,
13-6, 13-7. Move the counters, so that students have a visual aid. Allow students to turn to
their partner and discuss after making each move. Have students; work together as whole
group on three more problems using the counters on the rug. (5+7, 12-7,12-5) (5+6,11-6,11-5)
(7+4,11-4,11-7). After students have practiced using the math manipulatives, have them turn
to their partner and explain how addition and subtraction are related. Once students have
explained the relation to their partner, have students return to their tables, and continue
working on the next page independently. As students are working independently, I will walk
around and assess students working. Students who are struggling with the independent work
will be pulled to my table for guided math practice during the last ten minutes of the math
lesson.
4. Students will be pulled for guided math practice. During guided math practice, students
struggling will be pulled back to the carpet. The students and I will work together the
independent math problems using the math manipulatives. The relation between the two will
really be emphasized during this guided math practice.
5. Students will return to the whole class group and we will review the independent work.
Students will come to the rug with their independent work on their clipboard and a red pen.
No pencils will be allowed on the carpet. This will be so that I can see what students know and
what students still need a little more help with.

6. After reviewing the independent work, students will complete the zero to five check
on a post it note. The zero to five check is a self-assessment to let me know where
they stand on the lesson just taught. Students will turn in their independent work and
post it note, and it will be reviewed for further planning in math. This will serve as the
post assessment in this lesson.
Activity Analysis:

Each activity involved in this math lesson relates directly to the objective because students are
using hands on math manipulatives to visually see how addition and subtraction are directly
related.
This group of second grade students learns best when they are actively engaged in lessons.
Instead of only using the two parts, one whole chart in their math workbooks, I decided to
place the chart on the rug using tape, so that students could participate in moving the math
manipulatives. This group would definitely be describes as kinesthetic learners, so by having
them up and moving during this lesson will really engage them in the lesson.
The only piece of technology being used in this math lesson is the smartboard, the smartboard is
the only big space in the room use to write and present information to the class where all the
students can see. My math, the textbook used for this grade, also has an e-textbook that will be
used on the smart board when reviewing the independent work.

Differentiation/Accommodations/Modifications/Increases in Rigor
To make sure that all students are being accommodated during this lesson, instruction will be
differentiated. There are a few English language learners in this second grade classroom. To make things
more understandable for these students, I will provide students with counters that can they can use at
their desk when helping them solve the addition and subtraction problems. Students who are above
average in math, will be expected to really explain their reasoning in the math talks located on the last

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page of the independent work. These students will also be called on during independent work to explain
their reasoning. (There is really only one student who is above average in the math.)

References:
McGraw Hill- My Math 2nd Grade
.

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