Trinity Lesson Plan Format

Lesson Overview Name: Kiana Dabay Date: April 21, 2019

Grade/Subject/Class: Unit/Theme/Topic:
Grade 2/ Mathematics/ Introduction to Grade 2 Math Operations and Algebraic Thinking
Add and Subtract Within 20

In this lesson the teacher will use the following instructional strategies:
 Bloom’s Taxonomy
 Culturally Relevant Instruction
 Learning Centers
 Peer Teaching or Collaboration
 Modeling
 Nonlinguistic Representations
 Student Goal Setting
 Student Self-Assessment

CCSS.MATH.CONTENT.2.OA.B.2
Standards

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Students will be able to add and subtract numbers within 20 using mental strategies.
Lesson Objectives

Students will be able to use different strategies to add or subtract numbers within 20.
Students will be able to collaborate with other students in the class.

In Bloom’s Taxonomy students will be able to demonstrate their levels of knowledge using the categories and stages in the model. In knowledge
students can demonstrate their ability to remember the number in writing, vocal, and recognition. For comprehension the students can determine
the solution given whether it is addition or subtraction. While in application, students can apply their knowledge and calculate the formula. In
analysis the students can explain how they arrived with the answer. While synthesis and evaluation the students can check their work and evaluate
whether or not arrived with the final answer.

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 It is imperative for students to learn the basic strategy to add and subtract two-digit numbers because it will be useful for their everyday lives in

Rationale
the future. Furthermore, gaining knowledge on this strategy is the building blocks of other mathematical concepts which will pave the way for any
college career path they will major in. Some of the developmentally appropriate practices are providing physical objects to help add and subtract,
use technology to expand students’ knowledge, and use grade level appropriate books to expand students’ learning.

Some of the instructional approaches that I will be using during the lesson are Bloom’s Taxonomy, culturally relevant instruction, learning
centers, peer teaching or collaboration, modeling, nonlinguistic representations, student goal setting, and student self-assessment. In Bloom’s
Taxonomy students will be able to demonstrate their levels of knowledge using the categories and stages in the model. In knowledge students can
demonstrate their ability to remember the number in writing, vocal, and recognition. For comprehension the students can determine the solution
given whether it is addition or subtraction. While in application, students can apply their knowledge and calculate the formula. In analysis the
students can explain how they arrived with the answer. While synthesis and evaluation the students can check their work and evaluate whether or
not arrived with the final answer.

In culturally relevant instruction, the teacher will use relevant examples that students can relate to. Learning centers will be compromised with
different activities that students can interact with and expand their knowledge on. While peer teaching or collaboration is about helping each other
during activities and reviewing time. On the other hand, modeling is about the teacher trying to solve the solve on the board or one-on-one with
students and vice versa; students can demonstrate how they solved the problem on the board and explain how they arrived with the answer. While
nonlinguistic representations are about creating imagery about the vocabulary words or mathematical concepts. Student goal setting is necessary in
mathematical class because they will be responsible for their progression while the student’s self-assessment will help students to maintain their
mindset to achieve their goals.

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 Materials/Equipment/Preparation:

Materials
Materials:
 Projector
 Tablet
 Headphones
 Whiteboard
 Dry erase markers
 Permanent markers
 Papers
 Mathematical Dictionary
 Stapler
 Graphic Organizer/Easel Pad
 Pencils
 Pens
 Notebook
 Books: Pete the Cat and His Four Groovy Buttons by Eric Litwin
Agenda:
 Agenda
 Individual Goal Setting
 Lecture on Strategies
 Learning Centers
 Wrap-up
 Homework Explanation
 Self-Assessment
Differences*
Learning
Planning for

Accommodations: Students in the classroom have different types of challenges which can range from disabilities to daily struggles. So being
ready to accommodate and support the students’ learning are important in the classroom. English language learners will be provided with a
mathematical dictionary and several video related lessons on their language, if possible so that they can understand the lessons and be able to do
the activities in class. While students with dyslexia can be helped when reading the directions and problems; the help can wither come from
students or teachers in the classroom. Gifted students will be provided with more challenging worksheet especially if it is homework. Visual,
audio, and kinesthetic-tactile learners will all be accommodated.

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 Differentiation:
In regard to, English Language Learners, using a culturally relevant text and examples might be appropriate so that students can understand the
strategies better. While students with dyslexia can try reading and listening to the questions. On the other hand, gifted students will be provided
with higher mathematical level worksheets, and assessments. For visual learners, providing them with images throughout the lesson and learning
centers might be necessary so that they can comprehend and understand the lessons better. While for kinesthetic-tactile learning, can try modeling
appropriate movements for vocabulary words or signs. For assessments, English language learners and students with dyslexia can be assessed with
appropriate accommodation. As stated earlier. Gifted students will receive challenging worksheets.
Assessment

Checking for understanding during the lesson: Students should be able to use different strategies to solve the addition and subtraction problems
during learning centers.
Checking for understanding at the end of the lesson: By the end of the lesson, students should be able to solve addition and subtraction within
numbers 0-20 mentally.

*Learning differences include (but are not limited to): English Language Learner needs, enrichment needs, and cultural differences.
Lesson Sequence and Steps (Including Introduction, Demonstration, Guided Practice, Independent Practice, Assessment and Closure)

Time/Duration (e.g., Sequence of Steps: Detail each step you will use to acquire the desired outcome from Materials and Differentiation
9:00-9:30, or 10-15 your introduction through closure. (Describe specific materials
minutes) (Hint: You will likely include more than six steps. When typing into this document, just add and how you will differentiate
on to the steps). instruction in this section).

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Introduction: 1. Purpose and Objective: State purpose and/or objective of the lesson to the students in
student friendly language. (“Students will be able to…”). Be sure that you are
communicating to the students specifically what you expect them to learn/be able to do by
the end of the lesson.
 Students will be able to add and subtract numbers within 20 using mental strategies.
 Students will be able to use different strategies to add or subtract numbers within 20.
 Students will be able to collaborate with other students in the class.
2. Value: Indicate to the students WHY this is worthwhile for the students.
It is imperative for students to learn the basic strategy to add and subtract two-digit numbers
because it will be useful for their everyday lives in the future. Furthermore, gaining knowledge ESL students might need less
on this strategy is the building blocks of other mathematical concepts which will pave the way help compare to students
for any college career path they will major in. Some of the developmentally appropriate with dyslexia since they
practices are providing physical objects to help add and subtract, use technology to expand won’t be able to read the
students’ knowledge, and use grade level appropriate books to expand students’ learning. letters properly. The
3. Engagement: Show how you will scaffold or bridge from past lessons, grab student students with dyslexia will be
5-7 minutes attention, and/or create interest in the lesson. given a peer buddy to help
The students should be able to solve the do now which is written on the board: them read the problems.
1+5= 19 - 1 = Furthermore, when solving
14 + 2 = 6-3= they can voice record their
Four students will be called to solve the problems on the board, and they will explain how answers using a tablet if it is
they were able to get the answer. The teacher will ask what other ways they can solve the necessary.
problem.

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Core 4. After the Do Now, the class will read the objectives on the board, and students will set goals ESL students can write their
Instruction/Activities for themselves which could either be attained this week, next month, for this lesson or unit. goals in their native language
3-5 minutes These goals will be taped on their notebooks which typically changes every week because of so that they will be able to
different focus on mathematical lessons. relate the language being used
 The students will use sticky notes, markers, and a tape to write and post their goals on to motivate them. However,
their notebook. I believe seeing those goals will help students to attain them. they are encouraged to
translate these goals in
5.The teacher will share other strategies in solving one to two-digit numbers and will provide English so that the teacher can
still be aware of the students’
examples for each strategy.
goals.
 The first strategy is the use of visual aids, the teacher will draw a straight line or
10-15 minutes
sticks for addition and circles for subtraction. It is a way for students to remember Students with dyslexia can
what to use whenever they see the mathematical signs so that they will be less voice record or write their goal
confuse. To reinforce this the students will move and make a straight line using their on the paper will then later
body for adding and circle using their arms for subtracting. type the goals.
 The second strategy is by using number line for subtracting number, the student will
The strategies main words will
start with the larger number and move back or towards the left to take away how be translated in the students’
many numbers from the previous number. Or starting with the larger number and native language which will all
moving to the right for addition. be put in a handout so that
 The teacher will also remind the students to check their work and explain how they students can refer back to it.
arrived with the answer. During the instruction, the
teacher can still use the other
language to engage the
6. The students will be grouped regardless of their mathematical level groups which are called
student.
by colors either yellow, read, or green. Each group will be doing different activities in their
learning centers. The centers will rotate every five minutes.
15-17 minutes ESL students will be provided
 The Yellow Group will start by reading the Pete the Cat and His Four Groovy with an audiobook or handout
Buttons by Eric Litwin which helps to connect literature and mathematics. Also, that translates the story. Which
reviewing math is helpful along with reading this book. After reading the book group would be relevant for book
will rotate. According to Scholastic, the book is grade level appropriate because it is they will read called Pete the
in the reading level between pre-kindergarten to grade. Cat and His Four Groovy
https://www.scholastic.com/teachers/books/pete-the-cat-and-his-four-groovy-buttons- Buttons by Eric Litwin
by-eric-litwin/ Students with dyslexia will
 The Red Group will start with the interactive addition and subtraction worksheet gain more support from the
using the buttons. The teacher will provide a worksheet for students to answer as a teacher, if necessary.
group, they are required to support each other like helping others to solve the If the students are not finish,
problem. then they can try finishing the
work for homework.
 The Green Group will start by answering questions online using the worksheet and
mental strategies should be applied.
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https://www.helpingwithmath.com/printables/worksheets/WorksheetGenerator02.htm

The groups will rotate and while others will receive minimal support, the yellow groups
will be receiving more help for the instructor.
Closure/Wrap-up: Closure/Wrap-up:
The class will review the strategies mentioned and used during the learning centers. Providing
one or two addition or subtraction problems might be necessary such as 13 – 5 = and 15 + 5=
The teacher will post some questions on the board for self-assessments. These questions are: For ESL students, the question
 What strategy helped you the most? swill be translated and students
5-6 minutes  How are able to add or subtract mentally? with dyslexia the questions will
be read aloud if necessary.
 What will you do to improve your mental math?

School and Family Partnership

Homework or Home
Family Connection Students are required to create their worksheets that has five addition problems and five subtraction problems. The problems can
either be one or two-digit numbers within the range od 0-20. The students will create an answer for the problems and the next day
students will pass the paper to the instructor. Instructor will then use these worksheets to pass to other students to answer.

Reflective Practice

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Student learning: How do you know the students did/did not meet the lesson objectives? What evidence from your assessment
supports your answer?

I will know whether the students met the lesson objectives if they are able to use different strategies or are able to solve addition
or subtraction mentally. This will show during the learning centers, after the strategies have been discussed, which will show how
much the students have understood the lesson and the level of mastery in adding and subtracting. The observations and worksheets
during the learning centers, exit ticket, and homework will demonstrate students’ level of understanding. Issues with the
strategies, can be fixed by allowing more time to practice and more materials to use when practicing math such as using drawing
and real-life objects to solve the problems like using leaves, papers, makers, and many more.

Your teaching:
What did you learn about teaching from this lesson? What was successful? What would you do differently? What were your proud
of?

Teaching this lesson can be challenging since the students are at different levels of mathematical concepts, especially in addition
and subtraction. So, allowing more days or weeks of practice is necessary. One thing that is successful in the lesson is the use of
student goals and learning centers which focuses on different aspects of student motivation and activities. If I have to something
differently then it would be to use social justice examples and how these are related to students lives. I am proud of the learning
centers and its activities because the students will be able to go around the classroom and learning in an engaging way.