ED 345 Calvin University Teacher Intern Lesson Plan Template #1

Teacher Intern: Hope Triezenberg Date: 10/23/19 Mentor Teacher: Leslie Overway

Grade Level: 2nd Subject/ Topic: -0 -1 and using doubles

Approx. time spent planning this lesson: 45 min
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: (What are the big ideas and/or questions you will answer in this lesson?)
- How can I solve a subtraction problem with a -0 or -1 in it and how can I use doubles to solve subtraction
problems
Brief Context: (How does this lesson tie into the unit or the rest of the curriculum?)
- This is a strategy that students can use to solve subtraction facts that comes from unit three of Everyday
Mathematics
Prerequisite Knowledge/Skills: (What skills are necessary for the students to have mastered or understood before they
can understand this new content?)
- what an addition problem is
- what numbers are, what they look like, and how much they are worth
- how to write a number
Lesson Objectives/Learning Targets (What do you Aligned Assessments (What will the students do to
expect your students to know upon completion of the demonstrate comprehension of the curriculum? Consider
lesson? formative & summative tools.)
The learner will: I will assess learning by:
1. Students will be able to use doubles to solve - .Mj. P 58
subtraction problems - Roll and record doubles sheet
- Using doubles to subtract sheet
Standards Addressed: (Include full standard.)

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

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.2.NBT.B.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.

CCSS.MATH.CONTENT.2.NBT.B.9

Explain why addition and subtraction strategies work, using place value and the properties of operations.1

Instructional Resources and Materials: (List resources including classroom, community, and supplemental student
resources. Include technology and cite websites.)

- Doubles in subtraction sheet p.6

- White boards and markers for each student
- Doubles dive
- Materials
- game board (1 per student)
- game cards

Consideration of Learners: (Note how you have responded to your diverse learners. Consider UDL -Multiple means of
Engagement, Representation, Action & Expression- & principles of differentiation.)
 - powerpoint timer uses the numbers in a countdown along with a visual of time running out
- students came up with expectations for math centers
- students are grouped in a way that the teaching can be differentiated
-
Individual Accommodations: (Identify accommodations you will make in response to needs and/or interests of a student
or group of students.)

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Building respectful relationships: (Note any specific ways in which you plan to establish rapport, build mutual trust,
monitor & maintain relationships. Consider student-teacher & student-student relationships.)
- using students work as an example
- with their permission
- picking out things students did well
- thanking students for their hard work
-
Organizational routines: (Identify ways that you have intentionally organized time, space, materials, & students to
minimize disruptions and maximize learning.)
- PowerPoint for transitions
- modeling/practice going through stations
- game center in a different room for noise level
- independent center by the laptops
- teacher circle by the carpet for use of the overhead projector
- students clean up each center
- center items prepped the day before

Specifying & reinforcing productive behavior: (Note how expectations are specified, productive behavior is reinforced
and disruptive behavior is redirected.)
- students discuss and come up with what math centers do and don’t look, sound, and feel like
- these will be posted during math centers
- referring back to the expectation sheets when they do not follow them
- using positive reinforcement while using golden tickets for on task behavior

DOMAIN 3: INSTRUCTION- [Content Management]

Motivation/Opening/Intro: (Think creatively about how to recruit learning. Tell a story, show an object, etc.)
Development:

Station 1 - Teacher
- - Discussing the -0 and -1 strategy p. 281
- 5-0
- 9-1
- 9-0
- 3-1
- show how to solve these on a white board
- -0 is always the same number
- -1 is always one less than the number
- Use think addition with doubles and using doubles to subtract p. 294-295
a. how this on a white board
- Eli had 16 stickers and then gave 8 to his sister. How many stickers does Eli still have? -
8 stickers
b. have students solve this on a white board
c. have students share how they solved it
- think addition
- fact family
 - using doubles
d. if they don’t get the doubles ask
- “what do i need to add to 8 to get 16?” and write 8+__= 16
e. doubles facts are one kind of fact that we can use to help us figure out unknown facts
- Have partners work together and create another subtraction number story they can solve using a
doubles fact
a. have students share and other groups solve

Model a link sheet for students

Have students do a link sheet

Station 2 - Games

- Doubles dive
- Materials
- game board (1 per student)
- game cards
- How to play
- the game cards should be mixed up and placed face down in a pool between the two
players
- the first player chooses a card and subtracts by thinking doubles
- the player then colors the first space in the column containing their answer and returns
her card to the pool (be sure to give the cards a little mix)
- the next player takes their turn in the same way
- play continues in this manner until one player reaches the sunken treasure by recording
a full column

Station 3 - Independent
- Doubles in subtraction
- In Google docs
- free choice

Closure: (Think about how you can articulate the most important concept you want your students to learn and take
home with them. Discuss how they can apply this skill/concept to the real world.)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

Reflection after teaching the lesson: (What went well, what would you change, did your students learn what you
intended?)

Students had a hard time translating addition doubles into subtraction doubles. A misconception was that a subtraction
double was 6-6=0. Something I did differently with the groups was model a link sheet and have the students try one
again. They really enjoyed coming up with their own subtraction problem to go through the link sheet with. Students
really enjoyed the game and it helped them understand the concept of subtraction and doubles a little better by giving
them the visual.