UMU Lesson Plan Template

2013-2014
Name: Shelby Gruber
Grade Level: 2nd Grade
Subject: Mathematics

Date: September 29, 2014

Class Period: N/A
Lesson # & Title: Lesson #4 Thinking Addition to 18 to
subtract

Big Idea/Lesson Focus:

Essential Question:
Context for Learning: There are 24 students in the class, 11 girls and 13 boys. There are 7 students on IEPs. 4
students are on IEPs for Cognitive Delay, 1 student on an IEP for autism and 2 students on an IEP for reading.
.
Function of the Lesson (check all that apply):

Introduce New Skill or Content

Content Standards:
2.OA.1- Use addition and subtracting 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.
Learning Objectives: By the end of the lesson, the students will be able to find differences by using related addition
facts to 18 with 80% accuracy on their lesson quick check.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Addition
Add
Subtraction
Subtract
Instructional Materials and Support:
Worksheets
Counters
Quick check paper
Ghost paper
Pumpkin paper
Crayons
Prior Knowledge:
The students have previously been taught how to subtract using fact families up to ten. This is the first time the
students have been introduced to fact families up to 18.
Assessment Plan:

Pre-Assessment for the unit: Use this information to design your lessons
o At the beginning of the unit, the students will take a pre-unit test to assess what the students
previous know. Based off of the scores on this test, I will make adjustments to the lessons.
Assessment(s) during the lesson: Only assess what was taught
Throughout the lesson, I will be calling on students to share their answers and how they got those
answers with the class. I will also be walking around the room while the students are working

independently to clear up any misunderstandings.

Assessment(s) at the end of the lesson: Clear up misconceptions

o At the end of the lesson, the students will be completing a quick check. Based on the quick check, I
will assess what students grasped the concept of finding differences by using related attrition facts to
18 and which students need more practice.
Post-Assessment for the unit: Assess all that was taught in the unit
At the end of the unit, the students will individually take a post unit test. For accommodating the
students on IEPs, I will read the test aloud to the class
Strategies & Learning Tasks

Introduction/Opening:
To start the lesson, I will review with the students what we learned the previous day (thinking addition to 10 to
subtract.) I will then inform them that today we will be using the same concepts to think addition up to 18 to subtract.
(5 minutes)
Presentation/Explicit Instruction:
I will ask the students if anyone wants counters. I observed on the previous day that some of the students were
getting confused with the counters and stopped using them. I will give the students an option to use the counters or
not. As a class, we will complete page 79 of the workbook together. I will have a student pick a number between 1-9
and then have another student pick another number between 1 and 9. As a class we will use touch points to figure out
the answer.
(10 minutes)
Structured Practice/Exploration:
As a class we will complete numbers 3-4 on page 84. The students will then complete numbers 5-6 on their own. Once
the students have finished with number 6 they will put their hand on top of their head. I will call on students to help
me fill in the answers to numbers 5 and 6. We will then complete numbers 14-16 on page 86. On the previous day the
students didnt quite understand how to solve the problems so this is just another way to teach the same concept and
make sure the students understand it this time.
(10 minutes)
Guided Practice/Specific Feedback:
As a class we will verbally review some fact families. The students will then be given the chance to pick between a
ghost or pumpkin to color. The students will solve all of the fact families on their picture and write the correct
answers in their box. Once the students have solved all of the problems they can color their picture accordingly. This
will be both a fun and creative way for the students to learn fact families. If the students do not finish coloring their
pictures they can take them home and color them at home.
(15 minutes)
Independent Practice/Application:
The students will then be given the quick check where they will complete it. Once they are finished they will turn it in
for assessments and for grading depending on how the students did.
(5-10 minutes)
Closure:
To wrap up the lesson we will review how addition facts can help the students get an answer to a subtraction problem
up to 18.
(5 minutes)

Differentiation, Individualized Instruction, and Assessment:

During the lesson, I will use transitions and attention getters to help the students who have difficulty staying on task
and following directions. There are many students in the class who learn best with hands on materials, I will make
sure to allow for both visual learners and kinesthetic learners to benefit from the lesson. There are certain students in
the class who have a difficult staying on task and focus, I placed them in the front of the room so I can keep a close eye
on them and make sure they are following alone with the rest of the class.
Research and Theory: