Lesson Plan Format

Name: Allison Cutrera

Grade Level: 2nd

Date: 3/06/16

Group Size: 6

Subject/Lesson Topic: Math/Small group

Objectives: (TLW:) Short term, specific and observable

To be able to add and subtract within 1000

To be able to use different strategies to add and subtract

Standards/GLEs:

2.NBT.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.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the
properties of operation. (Explanations my be supported by drawings or objects.)

Contextual Factors: (What contextual factors were considered when planning the lesson)

Magnet school that has team teaching

There are 26 students
Classroom contains various special needs, including students with various levels of
behavior, developmental delays, and some students who are reading above level.

Teacher Materials/Resources: List everything the teacher and students will need for this activity
including materials, supplies and equipment.

Dry erase board

Dry erase marker
Pencil
Paper

Student Materials/Resources:
Dry erase marker
Dry erase board
Paper
Pencil
Technology Integration: Include technology in the lesson, if possible.
No technology is needed
Family/Community Connection or Extension:
The children will be encouraged to practice additional problems at home.

Pre-Assessment: What data did you use to plan for instruction that meets childrens interests, needs, and
abilities? This may be formal or informal.
For my small group lesson, my mentor teachers and I decided that I was going to work with a
group of children that had trouble on their exit ticket that was given the day before the unit test. I
will pull these students during the math daily time and work additional problems with them and
reteach the skills that they struggled with.
The pre-assessment was the exit ticket that was given after the lesson was taught. The problems
on the exit ticket were 400+590 and 775-497 and the students had to solve and explain why they
chose that strategy.
Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or science)
Introduction: A brief activity that will introduce the lesson by activating students prior knowledge
and/or experience, interests them in the lesson, and sets a purpose for the lesson. (About 5 minutes)
I will start by swabating the students so they know what their objectives are for this activity.
(SwabatrepeatSwabatrepeatstudents will be able torepeatadd and subtract within
100 using different strategies. repeatThank you, Thank youVery much)
I will begin by asking the students to list the multiple strategies that they can use to solve an
addition and subtraction problem. I want yall to list all the different strategies that we can use to
solve an addition and subtraction problem.
As they are listing the strategies, we will discuss them.
Activities: This is a detailed, step-by-step list of the activities. Include questions you may ask the
students, if applicable. Be very specific so anyone can follow the directions to conduct the lesson.
I will begin by writing the problem 775-497 on the board. I will tell the students to write the
problem as I am. Write the problem 775-497 on your paper just as I have. We are going to solve
this problem together.
Next, we are going to work the problem together. I will ask them which strategy they want to use
to solve the problem. Now lets work the problem together. Which strategy do yall want to use to
solve this problem? I will call on a student and whichever strategy they suggest is the one we
will use.
Lets subtract the ones together. What is 5-7 ones? I will pause for the students to respond. So
since we do not have enough ones what do we need to do? I will tell them to turn to their partner
and explain to them what we need to do. After a few minutes, I will say since we do not have
enough ones we need to borrow from the tens place. So we will take one away from the seven and
make it six. I want you to show that on your picture just as I am. I will then call on a student to
explain to me what they need.
Now we can subtract the tens. What is 6 tens - 9 tens? I want you to tell your partner what we
need to do so that we can subtract these two numbers. I will wait for the students to respond and
then I will call on a student to tell me what we need to do.
Then we will work through it together on our picture and algorithm.
Lastly, lets subtract the hundreds. What is 6 hundreds minus 4 hundreds? I will wait for the
students to respond.
Now lets show our work on our picture and algorithm.
Lets read the problem together 775-497=278.
I will then give them a different problem to work by themselves. I will observe each student and
help them as needed. The problem will be 853-689.
Closure: Briefly summarizes, reviews, or wraps up the experience. (About 5 minutes.)

Post assessment: I will give the students a problem to give completely on their own before they
go back to their seats to see if they understand the information. The problem will be 743-578.
SwabatrepeatSwabatrepeatstudents were able torepeat add and subtract within 100
using different strategies repeatThank you, Thank youVery much.

Differentiation: How will you organize and manage instruction to meet the needs of each student?
(Special needs, behavior needs, different ability levels, cultural differences)
Special needs: Children will be allowed to ask any questions that they may have throughout the
lesson. I will pause various times throughout the lesson to ask questions, in order, to make sure
that the students are grasping what is being taught.
Behavior needs: I will compliment children who are on task in order to urge the children who are
off task to get on task. If they continue to have issues, I will move them to the front of the class so
there are fewer distractions for them.
Different ability levels: I will ask both lower and higher level questions so that each child will
feel apart of the lesson. Children who need more challenge will be able to answer higher-level
questions. Whereas, children that are on a low level will be presented with lower level questions
that they are able to answer with confidence. For instance: I will use higher numbers for higherlevel students and lower numbers for lower-level students. These children will also be offered
assistance as needed. If a child is having trouble answering a question we will go back through
the story to figure out the answer together.
Cultural differences: The lesson I used is anti-biased and it is something that is relevant to each of
the students lives. I used standards and activities that are developmentally appropriate for all of
the students.
Formative Assessment/Evaluation: How will you determine if the objectives were met? This may be
formal or informal.
I will observe the students work throughout the lesson and I will listen to see who is answering
my questions whenever I ask them.
Pre-assessment: The students completed an exit ticket with the problem 775-497.
Post-assessment: The students worked the problem 743-578 after the whole lesson was taught to
see if they understood what they learned.