Beat the Calculator

Name: Kate Gomez

Grade Level: 2nd Grade
School: West Central Elementary School
Date: Monday, October 3, 2016
Time: 1:15-2:00
Reflection from prior lesson:
In the last lessons, students completed an End of Unit Assessment. Students used connecting
cubes and coin manipulatives. I noticed that students havent used connecting cubes recently. I
also noticed that, if they were not monitored, some students would play with the cubes without
working on their assignment. In the next lesson, I will monitor the student's use of the cubes
closely and I will not hesitate to enforce rules with them. I must follow through with my rules to
ensure the management of the classroom. Although there has been great improvement in the
students knowledge of coins and coin values, I strongly feel that I need to keep reinforcing them
to continue the improvement.
Lesson Goals(s)/ Standards:
NBT.B.9 Explain why addition and subtraction strategies work, using place value and the
properties of operations.
NBT.B.6 Add up to four two-digit numbers using strategies based on place value and
properties of operations.
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.
OA.A.1
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.1
Lesson Objectives:
When given a story problem within 100, students will solve the problem with 90% accuracy.
When given a story problem, students will write each step they took to solve the problem 4 out
of 5 times.
When given several numbers in an addition problem, students will solve the problem accurately
4 out of 5 times.
I can solve story problems.

I can show my work.

I can add several numbers together.
Materials Needed:
CGI - 8
Student Activity Book Unit 3 page 7
Calculators
Minute Math
Mad Minute
Pencil
Book- Investigations in Number, Data and Space
Contextual Factors/ Learner Characteristics:
This second grade classroom has 21 students in it. There are 10 girls and 11 boys. The class
has a student who is on an IEP and regularly leaves the classroom and a student who
struggles to stay on task during the lesson. In this classroom, there is a wide range in
academic levels of the students. There is one boy who struggles to independently stay on
task. Lessons are often begun together and completed with student work time. When students
finish working they can move on to math workshop.
A. The Lesson
1. Introduction (5 minutes)
a. Getting attention: How many of you have used a calculator
before? Do you think you could go faster than it?
b. Relating to past experience / Creating a need to know:
We are going to use the same adding strategies that weve been
practicing. With more practice, we will be able to add faster than a
calculator!
Who can remember what our strategies are when we are adding multiple
numbers?
c. Sharing objective, in general terms:
Today, we are going to practice adding multiple numbers together.
2. Content Delivery(30 minutes)
a. CGI - 8
i. Everybody reads the CGI math problem
together. Students will silently think about how to solve the problem,
share their strategy with their partner, and solve the problem in their
math journals. As they are solving, I will be walking around looking
for different strategies and asking for students to share. I will choose
one or two people to share their strategy with the class.

b. Mathematicians often use tools to help them solve

problems. So far, youve used cubes, number lines, and 100 charts as tools.
The calculator is another mathematical tool.
i. How have you used a calculator before?
c. Hand out Calculators.
i. Explain the following:
1. How to turn the calculators
on and off
2. The screen/display.
3. The number keys 0-9 and
how to enter a 2-digit number
4. The operation keys for
addition and subtraction.
5. The equal sign.
6. How to clear the
screen/display.
ii. Use the calculator to find the sum of several
numbers.
iii. Have students try to beat the calculator
1. 6+4+1
2. 3+3+3+1
3. 1+1+1+1
4. 4+5+6+3
5. 6+6+12
6. 10+9+1+10
7. 4+10+4+2
d. Take out math book and rip out page 7.
i. Read directions together
ii. Review strategies to add number strings
e. Hand out Minute Math and Mad Minute
f. Discuss what they will be doing on each one.
i. Talk about each type of problem on them
g. Walk around for clarification and support
3. Closure (5 minutes)
a. How can you quickly find the answer to 7+6?
b. Do you think you can beat a calculator yet?
B. Assessments Used:
a. Observation: As students are working, I will be walking around the
classroom to monitor student work and clarify if needed.
b. Problem Solving: Students will be asked to share their work with
me and the class after they solve the CGI prompt.
c. Homework: The students will complete a homework/workbook
page to develop the skills they are learning in the unit.
C. Differentiated Instruction
a. Below average students -Students will be able to use various
strategies to help with counting. They have the whole class time to complete the

assignment if needed. The students will be able to ask for help at any time
throughout the lesson. If they finish the assignment they will move on to math
workshop that will be prepared ahead of time in various parts of the room to
continue their learning and to practice their skills.
b. Average students - Students will use various strategies if needed.
They will be able to request clarification. When they are done they will move on
to math workshop that will be prepared ahead of time in various parts of the room
to continue their learning and to practice their skills.
c. Above average students - The students will not have to use various
strategies to answer the questions. They will be able to request clarification. When
they are done they will move on to math workshop that will be prepared ahead of
time in various parts of the room to continue their learning and to practice their
skills and other challenging activities.