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Lesson 8 Solving Story Problems continued

Name: Kate Gomez


Grade Level: 2nd Grade
School: West Central Elementary School
Date: Friday, September 23, 2016
Time: 1:15-2:00
Reflection from prior lesson:
The last lesson for math was again cut short because of an unforeseeable cause. We used the
word problems in the book to act as CGI prompts and used the same sequence of events as we
would with any other CGI prompt. Students had meaningful discussions about how to solve the
problem and showed their work while solving it. Two students shared their strategy with the
class. We did not have the opportunity to begin Scoot in the short lesson. I will be using it in
this next lesson. As the objectives were not met in the last lesson, I will continue to build student
understanding with them.
Lesson Goals(s)/ Standards:
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.
MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m.
and p.m.
MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $
and symbols appropriately

Lesson Objectives:
When given a time, students will draw the time on an analog clock correctly 3 out of 4 times.

When given a story problem within 100, students will solve the problem with 85% accuracy.
When given a group of coins, students will count the value of all the coins with 85% accuracy.
When given an addition or subtraction problem within 20, students will solve the problem
correctly 3 out of 5 times.
I can draw time on an analog clock.
I can solve story problems.
I can count the value of coins.
I can solve addition and subtractions problems.
Materials Needed:
Student Activity Book
Scoot answer sheet
Note cards with questions on them
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/ Relating to past experience: We are going
to go straight to our math books today and continue on with our story
problems.
b. Creating a need to know: Learning how to solve story
problems will help you learn problem solving strategies that you can use in
everything (not just math).
c. Sharing objective, in general terms: Today, we are going to
solve several different types of story problems.
2. Content Delivery(30 minutes)
a. Have the students take out their Math books.

b. Tell the students to rip out page 47 and 49


c. Read directions together
3. Call students to the front of the room.
a. Show the empty Scoot Answer Sheet.
i. Today were going to play a game called
scoot. I have notecards like these that all have a number on them.
They are going to be in order on each of your desks.
ii. It doesnt matter which number you start
with. If I have number 15 on my desk, I will record my answer in the
box marked 15.
iii. When I say its time to move on, I would
move to the desk that says 16. If you are in the desk marked 21, you
will get up and go to the one marked 1.
b. Show some example questions
i. If I see a question that looks like this, how
would I answer it?
4. Students can go back to their desk and put their name on their Scoot
answer sheet and begin with their first problem.
a. I will be telling them to scoot when it is time to move on
to the next problem.
5. When they answered all questions, I will call students up to the front of
the room and discuss the answers.
6. Closure (5 minutes)
a. What did we talk about today?
b. What was new to you?
c. What did you already know?
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 story problems.
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.