GENERAL LESSON PLAN

Name: Maddie Gregrich

Date: March 8th, 2018
Subject: Math
Length of Lesson: 50 min 8:40 – 9:30
Grade Level: 2nd

Core Curriculum Objectives:

Math Standard 2.OA.3 – Determine whether a group of objects (up to 20) has an odd or
even number of members

I can draw an array to see if a number is even or odd.

Common Core Objectives (ELA or Math): If subject other than ELA or Math, please show
how the content could be integrated with the Common Core.

Standard 2.OA.4 – Use addition to find the total number of objects arranged in rectangular
arrays

ELL Considerations:
 We have specific sayings that we say over and over to give lots of practice and
repetition with the vocabulary. “A double plus a double is an even number.”
 Partner and table talk – giving students the chance to listen to other student’s ideas
to get vocab and hear concepts again
 Writing the odd and even rules on a poster that we can hang in the room and
students can refer to it
 Practice sheet with everything already drawn so the focus is on the practice not
drawing all of the dots

Vocabulary:
 Array
 Odd
 Even
 Addition
 Subtraction

Preparation:
 Powerpoint
 Poster
 Marker
 Practice sheet
Time/ LESSON: Student
Pacing Engagement/
Introduction/Warm up: Let’s warm up our brains with a sprint! Here
Management
is the first sprint, you have one minute. Go! Timer goes off. Get ready
8:40 – to correct. Read answers. Let’s do B and see if we can get one more
8:50 Transition from carpet
than last time. Ready? Go! Correct answers.
to desks. Positive
praise. Tokens.
Fluency practice: Get out your white board ready to do our subtraction
and addition problem. Is my first problem addition or subtraction?
Attention getter and
Addition. You can do it! Go! Work both problems and see if students
maintain behavior.
got the same answer as me.
Watching to see if I
can give marbles.
Nice work! Let’s skip count by 2’s. Starting with 0 and going to 20. 0,
2, 4…. Can we count backwards? 20, 18, 16….. Turn and with a
Positive praise.
partner take turns counting to 20 the other person is listening and
checking.
Watching and listening
Review: Yesterday we learned about odd and even numbers. How can for students
we tell if a number is even? Talk with your table. Come up with a participating and
8:50 – couple strategies. Let’s practice determining if a number is even or odd. talking with table. Ask
8:55 Stand up! If you think the number I say is even go to this wall. If you guiding questions.
think it is odd go to this wall. When I say the word of the day you go
back to your desk and listen for my next number. Ready? 17, 22, 18…

Concept Development: We are going to be drawing two arrays and Arrows and attention
then adding them together. On your boards draw 2 rows of 3. Is that getters to redirect
number even or odd? Even! Now draw 2 rows of 4. Is that even or odd? during main portion of
8:55 – Even. So adding the two even numbers made an even number? the lesson.
Continue with examples.
9:15 So an even number plus an even number is? Even! Add to poster.

What do you think will happen when we add and even and odd
number? Talk with your table. Draw a picture if that helps your
explanation. Ask for thinking.
Continue with array examples to discover what even plus odd is.
So an even plus an odd number is? Odd! Add to poster.

What do you think will happen if we add an odd number plus an odd
number? Talk with your partner. Ask for thinking.
Array examples to solidify thinking.
So an odd plus an odd is? Even! Add to poster.

Practice: We are going to practice on these sheets. How many dots are
9:15 – there? Put them into an array. Two rows makes it really easy to see Guiding questions to
9:25 partners. Is the number odd or even? Now cross off one circle. Is the work independently.
number now odd or even? Continue with problems.

Exit ticket: This is your exit ticket to recess it looks just like the
9:25 – practice we did.
9:30
Assessment: How do I know the students learned? What have you learned about students’
strengths and challenges? How will you record learning?
I will know the students have learned if they are able to determine if a number is even or
odd by composing an array with dots and seeing if all of the dots have a partner or now. They
will be able to give an explanation that involves showing how they either all have partners or not,
or that they looked at the number in the ones place. I will be observing and listening a lot through
the lesson to see if they pick up on the patterns of adding evens and odds and what you get. I will
record learning mainly with the exit ticket to see if there are any gaps or things we need to
review because this is the last lesson in the module. There is a lot of student work throughout the
lesson with building arrays and the practice sheet at the end s I can monitor learning and help
specific students if I see a misconception.

Adaptations: Think about ALL of your students! Which students may need specific
accommodations in order to successfully complete the lesson? (Special needs, linguistically
diverse, hearing impaired, etc.) What are the accommodations? What will early finishers do, or
slow finishers?
I may need to review arrays visually at the beginning to help my students that are lower
to be able to review rows and columns before we start. During the review addition and
subtraction problems I will most likely have fast finishers and I will direct them to double check
their work and then compare answers with their table. That gives me time to go to students that
may need more time and monitor their work. Most of the lesson is whole group but with the
practice at the end I may want students to complete some on their own depending on how they
are doing. If that happens for fast finishers I will have them start on the exit ticket. If they also
finish the exit ticket they will start on their problem set in their math books. For students that
may need extra help I can bring out the tiles to practice with manipulatives.

Integration: How would you take this topic and integrate it into other subject areas? (Social
Studies, Visual Art, Dance, Health, PE, Life Skills, Music, Drama, Writing, Listening, Grammar,
Math, Etc.) How could you use technology to enhance this lesson?
I tried to integrate some movement in the beginning of the lesson so they can have the
chance to move around the room with evens and odds. They are practicing listening a lot in the
lesson listening to me and their peers during table talk. I am using the smartboard as my main
use of technology.