Courtney Krayniewski-12 March 2014

Subject: 2nd Grade Math Central Focus: Finding the Missing Number: 1. Writing an equation 2. Showing work 3. Using the 100s Chart Date submitted: 3/30/14

Common Core/Essential Standard Objective: Develop understanding of fractions as numbers: Date taught: 3/12/14 2.NBT.5- Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.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. 2.NBT.9- Explain why addition and subtraction strategies work using place value and the properties of operations. Explanations may be supported by drawings or objects Daily Lesson Objective: By the end of this lesson, my students should be able to find the missing number using their 100s chart. Students should also be able to provide an equation and show work to support their answers. 21st Century Skills: Academic Language Demand (Language Function and Students in the 21st century must be able to find Vocabulary): missing values. They should have a solid This lesson will help students continue to develop their math understanding of using both addition and subtraction vocabulary and use their 100s chart to find missing numbers up to to solve an equation. This correlation should 100. The students do not learn new vocabulary, but learn to apply become obvious to students that they work in the concept more concretely; they will need to be fluent with these relation to each other. ideas. Prior Knowledge: Students have already been working on this subject for the past week. They have been using their 100s chart to help provide an answer, an equation, along with supporting work to confirm their answers.

Activity

Description of Activities and Setting

Time

1. Engage

The students will review and discuss what they remember about the lesson from the previous day. The teacher will ask students questions based on their previous knowledge. This should be a student led discussion so that the teacher can see where he/she will need to start back up for the day. Ask students: What do you guys remember about yesterdays Math lesson? What was the topic of yesterdays Math lesson? How do you find the Missing Number? What is one of the tools we use to help use find the Missing Number? Who can tell me how we use the 100s chart to find the Missing Number? Next, the students will review some practice problems. The students will solve these problems first by themselves, then turn and talk with a partner to share their answers while the rest of the class finishes up. After all of the students have completed this task, as a class, we will work together to come up with an appropriate answer. Next one student will come up with an equation and then have another student come up and show his/her work. The class will complete two of the problems this way. 1. Mary has 49 stickers. Mary wants to collect 63 stickers. How many more does she need? Mary will need 14 more stickers 49+14=63 2. Mark has 77 stickers. Mark wants to collect 98 stickers. How many more does he need? Mark will need 21 more stickers 77+21=98 After the students have solved these two problems collaboratively, they will find the answer on their own. Once students have their answer, they are to write their equation and show their work on the back off their 100s chart. Then, the teacher will have the students agree or disagree with each others answers. By doing so, the teacher will ask: Who has their answer ready? Who can explain why ______ put that answer? Who can come to the board and write the equation for this problem? Who can show the class the work they used to support their answer? 3. Juan has 25 stickers. Juan wants to collect 38 stickers. How many more does he need? Juan will need 13 more stickers 25+13=38 After completing the Explore portion of the lesson, the teacher will then demonstrate various ways they can receive their answers. When counting to the ending number, the teacher can have the students do so in several ways. The two focused on during the lesson is by ones (from 49 to 63 would be 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63) or by tens (from 49 to 63 would be 49 to 59 as 10, then 60 as 11, 61 as 12, 62 as 13, and 63 as 14). The teacher will put emphasis on the fact that the students will not count the first number given, but they will count the last number. As an example, 4+__=6. When counting on the 100s chart, the student will not include 4 when they count because 4 are already included, so they begin counting at 5. 5 would be 1 and 6 would be 2. The students include the last number (the 6)

5 min.

2. Explore

15 min.

3. Explain

5 min.

4. Elaborate

5 min.

because it has not yet been included in their total. Ask students: Why do we not include the first number in our equation? Why do we include the final number of our equation? Finally, the teacher will ask if there are any final questions before handing out the assessment. After, the teacher will wrap up the lesson with basic reminders of how to find their answers and to be sure they double check and show their work. *Students are allowed to use 100s charts on this quiz. The students will be given an assessment with 2 simple problems similar to 15 min. 5. Evaluate todays lesson. For each question, there are two parts. Part A, students must (Assessment Methods of provide an equation. Part B, students must show work to support their all objectives/skills) answers. After completing the assessment (attached below), students will raise their hand to turn in the quiz and complete work prior to the lesson or read. Overall, students performed very well on this assessment. There were roughly 3-4 students 6. Assessment Results of who were asked to double-check their answers and were able to immediately find their all objectives/skills mistakes. There were also 2 students who showed that they were familiar with the content, but needed a re-teach. These 2 students would receive a re-teach the next day based on making sense of numbers and making sense of equations. As an example, one of these students recorded her missing number as 800 for the first problem. This student should have recognized that 800 was way over her final number of wanted objects, so it would not be possible to be the missing number. So in the re-teach lesson, the teacher will focus on finding appropriate missing numbers and clarifying number sense with both of these reteach students. Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations 1. 2 students in the class are very low scoring in 1. Each student is provided a 100s chart and dry-erase Math. To modify this lesson to them, the marker of their own to work out problems individually. teacher will provide visuals for every sample 2. Students who are progressing quickly through the problem as well as walk through every step. To activities are to work with a neighbor to find the help ensure understanding, the teacher will equation and supporting work. They will be able to allow students to share their work in hopes of check their work when the rest of the class provides an these students learning from other classmates. answer at the end of the problem. 2. Another student speaks very little English, so the teacher is to make sure that he is provided with visuals. There will be visuals available in both the 100s chart and while showing work. Materials/Technology: Class set of Assessments. Class set of 100s Charts. Class set of dry-erase markers. Whiteboard. Reflection on lesson: Overall, I feel my Math lesson went very well. My Cooperating Teacher had a specific lesson and assessment that she wanted me to give the students since they were wrapping up their unit, so I feel as though I had everything I needed and most of the students were familiar with the vocabulary and topic. One thing I would have changed was spending so much of my time, 15 minutes, in the Evaluation portion of the lesson. Although I know it is necessary to provide the students with efficient time to complete their assessment, I do feel as though things could have been wrapped up a little quicker so they could go ahead and move onto their Math Workshops. I feel as if the students were successful and very aware of how to complete these answers on their own. A lot of students depended on their 100s chart to come up with the correct answer and that was something that worried me. I fear that the students were too dependent on the 100s chart and were not too sure of the relationship between addition and subtraction they were making. Since my Cooperating Teacher uses Investigations, I feel as though everything was just another way to play a new game for the students. While I do agree that education should be a fun and interactive process, I also believe that students need to be able to apply these concepts to

real-life situations as well. This was something that I was not too sure the students were able to do. CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

**Sample Assessment (2 pages) is provided below.