UMU Lesson Plan Template

2013-2014
Name: Shelby Gruber
Grade Level: 2nd Grade
Subject: Mathematics
Big Idea/Lesson Focus:
Essential Question:

Date: September 29, 2014

Class Period: N/A
Lesson # & Title: Lesson #6 Two Question Problems

Context for Learning: There are 24 students in the class, 11 girls and 13 boys. There are 7 students on IEPs. 4
students are on IEPs for Cognitive Delay, 1 student on an IEP for autism and 2 students on an IEP for reading.
.
Function of the Lesson (check all that apply):

Introduce New Skill or Content

Content Standards:
2.OA.1- Use addition and subtracting 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.
Learning Objectives:
By the end of the lesson, the students will be able to answer 4 out of 5 numbers sentences correctly.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Story Problem
Subtraction
Addition
Add
Subtract
Instructional Materials and Support:
Worksheet
Unifix cubes
Prior Knowledge:
The students have previously been taught 5 other methods of subtraction the previous week. This is a new concept for
the students.
Assessment Plan:

Pre-Assessment for the unit: Use this information to design your lessons
o At the beginning of the unit, the students will take a pre-unit test to assess what the students
previous know. Based off of the scores on this test, I will make adjustments to the lessons.
Assessment(s) during the lesson: Only assess what was taught
o Throughout the lesson, I will be calling on students to share their answers and how they got those
answers with the class. I will also be walking around the room while the students are working
independently to clear up any misunderstandings.
Assessment(s) at the end of the lesson: Clear up misconceptions
o At the end of the lesson, the students will be completing a quick check. Based on the quick check, I
will assess what students grasped the concept and which students need more practice.

Post-Assessment for the unit: Assess all that was taught in the unit
At the end of the unit, the students will individually take a post unit test. For accommodating the
students on IEPs, I will read the test aloud to the class
Strategies & Learning Tasks

Introduction/Opening:
To introduce the lesson, I will ask the students what we have learned about in class on Friday. I will then inform the
students that we will be working on number sentences and two step problems today.
(5 minutes)
Presentation/Explicit Instruction:
As a class, we will complete page 91 together. I will give the students the story problem (there are 8 turtles on a rock.
3 go into the water. How many turtles are left on the rock? The students will then answer that problem using their
unifx cubes. I will then say that 4 turtles got back on the rock. How many turtles are now on the rock. The students
will use their unifix cubes again to answer that question. I will repeat this process using a different story problem for
number 2.
(10 minutes)
Structured Practice/Exploration:
As a class, we will complete page 92 together. We will also complete number 3 on page 93 together. I will ask the
students to read the questions aloud and what key facts we need to circle to help identify the steps in the problem. I
will then call on students to come to the front of the class to answer the story problems and identify the key facts in
the problem.
(10 minutes)
Guided Practice/Specific Feedback:
The students will then complete number 4 on page 94 on their own. I will call on students to come to the front of the
class to answer number 4. We will then complete number 6 on page 94 together as a class and review the answers.
(10 minutes)
Independent Practice/Application:
The students will then be given the quick check where they will complete it. Once they are finished they will turn it in
for assessments and for grading depending on how the students did.
(5-10 minutes)
Closure:
To wrap up the lesson we will be reviewing the different types of subtraction methods we learned over the week.
(5 minutes)
Differentiation, Individualized Instruction, and Assessment:
During the lesson, I will use transitions and attention getters to help the students who have difficulty staying on task
and following directions. There are many students in the class who learn best with hands on materials, I will make
sure to allow for both visual learners and kinesthetic learners to benefit from the lesson. There are certain students in
the class who have a difficult staying on task and focus, I placed them in the front of the room so I can keep a close eye
on them and make sure they are following alone with the rest of the class.
Research and Theory: