Essential
Questions
PA/Common
Core/Standards
DETAILS
Ty George
ELA-Math
2
2 Class Period 45 minutes each
Studentswilldevelopstrategiestofindthedifferencebetweentwo
numbers,tobeappliedinadditionandsubtractionoftwodigit
numbers.
Howismathematicsusedtoquantify,compare,represent,andmodel
numbers?
Howcanexpressions,equationsandinequalitiesbeusedtoquantify,
solve,model,and/oranalyzemathematicalsituations?
Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
StandardCC.2.2.2.A.1Representandsolveproblemsinvolving
additionandsubtractionwithin100.
StandardCC.2.2.2.A.2Usementalstrategiestoaddandsubtract
within20.
Studentswillbeabletodevelopandusestrategiesforwholenumber
computationwithafocusonadditionandsubtractionofmultidigit
numbers,withandwithoutregroupingwith100%accuracy.
Studentswillbeabletouseavarietyofmethodsandtoolstocompute
andestimatesumsanddifferencesofquantitiesandconcludethe
reasonablenessoftheresultforeverysingleproblemtheyhaveto
solve.
Regular Education Student
Teacher checking the students answers to addition and
subtraction problems
Students being able to find their own mistakes in
addition and subtraction
Observationsduringsmallgroupwork,studentinteraction,and
wholeclassdiscussionwillservetoassessstudentprogress.
For ELLs
Speaking: Have students record themselves solving
simple addition and subtraction problems to be able to
see correct pronunciation of numbers.
Listening: Observe students and make sure they are
understanding and following directions, using the
appropriate method of solving, know the value of each
number
Writing: Check students numbers that are written on
the page for accuracy and correctness. Have students
create some addition and subtraction problems of their
own.
Reading: Make some students are understanding by
having them read and complete flash cards with a
CK
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
SUPERVISING
TEACHERS
SIGNATURE
CK
Activating Prior Knowledge
Inthislessonstudentsarefirstaskedtocomparetwonumbers.The
activityissetupasagame,withrandomnesstoincreasestudent
interest.Thisstartingexercisereviewsandreinforcestheunderstanding
ofplacevalue,whichiskeyinthemainportionoftheactivity.As
studentsdotheGoalactivity,theyseethattheycancomposeand
decomposenumbers,focusingonthetensseparatelyfromtheones,
andineitherorder.Theyalsoseethatonescancombinetobecome
tens,andtenscanbebrokenintoones.
ELLswillpickwhatnumberthereismoreof.Startoffwithnumbers
Explicit
Instructions
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
inthetensplace.
Hook/Lead-In/Anticipatory Set
The teacher will put a larger numbers up on the board.
(58) And (62) and ask students to identify these
numbers
ELLs will repeat that number to somebody at their table
and also say it in their original language
Teacher will try and see what students have worked with
large numbers in addition and subtraction and
demonstrate the process of the exampled numbers.
ELLs will be asked what they know regarding addition
and subtraction and if they did any of it in their country
of origin.
Big Idea Statement
Have students read the big idea on the board
Circle the big idea on the board for ELL students
Have the students read out loud the objectives written
on the board while the teacher points at each word
Essential Questions Statement
Teacher will ask key questions to the lesson and listen to
what the students respond.
Teacher will explain why each step is being taken in the
process and address any questions students may have
Objective Statement
The teacher will then explain to the students how we will
be adding and subtracting numbers in all different place
values. Have students understand and explain the
different place values and the difference in adding and
subtracting with 100% accuracy when presenting.
For ELLs the teacher have several completed problems
exampled circling the addition and subtraction signs and
the different place values.
Transition
Have students read out vocabulary words several times
out loud as a class.
Have the ELL student read the definitions out in Spanish
then read the same when out in English as well therefore
getting them to understand what skills they are applying
by defining words
Key Vocabulary
Difference:Theresultofsubtraction.
Sum:Theresultofaddition.
PreAssessment of Students
Inthisactivityonestudentchoosesanumberfrom1to99,while
anotherstudentchoosesanumberfrom1to99tobuildwithbaseten
blocks.Theclasswillcomparethetwonumbers.
Have ELL students select a number between 1 and 10.
Modeling of the Concept
needs
Teacher
Self-reflection
copiesoftheLesson3Assessmentworksheet(M233_Lesson3
AssessmentandKEY.doc)
whiteboardandmarker