Name: Kayla Patton

students

Grade Level: 2nd

Date: 2/9/16

Group Size: 4 groups of 5/6

Subject/Lesson Topic: Math Center/Addition and Subtraction

Objectives: (TLW:)
1. Practice addition and subtraction facts and processes.
2. Use accuracy in adding and subtracting.
3. Develop speed when adding and subtracting.
4. Understand the concepts of adding and subtracting.
Standards/GLEs:
CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method. Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
Contextual Factors: (What contextual factors were considered when planning the lesson)
Magnet school using the team teaching approach
There are 22 students; eight girls and fourteen boys
Classroom contains various special needs, including students with various levels of
behavior, developmental delays, and some students who are reading above level.
Teacher Materials/Resources:
1. Pouches for storage
2. Game instructions
3. Playing cards
Student Materials/Resources: N/A
Technology Integration: N/A
Family/Community Connection or Extension:
I will encourage the students to play the math center game with their families for
additional practice.
Pre-Assessment: What data did you use to plan for instruction that meets childrens interests,
needs, and abilities? This may be formal or informal.
For this lesson, I looked at what I was going to be teaching for the small and whole group
math lessons. My mentors urged me to create a center that will allow the students to
continue practicing an already learned skill to maintain proficiency. The skills practiced
through this center activity are the foundation of the standards that I will be targeting for
my small and whole group lessons. The children enjoy playing card games during centers
so I thought that they would enjoy if I added some new card games for them to play.

Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or
science)
Introduction: A brief activity that will introduce the lesson by activating students prior
knowledge and/or experience, interests them in the lesson, and sets a purpose for the lesson.
(About 5 minutes)
When students arrive at my center station I will explain to them that I added a new
addition and subtraction card game to their daily center activities. The games will be with
the rest of their dailies and after the children are dismissed to their center/dailies; the
children will then circulate throughout them.
I will then swbat the students to give their work a purpose.
Ex: Swbatrepeatswbatrepeatstudents will be able torepeatadd and subtract
within 1000thank youthank youvery much.
Activities:
When it is time for centers, one of my mentors ring the bell and the children go to the
first center that they chose at the beginning of the day. The children stay in their centers
until the bell is rung again telling them to get ready to clean up, a second time to clean
up, and another to go back to their seats.
When everyone is quietly sitting at their seats the children go to their second round of
dailies. When the bells are rung the children get everything together and return to their
seats. The process happens three more times.
When the students arrive at the center set expectations. For example, while I am
modeling the game make sure you listen with your ears, pay attention, and raise your
hand when you have something to say.
I will choose a student to read the instructions and I will then have them explain the game
to me as I model.
I will then model the game by playing with a student and having the other students coach
me through the game.
The game is called Flip Three; the children will be provided with a pencil pouch
containing a deck of cards and instructions that say:
Flip Three
1. This is a memory style card game with a twist. Players make equations from the three
cards that they flip over.
2. 2-4 players
3. The cards are all placed in rows face down.
4. Players take turns to flip over three cards and attempt to make an equation using the three
cards. The equation can be an addition or subtraction Example: 3+3=6 or 8-5=3
5. If the player can make an equation they keep the cards. If they cant make an equation the
cards are flipped back over in the same place.
6. Continue playing until only 7 cards remain. The winner is the player who has the most
cards.
I will explain all of the directions and guide the children through the game a couple times
before I they begin playing by themselves.

Closure: Briefly summarizes, reviews, or wraps up the experience. (About 5 minutes.)

At the end of the center station (before the bell rings), I will ask the students to explain
which strategies were most beneficial.
Differentiation: How will you organize and manage instruction to meet the needs of each
student? (Special needs, behavior needs, different ability levels, cultural differences)
Special needs: I will be available to any student who needs assistance during
centers/dailies. I will guide the students through the directions and help them get started
playing the game.
Behavior needs: Any students with behavior needs will be encouraged to engage in
activity. There are four students with behavior charts that I will refer to if it is needed.
Also, I will compliment children who are on task in order to urge the children who are off
task to get on task. Additionally, there are students who have a hard time losing so I will
remind those children that this game is for fun and learning, not for winning.
Different ability levels: The game should be played with a partner so if a student is
having difficulty they can ask their partner for assistance. The center game allows the
children to practice an already learned skill so they should all be able to perform the
tasks.
Cultural differences: I chose an anti-biased game. All of the students in the class have
used cards for other games in their classroom so this game will fit in well with what they
have already been doing.
Formative Assessment/Evaluation: How will you determine if the objectives were met? This
may be formal or informal.
As the children are engaging in their activity, I will makes notes about who is struggling
so that they can receive extra support during small group instruction.
I will observe them as they are playing to make sure that they are adding and subtracting
correctly.
My mentors will be doing fact fluency checks so the students will be observed on their
progress while others are engaging in the activity.