Lesson Plan Template

MAED 3224
Subject: 2
nd grade Central Focus: S
kip counting with number line

Common Core Objective: 2 .OA.1 Use addition and Date taught:

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.1
Daily Lesson Objective:
Performance- S tudents will be able to add two digit numbers on a number line by skip counting by
10.

Conditions- Students will work independently and as a class.

Criteria- S
tudents must receive at least 8 out of 10 points to receive mastery.

Prerequisite knowledge and skills needed: O pen number line , skip counting

Activity Description of Activities and Setting Time
1. Engage I will begin this lesson with a review of skip counting 5 min
on the hundreds charts.

Can the class count to to one hundred by tens for
me?

Points to number on hundreds chart, Who can tell
me what number would come next when counting
by tens?
2. Explore Here everyone would pull out their workbooks and 30-45 min
(including solutions of major tasks) hundreds charts. I will demonstrate and talk through
the first problem in the book. This will be a blank
open number line and the problem we will be doing
is 30+40.

Ask questions like What do you notice about the
number line?
What would be a route we could take to solve this
problem?

 Draws number line , Which number should we put
on the number line first?
Where are we putting it?
Which number is in the tens place? What does that
mean? Can you show me on the hundreds chart?


Now that we have the number on the line we are
going to use skip counting to add the 40. Make sure
when you show this step that you show them what
you are doing on the line and on the chart so they
can follow and recognize the pattern.

Go over several examples, let them help come up
with examples.

53+40
45+20
35+30
3. Explain Students will do two problems on their own while I 15-20 min
walk around checking work and answers for fluency.
After this students will receive an exit ticket to be
completed on their own and taken up for grading.


4. Elaborate/Extend For my lower level students I will make smaller
number problems for their exit tickets, like 12+20
As well as ensure I give them plenty of chances to
ask questions throughout the lesson, so if I know
this student struggles and I see that they are trying
and have several questions I will do my best to
answer them all without giving the answer.
5. Evaluate 43+30= ?
(assessment methods) Students will receive a problem like the one above
and show their work on a number line.

Conceptual - 4
Problem Solving - 2
Procedural - 4

Must receive at least 80% to show mastery.
Materials/Technology: H undreds chart, White board, EnVision workbook and Teacher
manual