ED 345 Calvin University Teacher Intern Lesson Plan Template #1

Teacher Intern: Hope Triezenberg Date: Mentor Teacher:Leslie Overway

Grade Level: 2nd Subject/ Topic: Missing Addends
Approx. time spent planning this lesson:
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: (What are the big ideas and/or questions you will answer in this lesson?)
- How can I solve for a missing addend
Brief Context: (How does this lesson tie into the unit or the rest of the curriculum?)
- This is a strategy that students can use to solve subtraction facts that comes from unit three of Everyday
Mathematics
Prerequisite Knowledge/Skills: (What skills are necessary for the students to have mastered or understood before they
can understand this new content?)
- what an addition problem is
- what numbers are, what they look like, and how much they are worth
- how to write a number
Lesson Objectives/Learning Targets (What do you Aligned Assessments (What will the students do to
expect your students to know upon completion of the demonstrate comprehension of the curriculum? Consider
lesson? formative & summative tools.)
The learner will: I will assess learning by:
1. Students will be able to find the missing 1.observing while students play Salute or Penny plate
addend when given the sum of two numbers asking and observing their strategies
and one of the addends 2. Students work on MJ p. 52
3. Students responses on worksheet and whiteboards
during teacher station
Standards Addressed: (Include full standard.)
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By the end of Grade 2, know from memory all sums of two one-digit numbers.

CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.

Instructional Resources and Materials: (List resources including classroom, community, and supplemental student
resources. Include technology and cite websites.)

- Missing Addend Monster Cards

- Missing Addend worksheet for L group
- Salute
- # cards 0-10 - 4 of each
- whiteboards and marker for each student
Consideration of Learners: (Note how you have responded to your diverse learners. Consider UDL -Multiple means of
Engagement, Representation, Action & Expression- & principles of differentiation.)
- powerpoint timer uses the numbers in a countdown along with a visual of time running out
- students came up with expectations for math centers
- students are grouped in a way that the teaching can be differentiated
- math talk mats
- missing addend monster visual

Individual Accommodations: (Identify accommodations you will make in response to needs and/or interests of a student
or group of students.)

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Building respectful relationships: (Note any specific ways in which you plan to establish rapport, build mutual trust,
monitor & maintain relationships. Consider student-teacher & student-student relationships.)
- using students work as an example
 - with their permission
- picking out things students did well
- thanking students for their hard work

Organizational routines: (Identify ways that you have intentionally organized time, space, materials, & students to
minimize disruptions and maximize learning.)
- PowerPoint for transitions
- modeling/practice going through stations
- game center in a different room for noise level
- independent center by the laptops
- teacher circle by the carpet for use of the overhead projector
- students clean up each center
- center items prepped the day before
Specifying & reinforcing productive behavior: (Note how expectations are specified, productive behavior is reinforced
and disruptive behavior is redirected.)students discuss and come up with what math centers do and don’t look, sound,
and feel like
- these will be posted during math centers
- referring back to the expectation sheets when they do not follow them
- using positive reinforcement while using golden tickets for on task behavior

DOMAIN 3: INSTRUCTION- [Content Management]

Motivation/Opening/Intro: (Think creatively about how to recruit learning. Tell a story, show an object, etc.)

- Explain that they will be in groups of three today instead of groups of two. This is because of the fun
game they will be playing. It is very important to look at the powerpoint to see where they are!
- Explain busy not busy sign
- when it is on busy I am working and cannot be bothered as students are learning
- not busy you can come talk to me
- Jenga rules
- reiterate
- do not knock down other towers
- four players
-

Development:

Station 1 - Teacher
- Sharing Equivalent names p. 268
- pass out white boards
- On the whiteboard I want you to write as many different names as you can for 16
- Go over these and explain that these are called equivalent names

- Practice missing addends on white boards (M/H group)

- Define what is an addend
- a number that is added to another number
- The other day I gave you a math problem that looked like this 7+__ = 12, the missing space is
an addend.
- If you have an idea of how to solve this I’d like you to write it down on your whiteboard.
- Go through the different ways to solve it
- turn into subtraction
- count up
- count back
 - Now I am going to write down a math problem on my white board. I want you on yours to
complete to problem using any strategy to solve it
- 6 + _ = 12
- doubles strategy
- _ + 9 = 20
- 3 + _ = 10
- 20 + _ = 30
- How this can help us when we solve addition and subtraction problems
- We can think about them in different ways
- turn them into subtraction
- keep them addition
- Missing Addend monster cards (L group)
- show them how to use this
- look at big number
- count and see how many monsters their are
- think about how many are hidden

- Use math talk mat again

Station 2 - Games

- Playing Salute
- Materials
- number cards 0-10 (4 of each)
- Directions
- One person begins as the dealer. The dealer gives ne card to each of the other two
players
- without looking at their cards, the players hold them on their foreheads with the number
facing out
- the dealer looks at both of the cards and says the sum, the answer (-), of the two
numbers.
- Each player looks at the other players cards. They use the number they see and the
sum said by the dealer to figure out what the number on their card must be. They must
say that number out loud

Station 3 - Independent
- MJ p.52
- Missing addend to 10 worksheet
- Free Choice

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

Reflection after teaching the lesson: (What went well, what would you change, did your students learn what you
intended?)

The students loved this lesson! I had originally had two groups playing Salute and one group playing a different game
relating to the missing addends but decided to have them all play salute but differentiated through the cards they had in
their deck. Salute went over really well and they got the concept. Using the monster cards with a specific group was
exactly what they needed (hands on and visual). I was able to see the different ways they went about solving for the
missing addend which I am going to use to reteach some concepts in the future.