Lesson Plan Format 1

Name Lisa Reagan Content or Math Today’s 11/15/19

Subject: Date
12/4/19 2nd Grade No. of 18
Date to be Taught: Grade
Students
Central Focus of TSW use strategies to add within 100 TSW use sticks and bundles to 3 of 3
Lesson ___
Learning Segment or by skip counting and grouping. Lesson Focus skip count by 1s and 10s to
of ___
Unit of Instruction find the amount of sticks.
The students have been learning about strategies to incorporate for subtraction and addition. They have been focusing on regrouping using
Connection to Prior manipulatives such as beans, by using a big cup for hundreds, a small cup for tens, and single beans for the ones. For addition, the students have been
Learning or Previous working on arrays and finding different ways to add the numbers to get to the sum. The students have used the information from addition to create a
Lesson multiplication equation.

Pre-assessment: 8 out of 18 students were able to make jumps of 1, 5, and/or 10 to get to the correct number on a number line. 14 out of 18 students
Data Used to Inform were able to count sticks and bundles to get to the correct amount. 1 out of 18 students were able to make jumps of 1, 5, and 10 to get to a given
Instruction number, by creating their own number line.

Learning objectives stated Formative or Summative How will Feedback be Provided to

behaviorally including criteria
By using sticks and bundles, TSW
show their use of the splitting strategy
to add the correct amount with 100%
Alignment of Learning
accuracy.
Objectives, Content
Standards, and
Related Assessments
Academic Language Academic Learning objective stated
Objective behaviorally including criteria
By using the splitting strategy, TSW
explain how to skip count by 1s, 5s,
and 10s to add and subtract within
100.
Content Standard
2.NBT.5 Fluently add and subtract
within 100 using strategies based
on place value, properties of
operations, and/or the relationship
between addition and subtraction.
Content Standard
2.NBT.5 Fluently add and subtract
within 100 using strategies based
on place value, properties of
operations, and/or the relationship
between addition and subtraction.
Assessment Strategy Students
Assessment Method: Exit TTW provide written feedback to
slip with sticks and students on their exit slips to be
bundles to add using the returned on Day 4.
splitting strategy.
Scoring Guide: Checklist
Formative: TSW complete
the exit slip by using the
splitting strategy to add the
sticks and bundles.
Formative or Summative How will Feedback be Provided to
Assessment Strategy the Students
Formative: TSW TSW provide positive praise and
participate in conversation redirection linked to the outcome of the
with their partner to lesson.
explain how to skip count
by 10s and 1s.

Previously taught and continuing with this lesson:

 Skip counting: Counting in groups of a certain number.
Description of
Introducing during this lesson:
Academic Language
 Place value: The value of the number in the ones, tens, or hundreds place.
Demands

Resources and Teacher Materials: bundles, rubber bands, sticks, large white board, dry erase marker, eraser.
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Materials Required Student Materials: bundles, sticks, white boards, dry erase markers, erasers. iPads, chromebooks, classroom computers

Speech IEP (2 Students): No accommodations for instruction in the classroom; both students receive speech therapy for thirty minutes a week.
Cooperating teacher recommended to ask students to restate and remind students to ask for clarification.
Accommodations for o Struggling learners (3): Small group instruction, teacher assistance, intervention, manipulatives
IEP/504 Students o Underperforming (5): Manipulatives, engagement through group work and discussions
o Advanced students (2): Expansion activities at the end of each lesson.

ISTE Student Standard: 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a
variety of ways
- TSW play in interactive game to reinforce their knowledge of skip counting by 5 and 10.
Candidate and/or
Student Use of
ISTE Educator Standard: 7b: Use technology to design and implement a variety of formative and summative assessments that accommodate learner
Technology
needs, provide timely feedback to students and inform instruction.
- The teacher used technology to create formative assessment for this lesson, which will inform instruction for the next day.

Lesson Hook, TTW introduce the lesson by stating, “Today, we are going to use craft sticks to estimate and count the number of sticks, then work on double-digit
Motivation, and/or addition. You will learn a new strategy for adding two addends by tens and ones. Give me a thumbs up if you’re ready to get started!”
Instant Activity
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Process/Instructional Strategies/Learning
Content Information Tasks/Planned Supports (including academic Targeted Differentiation Product
language supports)
TTW ask students to think-pair-share their estimate of
how many sticks are in the bin.
- TTW record student estimates on the board.
TSW think-pair-share strategies for finding out how Process: TSW think-pair-share to determine
many craft sticks are in the bin. their estimates by thinking about a solution
- TSW volunteer to share their strategies. then sharing with classmates.
- TTW guide students to thinking of counting the
sticks by 10s.
TSW help bundle the sticks into groups of ten.
- TTW provide a handful of sticks to each pair of
students and some rubber bands.
- TTW ask each group to make as many bundles of
ten as they can.
- TTW explain that the students will not bundle the
leftover sticks.
Counting by tens and TTW explain that now we will find out how many sticks
ones to determine a we have in all. TSW share with their partners ideas for
new number. counting the sticks and bundles.
- TTW ask a pair of students to place their bundles
and individual sticks on the carpet.
- TTW ask students to keep adding their stick and
bundles while counting how many we add each
time.
- Halfway through the sticks, the students will revisit
their estimates. TSW remove any from the board
that no longer seem reasonable.
Regrouping After all students have added their sticks and bundles, the
- 10 groups of 10 group will regroup the sticks into bundles, then bundle
will be regrouped the group of tens into groups of 100.
into a pile of 100. - Choral counting.
- 10 sticks will be
regrouped into a
bundle of 10.
TTW revisit the estimates. TTW ask students to
determine which estimate was closest to the actual
amount that we had counted.
TSW go back to their seats to start the sticks and bundles
activity using some of the sticks and bundles from the
first activity.
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- TSW receive white boards, pens, and erasers.

- TTW tell students that she is going to call on a
student to bring her 42 sticks.
- TSW think-pair-share what 42 sticks will look like in
sticks and bundles.
- A volunteer will be picked to share their sticks and
bundles that equal 42 and count them with the
class.
- TSW and TTW write 42 on the top of their
whiteboards.
There are different TTW ask for a volunteer to bring her 25 sticks.
ways to add 42 and 25. - Confirm the amount with the class
Strategies may be - The collection of 42 and collection of 25 will sit side
different, but the by side.
answer should remain - TTW write 42 + 25 = ____
the same. - TSW try to calculate the answer on their own.
- TSW think-pair-share solutions and strategies that
they used.
TTW ask the class to join back together by mirrored
clapping.
- TTW ask for different answers that the students
got from the problem.
- TTW record different answers on the board.
Place value: The value TTW introduce the splitting strategy by modeling it on Process: TSW follow the teachers lead of
of the number in the the board. modeling to learn the new strategy by looking
ones, tens, or hundreds 42 splits to 40 and 2. 25 splits to 20 and 5. TTW add 40 at visuals on the board.
place. and 20 to get 60, then add 5 and 2 to get 7. The answer is
60 + 7 = 67.
Splitting Strategy: - TTW repeat the previous steps with the problem
Splitting the addends 13+36.
into tens and ones to
add the tens, then add
the ones, then add both
together.

56+43 = ___ TTW will allow students to practice 56+43=___ on their Process: TSW participate in guided practice to
50 + 40 = 90 own with view of the sticks, on the white boards. solve the problem, then review with the class.
6+3=9
90+9=99
TTW complete an exit slip to show their knowledge of Content: Lower level math students will Product: Exit slip using the splitting
adding with the splitting strategy. receive lower numbers, as higher numbers may strategy to add the sticks and bundles.
be too advanced for them for using a new
strategy.
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TSW use the iPads, Chromebooks, or classroom Process: TSW play the game to practice their
computers to work on an interactive game to practice skip counting skills, by using visuals and filling
skip counting further, by selecting the correct missing in the blank with the correct number.
number.
Learning environment: TSW may sit at their
desks, the computer station, or the carpeted
area.
1. The students are using manipulatives to work on skip counting to add and subtract. It is important that manipulatives are used to
represent mathematical concepts in an engaging way, but if teachers view this as “fun math” then materials may not be used correctly. It
is of importance to show students and guide them in the process of correctly using the manipulatives. Manipulatives are used to provide a
connection between the materials and the content to be taught. There must be a focus on abstract thinking rather than representation,
Connection to while a representation can be a powerful tool in aiding the students to meet the learning outcomes. (Moyer, 2001)
Research/Theory 2. In this lesson, the students will be given an exit slip to assess if they have grasped the concept of the splitting strategy. This exit slip is
constructed by the teacher candidate to assess exactly what the students had learned today. It is student focused because it challenges
the students to use their ability to use the splitting strategy for adding. This will inform the teacher candidate of the students’ progression
towards successfully learning a new strategy to add. (Sterrett, Fiddner, & Gilman, 2010).

When the students have finished working on skip counting by 5s and 10s, they can challenge themselves to skip count by other number if time
provides. TTW turn to a partner and tell them how to use the splitting strategy. TTW say “Today, we learned how to count sticks and bundles, while
also learning a new adding strategy. Tomorrow, you all will show your knowledge of everything you learned in math this week. From the number
Lesson Closure
lines, skip jumping, and the splitting strategy. Now that we have added how many people plan to go skiing, we can see how magnets would affect the
motion of our sleds. Let’s get ready for science to work on force and motion of magnets!”

ANALYSIS OF STUDENT WORK AND REFLECTION OF TEACHING TO BE COMPLETED FOLLOWING THE TEACHING EXPERIENCE

References:

ABCya! (n.d.). Number Bubble Skip Counting. Retrieved from https://www.abcya.com/games/number_bubble_skip_counting.

Bridges Math - Teacher Tips and Resources. (2015). Retrieved from https://sites.google.com/a/leanderisd.org/teacher-tips-and-resources/bridges.

Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide. Retrieved from
https://www.mathlearningcenter.org/sites/default/files/documents/sample_materials/br2-tg-u3-m2.pdf

Moyer, P. S. (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in Mathematics, 47, 175–197.

Sterrett, W., Fiddner, P., & Gilman, C. (2010). A Reflective Look at Formative Assessment: Using Math Exit Slips to Check for Understanding. Retrieved from
https://files.eric.ed.gov/fulltext/ED512809.pdf

Materials:
 Craft sticks
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 rubber bands
 large white board
 dry erase marker (18)
 eraser (18)
 student white boards (18)
 Exit slip (2)
 Checklist
 At-Home Extension
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