DQCA & RNITTE

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Mathematics Lesson Planner

The WEEK: 8 DAY/DATE: Monday - Friday
3rd Oct to 7th Oct 22
UNIT: 2 TOPIC: GRADE: 2
- Number Facts
- Addition and Subtraction
-

OBJECTIVES: METHODOLOGY: RESOURCES Time ASSESSMENT

CRITERIA

WARM-UP: Students will be

DAY 1  Easy: Students will repeat after me, "Three plus four equals seven" as I point 10min assessed by recalling
SWBAT below the equation. Repeat with the other facts. I will provide sentence frames Number facts and writing number
write related facts. to guide students: “The equations are the same because ____. The equations are worksheet with hands facts on their own.
different because ____.”
 Intermediate: I will now provide the sentence frame,
"I notice ____" to use during the turn and talk. I will ask a few students to share
what they noticed about the equations with the class. Students will give a
thumbs up if they noticed the same thing as a classmate.
 I will guide students that the facts on the board are in the same fact family. Fact
families are math facts that are related. Fact families use the same numbers but
can use both addition and subtraction.
 Draw seven circles on the board, three in one color and four in another. Walk
through visualizing each of the facts you listed on the board, showing how three
plus four is seven, seven take away three is four, etc. Explain that this fact family
is made up of the numbers 3, 4, and 7. Write the numbers above the facts on the
board. Draw a tree shape with the numbers 3, 4, 7 at the top of the tree and the
 facts in the trunk. Tell students that sometimes people make family trees to
show their relatives. Fact family trees can show how the same numbers can
come together to make related facts!

DEVELOPMENT:
Guided Practice

Draw a new tree on the board. Write the numbers 5, 1, 6 at the top. Have students turn
to a partner and share as many facts that they can think of that use all three numbers. 10 min
Tell students there are four possible facts to come up with. Ask students to share the
facts they thought of with the class. Write the four related facts in the tree trunk on the
board.

Point out the addition facts, and tell students that these are sometimes called "turn
around facts." If we know that 5 + 1 = 6, that can help us solve 1 + 5 = 6. Intermediate

Now provide them a piece of paper to write the turn-around facts of any number from 1-
10 following the same pattern shown on the board

Independent working

Challenge: pair activity: Students will now give their partners a 2 digit number and each
of them have to make as many number facts as they can using the hands worksheet 10min
Assessment

Ask students to post their fact family trees around the room. Have students circulate
around the room to look at each other's work while you assess student understanding.

WRAP-UP
Review and closing
Call on a couple students to reflect on the work they saw around the room. Ask students
to share what they learned about fact families. 5min

Provide the sentence frame, "I learned ____ about fact families."
DAY 2 WARM-UP:
SWBAT  Call the students together as a group.
 use addition Students will be
 Ask them if they know how to add.
strategies in order to 10min assessed by their
 Take responses by raised hands.
fluently add ability to add
 Show the students more than 2 manipulatives. easily using
manipulatives
 Ask a student to add these manipulatives. different addition
 Take responses by raised hands. strategies
 Reiterate to the students 150 plus 30 is 180 and 180 plus 50 is 230 and 230 plus
20 equals 250.
 Write the equation 150 + 30+ 50 + 20= 250 on the whiteboard.
 Inform students that today they will learn to add more than 2digit numbers
numbers.

DEVELOPMENT:
Guided Practice
 Give each student a pencil and a blank piece of paper.
 Give each student four sets of manipulatives to add together.
10 min
 Ask students to count the number of manipulatives in each set, and record the
amounts on a piece of paper.
 Ask students to show the addition on the given paper.
 Teacher can give them quick work problems like:
- Tell students the story problem, "My students are great artists. Last year, my
first graders gave me 150 pictures. This year, my first graders have given me
100 more pictures."
- Ask students to help you figure out how many pictures you have in all.
- Tell students to turn and talk to a partner about ways to figure out the total
number of pictures.
Later on students will attempt book page # 31
10min

WRAP-UP
Ali bought 30 apples 20 bananas 50 mangoes and 40 cherries. How many does he
have altogether?
Day 3
SWBAT WARM-UP: 20min
Ask the students: Learners will
- Recognize a vertical  Up to how many digits you can add numbers? be assessed
addition problem  After their response, write some addition questions of 2-digit and 3-digit on their ability
- Place the sum in the numbers (without carrying) on the board. to: recognize
correct place in a  Ask the students, from where do we start adding the numbers, right or left? a vertical
vertical addition  Collect their feedback and call the students one by one to solve the questions on addition
problem the board. problem and
 Ask the remaining students to check the answers.
 Collect their feedback and correct the mistakes if any. to record a
 Now write the following question on the board: sum in the
correct place
in a vertical
addition
problem
7 6
+ 2 2
9 8

 Ask the students:


 Can you add these 3-digit numbers?
 After their response, tell the students that the procedure of addition of
2-digit is also applicable to the addition of 4-digit numbers.
 Call any student to solve the question on the board.
 Check the answer and correct the mistakes if any.
 Ask the students: Students will be
 assessed by
 Have you noticed that we have done addition up to 4-digit numbers
using vertical method? Adding 2-digit and
 Collect their feedback and conclude that this method of addition is called 3digit numbers
vertical method of addition. with carry.
 Tell the students now let us learn about vertical and horizontal methods
of addition in detail with the help of example.
 DEVELOPMENT: 5min

WRAP-UP
Scaffolding, Active Engagement, Modeling, Explicit Instruction

WARM-UP:
I will gather the students around my table.  I’ll ask them, 
 Has anyone ever given you flowers? 
 Have you ever given anyone flowers?  
I give the students time to share their answers.  There will be a lot of excitement, so I 10min
give them an opportunity to turn to a neighbor and share their flower stories. 
I will share a story too, This story is called, Flowers for My Friend. In which students will
help me gather a bunch of 5 bouquets. Each has 5 flowers. They will step by step tell me,
how many flowers are there in the first, second, third, fourth, and fifth bouquets.

Day 4 DEVELOPMENT:
SWBAT I will show my students the same anchor chart/slides of flowers (15 charts/slides) but
- Count out 50 objects now the patterns or number sequence has been changed. Students will answer like:
reliably, saying the
names in sequence. I can tell a friend how many objects are in a group by skip counting by fives.
- Count by 5s to 20. We then continue with the rest of the slides.
Slide 2:  I can count these flowers to find out how many there are.  Can you count them
with me?
Slide 3:  What if we have two bundles of flowers?  Is there an easier way to count the
flowers?  If I know that each bundle is 5 could I skip some numbers to count them?
Slide 4:  When I skip count, I skip numbers.  Let's look at the number line.  If I count by
fives, I only say every 5th number.  I skip the others.  I write the numbers down on the
lines. 
Slide 5:  It's kind of like saying some numbers in your head...
I only say 5, 10, 15, 20.
Slide 6:  I know there are five flowers in each bunch of flowers.  Let's use the number line
to help us count these flowers. I invite a student to come up to the Smartboard and
count the flowers. 
Slides 7-10: Continue as above.
Slide 10:  Let's see if you can do it without the numbers circled on the number line. 
Again a student is invited up to fill in the blanks. 
Slides 11-14:  Continue as above.
.

Written task: W/s resource: pg #5

R.A: W/s resource: pg # 45
WRAP-UP
Solve this: what will come next: 6, 8, 10, _?

WARM-UP:
 Ask two volunteers to come to the front of the classroom.
 Give one student a two-digit number. Give the other student a one digit number.
Instruct the students to use base-ten blocks to add their numbers together.
 Have the rest of the class use base-ten blocks to model the addition problem at
their desks.
 Ask students to share some information. questions include: 
What is the sum of your addition problem? What strategies did you use to find
 the sum?
 Tell students that today we're going to add two-digit numbers.
DAY 5.
SWBAT DEVELOPMENT:
Add a one-digit number to a Teacher will define vocabulary words such as: addition, sum, strategy, digit, and place
two-digit number with value prior to the lesson
regrouping.  Using the below mentioned picture on the board Ask the learners to count the
beads on the left. if learners count in ones or if they notice groups of ten and
units and then count on from there: e.g. 10, 11, 12.

WRAP-UP

What is 2+10+5?
LEARNING EVALUATION: TEACHING EVALUATION: