Drexel Lesson Plan Template

Teacher: Ms. Bracy

Grade: 2nd
Content Area: Math

1. Content and Standards:

NJSLS 2.OA1 – Represent and solve problems involving addition and subtraction. Use addition
and 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.

NJSLS 2.OA2 - Add and subtract within 20. Fluently add and subtract within 20 using mental
strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

2.NBT.5 – Use place value understanding and properties of operations to add and subtract.
Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.

2.NBT.9 - Use place value understanding and properties of operations to add and subtract.
Explain why addition and subtraction strategies work, using place value and the properties of
operations.

SMP5 – Use appropriate tools strategically.

SMP7 - Look for and make use of structure.

2. Prerequisites:

Students should be able to use place value understanding and properties of operations to add.
Students should know several strategies to help them solve addition problems. Students should
be able to add within 20. Students should know what a fact family is and the turn-around rule to
generate related addition facts.

3. Essential Questions:

How do addition facts help you subtract?

How does a fact family help you subtract?

4. Materials and Equipment:

• Smart Board – project the worksheets and use the whiteboard feature
• Dominoes – to discover addition and subtraction facts shown on the domino to
understand how addition can help us check subtraction
 • Practicing Facts with Dominoes worksheet -work with a partner to write addition
and subtraction facts using dominoes
• Math Journal page 47 – independent practice

5. Instructional Objective:

Given a picture of a domino, the student will be able to accurately generate related addition and
subtraction facts to demonstrate their understanding of using addition to help solve subtraction
problems in at least 5 out of 7 trials.

6. Instructional Procedures:

A domino with 5 dots on one side and 4 dots on the other will be displayed on the Smart Board
using the projector. The teacher will help students discover the addition facts and subtraction
facts the domino shows. The students will be asked, “Which addition facts describe this
domino?” (5+4 = 9 and 4+5 = 9). Students will be able to state the turn-around rule to generate
the related addition fact. The teacher will ask the students “Which subtraction facts describe this
domino?” (9 - 5 = 4 and 9 – 4 = 5). Students may become confused and respond with the
subtraction fact 5- 4= 1, but they should be reminded that when working with fact families, only
three numbers can be used.

To help students recognize the subtraction facts, the teacher will cover one side of the domino.
For example, the teacher will say, “There are 9 dots in all. We take away the 5 dots on one side
by covering them. Now 4 dots remain. So 9 – 5 = 4.” The teacher will explain that the four facts
that describe the domino (5+4 = 9, 4 + 5 = 9, 9-5 = 4, and 9-4 = 5) are called related facts.

This activity will be repeated with a few other dominoes. As students provide the addition and
subtraction related facts, the teacher will write them on the Smart Board next to the projected
domino. Sometimes, the facts will be written vertically since the worksheet and journal page has
vertical facts.

The teacher will ask the students “Suppose you don’t know the answer to 15 – 9 = ____. How
could you use related facts to figure it out?” Partners will discuss this question and then share
their ideas with the class. The teacher will highlight the strategy of using the related addition fact
9 + ____ = 15. By thinking aloud, the teacher will say, “What do I need to add to 9 to get 15? I
need to add 6 because I know that 9 + 6 = 15. This will be labeled as the think-addition strategy
because it is a way to solve the subtraction fact by thinking of it as an addition fact.

The teacher will show an example of how to complete the Practicing Facts with Dominoes
worksheet. Students will sit with their math partners to work on the Practicing Facts with
Dominoes worksheet. They will take turns with their partners. Students will place dominoes face
down on the table and pick one domino. Both partners will copy the dots from the domino onto a
blank domino on the page. The partners will work together to write the related facts for the
domino. Students will continue to take turns turning over one domino and completing the
worksheet by discovering the related facts for each domino.
Once partners are finished with the game, they will complete Math Journal page 47
independently. This workbook page will be checked for accuracy to determine the students’
progress toward achieving the objective.

7. Assessment: Tell how you will know if all students have met the instructional
objective. What tool(s) will you use to measure if all students can meet the objective?

Participation in class discussion when the teacher is displaying dominoes on the projector and
asking for related facts. Are students able to apply their knowledge of addition and subtraction
on the Practicing Facts with Dominoes worksheet with their partner? Is the student able to
accurately complete 5 out of 7 of the trials on journal page 47 independently by writing addition
and subtraction facts for each domino?

8. Differentiated Instruction:

If students need an additional visual aid, they can use their counters as manipulatives to
assist with finding all the related facts for each domino. They can also place the counters on
a number line to represent the numbers on the domino.

Student can use the change-to-less or comparison methods for a visual aid using counters
or cubes and a number line. The change-to-less method is used when there is a number of
items at the beginning and the number of items decreases and students are asked to find
out the number of items that are left. The comparison method is when two separate
quantities are known, and the student has to compare them to find the difference between
them and tell how many more or less.

Provide enrichment and extension for gifted students who are advanced in subtraction
facts. For example, have these students work with two- or three-digit numbers.