UMU Lesson Plan Template

2013-2014
Name: Shelby Gruber
Date: September 23, 2014
Grade Level: 2nd Grade
Class Period: N/A
Subject: Mathematics
Lesson # & Title: Lesson #1- Subtracting 0, 1, 2
Big Idea/Lesson Focus: Subtracting using 0, 1, and 2.
Essential Question: How can you subtract 0, 1, and 2 from a number to get the difference?
Context for Learning: There are 24 students in the class, 11 girls and 13 boys. There are 7 students on IEPs. 4
students are on IEPs for Cognitive Delay, 1 student on an IEP for autism and 2 students on an IEP for reading.
Function of the Lesson (check all that apply):

Introduce New Skill or Content

Content Standards:
2.OA.1- Use addition and subtracting 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.
Learning Objectives: By the end of the lesson, the students will be able to subtract 0, 1, and 2 from a number by
applying the concepts of 0-less-than, 1-less-than, and 2-less-than with 80% or higher on their lesson quick check.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Difference
Subtraction
Less than
Instructional Materials and Support:
Unifix Cubes
Interactive Board
Unit 3-1 worksheet
Prior Knowledge:
The students have previously learned how to add 0, 1, and 2 to a number to create an addition number sentence. The
previous Friday, the students took a pre-unit test to help determine what small groups the students will be in for
lesson 2. This will be the first lesson of the unit where the students are introduced to subtraction.
Assessment Plan:

Pre-Assessment for the unit: Use this information to design your lessons
o At the beginning of the unit, the students will take a pre-unit test to assess what the students
previous know. Based off of the scores on this test, I will make adjustments to the lessons.
Assessment(s) during the lesson: Only assess what was taught
Throughout the lesson, I will be assessing the students based on their answers that they share with
the class. I will make sure that I call on every child at least once. While the students are working
independently, I will be walking around the class to make sure that the students understand the concept. If a
child is having difficulty with a concept, I will work one on one with that specific student to re-teach the
lesson.

Assessment(s) at the end of the lesson: Clear up misconceptions

o At the end of the lesson, the students will be completing a quick check. Based on the quick check, I
will assess what students grasped the concept and which students need more practice. Based on this
assessment and the pre-unit test, the students will be placed into groups for lesson #2.
Post-Assessment for the unit: Assess all that was taught in the unit
At the end of the unit, the students will individually take a post unit test. For accommodating the
students on IEPs, I will read the test aloud to the class.
Strategies & Learning Tasks

Introduction/Opening:
I will review with the students that we have previously learned what 0 plus a number equals, 1 plus a number equals
and 2 plus a number equals. I will explain to them that today they be learning how to subtract 0, 1, and 2 from a given
number.
(4 minutes)
Presentation/Explicit Instruction:
I will explain to the students that subtracting means that you are taking the smaller number away from another
number. I will use an example that the students can relate to (if Colin has 7 dogs and 3 run away how many are left.)
To help the students visualize this I will draw circles on the board to show the 7 dogs and take away 3. As a class we
will then count how many dogs Colin has left.
(8 minutes)
Structured Practice/Exploration:
As a class we will go over page 71 in the students workbooks together. I will give each of the students 10 unifix cubes
to help with the students who are hands on learners. I will call on students in the class to help me come up with
numbers to use in the problems, this will help the students who get easily distracted or off task to stay on task and
with the class. As a class we will complete numbers 1-3 together on page 71. For number 4 I will give the students the
three numbers that they need to use but then have them complete the problem on their own. Once the students are
finished with the problem I will have them put their hand on top of their head to show they have completed the
problem. Once most of the students have completed the problem I will call on three students to share with the class
the number sentence they created and the answer they got.
(10 minutes)
Guided Practice/Specific Feedback:
As a class, we will go through the first section of page 72. I will read the problem to the class and then call on a student
and ask them if they think the problem is asking 0 less, 1 less, or 2 less. As a class we will then draw the line
connecting the number sentence to the correct answer. As a class we will then do number one and two together using
unifix cubes (5-2=3 and 10-1=9.) I will then instruct the students to do numbers 2-5 on their own. We will then review
the correct answers as a class.
(10 minutes)
Independent Practice/Application:
Once we have completed page 72 as a class, I will instruct the students to complete numbers 6-9, and 12-13 on page
73. To remind the students what problems they are completing I will ask them to circle the numbers. Once the
students have completed numbers 6-9 and 12-13, I will ask the specific number of the students to the front of the
room and use the students instead of the unifix cubes to demonstrate the number sentences. I will then have the
students turn to page 74 where as a class we will complete number 18.
(10 minutes)

Closure:
To wrap up the lesson, the students will get a quick check that reviews what we went over that day in class. Once the
students are finished I will collect the quick check for a grade and assess the students on how they performed on the
quick check.
(5-10 minutes)
Differentiation, Individualized Instruction, and Assessment:
During the lesson, I will use transitions and attention getters to help the students who have difficulty staying on task
and following directions. There are many students in the class who learn best with hands on materials, I will make
sure to allow for both visual learners and kinesthetic learners to benefit from the lesson. There are certain students in
the class who have a difficult staying on task and focus, I placed them in the front of the room so I can keep a close eye
on them and make sure they are following along with the rest of the class. For accommodations the students on IEPs, I
will read the test aloud to the class.
Research and Theory:
In this lesson, I have incorporated John Deweys learning theory. I have incorporated hands on learning experiences
for kinesthetic learners and visual learning experiences for visual learners. By allowing the students opportunities to
pick what type of learning style they want to use it allows them to engage in their own learning and take control over
their learning experiences. Also by allowing the students to get up and move around the classroom, It allows them to
have difference experiences than just sitting in their desk the entire time.