SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Ty George
ELA-Math
2
2 Class Period 45 minutes each
Studentswilldevelopstrategiestofindthedifferencebetweentwo
numbers,tobeappliedinadditionandsubtractionoftwodigit
numbers.
Howismathematicsusedtoquantify,compare,represent,andmodel
numbers?
Howcanexpressions,equationsandinequalitiesbeusedtoquantify,
solve,model,and/oranalyzemathematicalsituations?

Objectives

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

StandardCC.2.2.2.A.1Representandsolveproblemsinvolving
additionandsubtractionwithin100.
StandardCC.2.2.2.A.2Usementalstrategiestoaddandsubtract
within20.
Studentswillbeabletodevelopandusestrategiesforwholenumber
computationwithafocusonadditionandsubtractionofmultidigit
numbers,withandwithoutregroupingwith100%accuracy.
Studentswillbeabletouseavarietyofmethodsandtoolstocompute
andestimatesumsanddifferencesofquantitiesandconcludethe
reasonablenessoftheresultforeverysingleproblemtheyhaveto
solve.
Regular Education Student
Teacher checking the students answers to addition and
subtraction problems
Students being able to find their own mistakes in
addition and subtraction
Observationsduringsmallgroupwork,studentinteraction,and
wholeclassdiscussionwillservetoassessstudentprogress.
For ELLs
Speaking: Have students record themselves solving
simple addition and subtraction problems to be able to
see correct pronunciation of numbers.
Listening: Observe students and make sure they are
understanding and following directions, using the
appropriate method of solving, know the value of each
number
Writing: Check students numbers that are written on
the page for accuracy and correctness. Have students
create some addition and subtraction problems of their
own.
Reading: Make some students are understanding by
having them read and complete flash cards with a

CK

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

partner. Have them locate numbers on the number line.

Family: What does your family know about addition and
subtraction? Have them explain to you what/if they
know.
Culture: What system did you use for estimating,
addition subtraction, etc. back home? Teach the class
your way of doing these activities.
Ask students two things they know about addition and
subtraction and one question they want answered by
the end of the class.
Halfway through the lesson before they start working
with their partners, assign the class 3 problems that are
to be completed on their on then checked to see if they
are understanding the concept before the class moves
on
Give homework at the end of class roughly 15 to 20
problems depending on how well the students have
picked up on the information.
Use technology and mathematical games as a fun way
to work on accuracy and correctness.
http://www.mathplayground.com/ASB_Canoe_Puppies.h
tml
ELL 21st Century Learning: This game will have students
work on quickly solving addition and subtraction
problems. The skill level can be changed and students
will get shown how many questions they can solve a
minute and their accuracy.
Have iPads or computers that are able to record
students saying the problem and the solution.
Video students while doing flash cards so they can see
what it looks like when they are going through the
steps of solving problems.
Make available number lines and sets of addition and
subtraction problems so that students have a reference
if need be.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning

CK

Plan
Introduction

Explicit
Instructions

Activating Prior Knowledge

Inthislessonstudentsarefirstaskedtocomparetwonumbers.The
activityissetupasagame,withrandomnesstoincreasestudent
interest.Thisstartingexercisereviewsandreinforcestheunderstanding
ofplacevalue,whichiskeyinthemainportionoftheactivity.As
studentsdotheGoalactivity,theyseethattheycancomposeand
decomposenumbers,focusingonthetensseparatelyfromtheones,
andineitherorder.Theyalsoseethatonescancombinetobecome
tens,andtenscanbebrokenintoones.
ELLswillpickwhatnumberthereismoreof.Startoffwithnumbers
inthetensplace.
Hook/Lead-In/Anticipatory Set
The teacher will put a larger numbers up on the board.
(58) And (62) and ask students to identify these
numbers
ELLs will repeat that number to somebody at their table
and also say it in their original language
Teacher will try and see what students have worked with
large numbers in addition and subtraction and
demonstrate the process of the exampled numbers.
ELLs will be asked what they know regarding addition
and subtraction and if they did any of it in their country
of origin.
Big Idea Statement
Have students read the big idea on the board
Circle the big idea on the board for ELL students
Have the students read out loud the objectives written
on the board while the teacher points at each word
Essential Questions Statement
Teacher will ask key questions to the lesson and listen to
what the students respond.
Teacher will explain why each step is being taken in the
process and address any questions students may have
Objective Statement
The teacher will then explain to the students how we will
be adding and subtracting numbers in all different place
values. Have students understand and explain the
different place values and the difference in adding and
subtracting with 100% accuracy when presenting.
For ELLs the teacher have several completed problems
exampled circling the addition and subtraction signs and
the different place values.
Transition
Have students read out vocabulary words several times
out loud as a class.
Have the ELL student read the definitions out in Spanish
then read the same when out in English as well therefore
getting them to understand what skills they are applying

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

by defining words
Key Vocabulary
Difference:Theresultofsubtraction.
Sum:Theresultofaddition.
PreAssessment of Students
Inthisactivityonestudentchoosesanumberfrom1to99,while
anotherstudentchoosesanumberfrom1to99tobuildwithbaseten
blocks.Theclasswillcomparethetwonumbers.
Have ELL students select a number between 1 and 10.
Modeling of the Concept

Guiding the Practice

Tellstudentsthatitistheirjobtomakethesetofblocksequaltothe
numberinthesquare,thegoal.Theymustdecideiftheyneedtoaddor
subtractblocks.Guidetheirdiscussiontomodelideasfortherestofthe
class,andhavethemchangetheblockstomakethecollectionmatch
thenumber.
Do an extra example just for the ELL student and show
him/her the process of how to set he blocks and use the
correct operation.
Create a picture sequence for the kids showing them
what the blocks look like at the start then how they are
moved correctly then what the final product looks like.
After dong this several times, split the students into pairs or
small groups and give them five problems to work on. Use
popsicle sticks with names on them for random pairing and
grouping.
ELLs will be given a partner to share and compare
answers with.
After the practice, the teacher will explain how the
students will be creating problems of their own and be
able to solve and explain these problems.
As students are working project several correct
examples that students in the class have completed so
ELLs can check and make sure they are on the right
path
Then after the students have completed the problems
with their partner, have the students set the problems
out on their desks and have the class walk around and
see what their classmates have done.
Providing the Independent Practice
Teacher will then hand out pieces of white paper and
have them create two addition problems using the ones
place, two subtraction problems using the ones place,
two addition problems using the ones and tens place,
two subtraction problems using the ones and tens place
and two additional problems where students can chose
and place value and operation they chose. This makes
ten total problems to be created for students.

Give the ELL students a visual of each type of these

problems to they have a example of what they are
supposed to complete.
Students will create the ten problems in any order they
chose and be prepared to solve 5 and explain in front of
the class.
Demonstrate this process for the ELL student.
Transition
Groups of students will come up to the front of the class
and write out five of their problems on the board and
solve them correctly.
ELL students will get recorded during this process to
hear and watch themselves using the numbers correctly
and using the correct process.
After everybody has gone through and presented, have
each student write down some good problems and
presentations they saw and some areas they thought
could be better. After everyone is done writing random
students will be called on to share what they have
written down.
Adaptations/Accommodations for Students with Special
Needs
All listed throughout the document in green
Evaluation of
Formal Evaluation
the
Copy of the lesson 3 assessment worksheet
Learning/Master Informal Evaluation
y of the
Review the essential questions originally asked at the
Concept
start of the class and explain the process where this
type of math would be used.
Closure
Summary & Review of the Learning
Have students write own one area in which they enjoyed
the lesson and one area where they had a hard time or
did not like something. This will serve as their exit
ticket.
Homework/Assignments
Go home and have parents try and complete the 10
problems the students completed in class today.
Reading
basetenblocks
Materials
paperandpencils
Technology
projector
Equipment
basetenmaterialsfortheoverheadprojector
Supplies
copiesandtransparencyoftheTensandOnesworksheet(M23
3_TensandOnes.doc)
copiesandtransparencyoftheGoalworksheet(M233_Goal.doc)
copiesoftheLesson3ExitTicket(M233_Lesson3ExitTicketand
KEY.doc)

copiesoftheLesson3Assessmentworksheet(M233_Lesson3
AssessmentandKEY.doc)


Teacher
Self-reflection

whiteboardandmarker