UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student:

Samantha Hunter

PSMT Name:

Lesson Plan Title:

Addition & Subtraction

with coins
2/22-2/26
2nd

Lesson Plan Topic:

Sherry Trujillo/Bridget
Cimerman
Math

Estimated Time:
School Site:

60 mins each day

Roundy

Date:
Grade Level:

1. State Standard(s):
Group B and C:
CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and
tens, ones and ones; and sometimes it is necessary to compose or decompose tens or
hundreds.
o Essential Questions:
o

CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.
o Essential Question:
o

What strategy can I use to solve an addition/subtraction problem? How can I

model/explain this strategy?

CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $
and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many
cents do you have?
Essential Question:

What strategy can I use to solve an addition/subtraction problem? How can I

model/explain this strategy?

What are the different denominations of money? What are different strategies we can use
to solve money word problems?

CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m.
and p.m.
o Essential Question:

CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with up to
5 rows and up to 5 columns; write an equation to express the total as a sum of equal
addends.
o Essential Question:
o

Why do we need to be accurate and specific when telling and writing time using analog
and digital clocks?

What are some efficient ways to count the total amount of objects in an array?

CCSS.MATH.CONTENT.2.OA.A.1
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. 1
o Essential Questions:
o

What is addition?
What is subtraction?
In what situations do you use addition or subtraction to solve a problem?

Group A:
CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
o Essential Question:
o

CCSS.MATH.CONTENT.2.MD.A.2
Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit chosen.
o Essential Question:
o

What tools and units of measurement can be used to determine the length of an object?
How do you decide which measurement tool is appropriate to use when measuring
various objects?

How do we compare the length of one object using two different measurement units?
How does the length of the unit of measure affect the number of units needed to measure
an object's length?

CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies. 2 by end of Grade 2, know
from memory all sums of two one-digit numbers.
o Essential Questions:
o

What strategies can help you determine sums and differences within 20?
Can you explain the strategy you used?
How can these strategies help to solve more difficult problems?

2. Teaching Model(s): Direct and cooperative learning

3. Objective(s):
Group B and C:
Monday - The students will reason abstractly and quantitatively, as well as, use tools
strategically to help them solve word problems involving money.
Tuesday - The students will make arrays; match clock faces to digital notation and construct
shapes on geo-boards.
Wednesday - The students will be developing strategies for mentally adding and subtracting 10
and 100.
Thursday The students will use open number lines as a tool for solving number stories.
Group A:
Monday The students will measure and estimate lengths in standard units.
Tuesday Students will match subtraction facts with strategies, measure a path in inches and
centimeters, and explore arrays.
Wednesday The students will continue practice and demonstrate their knowledge of
measurement, telling time and subtraction strategies.
Thursday The students will continue practice and demonstrate their knowledge of
measurement, telling time and subtraction strategies.
4. Materials and Technology Resources
Pencils
Paper
Math Journals
Coins
White board
Markers
SMART board
Projector
Computer
Geo-boards
Centimeter cubes
5. Instructional Procedures:
a. Motivation/Engagement:
Monday Mental math and fluency provided by Everyday Mathematics
Tuesday Mental math and fluency provided by Everyday Mathematics.
Wednesday Mental math and fluency provided by Everyday Mathematics
Thursday Mental math and fluency provided by Everyday Mathematics
Friday Mental math and fluency provided by Everyday Mathematics
b .Developmental Activities or Learning Experiences:

Group B and C:
Monday We will focus on Everyday Math Unit 5-4. The students will practice
buying different items from a vending machine using exact change and without exact
change. The students know when the exact change light is on, they have to use exact
change and when it is off, they can pay with any coins as long as it is enough to cover
the cost of the item they are purchasing. They will work on pages 112-113 in their
math journals for more practice. Ask the students:
Which coins or bills can you use in the machine? (DOK1)
What if you dont have the exact amount of coins or bills? Can you still buy
something? (DOK 3)
What different combinations of coins can you use to pay for orange juice? Grape
juice? Etc? (DOK 2)
Tuesday We will focus on Everyday Math Unit 5-5. First, I will introduce arrays.
We will review what we already know about them and explain that an arrangement of
dots/xs in row and columns is called an array. All rows and all columns have the
same number of dots. We will practice with different arrays and have the students
share how they knew and what their strategies were for finding the total number of
dots. Then we will play I Have, You Have with clocks for the students to practice
their time telling. Finally, The students will work with geo-boards and will make
shapes using rulers and rubber bands.
How many rows of dots are there? (DOK1)
How many dots are in each row? (DOK1)
How many dots are there in all? (DOK1)
Wednesday We will focus on Everyday Math Unit 5-6. The students will be
developing strategies for mentally adding and subtracting 10 and 100. We will
practice skip counting by 10s starting at 221. Then we will do the same thing starting
at 331. Then, we will try counting backwards from 547 by 10s. This will be guided
until they catch on. Then, I will introduce Addition/Subtraction Spin. I will model
several rounds and then the students will play with partners and record their rounds. I
will provide sentence frames:
I spun a ________.
I added ________.
My rule was ________.
I will ask the questions:
What patterns do you notice? (DOK2)
What do you notice about the hundreds digit? (DOK2)
Why do you think that happens? (DOK2)
How can we use these patterns to think of a rule for mentally adding or
subtracting 10? (DOK3)
Thursday We will focus on Everyday Math Unit 5-7. The students will be using
open number lines to show their thinking for story problems. I will explain that an
open number line only shows the tick marks we need. For example, if we are jumping
from 23 to 33, those are the only two numbers that would be shown on the number

line and then they would show a plus 10 jump on the top. We will work on page 117
for practice using the open number lines.
How is an open number line like the other number lines we have used? How is it
different? (DOK2)
Friday Science with the FOSS kit (Separate plan) or review

Group A:
Monday We will focus on Everyday Math Unit 4-10. The students will look at the
differences between the inches and centimeters on their rulers. We will also talk about
the halfway mark. Then we will do practice measuring with the inches and
centimeters sides of the rulers. Finally, they will do an exploration with tape
measurers and measure different lengths of tape on the floor with inches and
centimeters and record it. Then they will use a spinner with different numbers and
work with the pattern blocks to make arrays. Then they would draw the array and
then build a different array and record that onto their paper.
Why do we need tape measures if we already have rulers? (DOK1)
How can one tape measure be both 60 inches long and 150 centimeters long?
(DOK2)
Why do measurements in inches always come out in smaller nimbers than our
measurements in centimeters? (DOK2)
Tuesday We will focus on Everyday Math Unit 4-11. The students will play The
Exchange Game. They will use the base-ten blocks to exchange ones, tens, and
hundreds. Then, they will match facts with strategies. They will work in small groups
and use page 89 in their journals. We will also work on telling time.
Wednesday Today we will work on review for Unit 4. We will do extra practice
activities such as; measuring, playing Target to 50, and telling time.
Thursday We will take the Unit 4 test.
Friday Science with the FOSS kit (Separate plan) or review
c. Closure:
Monday Friday Each day the students will have 10 minutes to complete their
math boxes in their math journals. The math boxes review what they have already
learned and preview what will be coming in the next lesson. There are usually 5
questions. The difficulty level rises with each question.
d. Extension:
Monday Friday If the students finish early they are able to play any math
workshop games that we have learned. I will suggest Rock, Paper, Scissors, Math!
And Salute! These are the most recent games we have learned and focuses on their
adding and subtracting using mental math.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Accommodations: Each day the students will have opportunities to move closer to the board
to see or closer to me if they have trouble hearing. For their mental math and fluency they

will be on the carpet. Also, they will have multiple opportunities to talk to a partner about
their answers.
Modifications: Each day I will ask different level DOK questions. If I see that some of the
students are struggling I will ask more level one and level two questions. If I see that they are
excelling, I will ask more level three questions.
Differentiations: Each day there will be many differentiations. They will be working not
only individually, but with partners and in groups. Also, everything will not be done with
direct instruction. They will be able to work with manipulatives and if I notice a group is
struggling with the lesson, we will take more time on the practice.
7. Assessment and Evaluation of Learning:
a. Formative:
Each day we will use the Kagan structure called Showdown. The students will have a
whiteboard and a marker and I will ask questions and they write the answer on the
whiteboard and when I say Showdown! they all show their boards and it is a quick
way to see who is getting it and who may still need more practice.
b. Summative:
The summative assessment will be at the end of our unit. It is a cumulative
assessment that has been created by Everyday Mathematics.
8. Homework Assignment:
Week 1:
Monday: Practice adding and subtracting with coins by making change for 20 minutes.
Tuesday: Practice adding and subtracting by playing a math workshop game with
someone at home for 20 minutes.
Wednesday: Practice adding and subtracting with coins by making change for 20
minutes.
Thursday: Practice adding and subtracting by playing a math workshop game with
someone at home for 20 minutes.
9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: