ADEPT APS 2-3 Planning

Teacher Candidate: Brittany Benjamin Lesson Title: Adding and Subtracting Numbers Grade level standard(s) and citation(s) from state or national standards Lesson objective(s) (in observable and measureable terms with mastery level specified) Prior Knowledge (describe prior knowledge students need before beginning the lesson) Subject: Math Grade Level: 2

Time allotted for the lesson: 100 minutes Lesson Goal(s)

2nd grade Operations and Algebraic Thinking 2.OA Common Core Standards
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Represent and solve problems involving addition and subtraction. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication.
Student Prerequisite Knowledge

Students must be familiar with representing and solving problems involving Addition and subtraction. Students must be able to understand and apply properties of operations and the relationship between addition and subtraction. Students must be able to Add and subtract within 20 and be able to work with addition and subtraction equations.
Instructional PlanIntroduction (_20 minutes)

Agenda (outline of lesson for students)

Initial Engaging activity (how you will open the lesson to motivate students) Personalization (to students, self, or class experience) Prior Knowledge (connection to students prior related learning) Purpose/Relevance (explain why students would need to know

Lesson Agenda Read Adding and Subtracting at the Lake by Amy Rauen. Give out handouts on adding whole numbers. Give out handouts on subtracting whole number. I will open the lesson to motivate students by playing the video Learn Math: Addition & Subtraction Rap. Example of why knowing how to add/subtract is important: When your parents go shopping they have to know how much money they have to spend. They must know how to subtract/add the price of clothes, food, etc. and spend accordingly. Remember last week in class I we went over counting numbers from 1-50. Now we are going to begin learning how to add and subtract them. Students will need to know how to add and subtract numbers in real life because students will

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this information in real life)

eventually have to shop on their own and live on their own. In the real world you need to be able to add and subtract amounts of money in order to get what you need.
Instructional PlanModeling (_20 minutes)

Teacher Modeling (describe how you will model the specific content including statements, explanations, demonstrations, and teaching strategies used to convey the objective) Essential Vocabulary (list all terms and definitions that are introduced or reviewed and are essential for the students to understand the objectives and concepts of the lesson--use a bulleted list) Questions (list at least two questions that you will use during Modelinguse a bulleted list) Guided Practice (describe the student centered activity that provides each student with the opportunity to practice the objective under the guidance of the teacherif applicable, must be attached to lesson plan) Feedback to Students (describe how you will provide feedback to students and assess readiness for Independent Assessment) Questions (list at least two questions that you will use during Guided Practiceuse a

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The teacher will begin the lesson by drawing objects on the board and she/he will demonstrate adding them. She will then show her students how she adds by using numbers instead of shapes/objects.

ADD To bring two or more numbers (or things) together to make a new total SUM The result of adding two or more numbers. TOTAL The result of adding PLUS the addition sign SUBTRACT to take one number away from another. DIFFERENCE the result of subtracting two or more numbers.

Why is it important to add and subtract numbers? How do you or your family use addition and subtraction?
Instructional PlanGuided Practice (20 minutes) The students will be given some a set of bas ten blocks to practice adding and subtracting whole numbers. The teacher will also hand out math worksheets .The teacher will walk around to monitor her students progress.

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The teacher will walk around to see if her students understand the concept and if the teacher determines more practice is needed for the entire class it will be given at that point. However, if most of the class understands the content and only a few students need additional practice then the teacher will place those students in small groups to give them additional instruction. During guided practice I will verbally ask the students how to add two digit numbers. I will also verbally ask them if they think that theres a pattern to adding numbers.

bulleted list) Instructional PlanIndependent Assessment (10 minutes) Independent Assessment (describe the activity that provides each student with application of the objective activity, key, and/or scoring guide/rubric must be attached) Assessment matches lesson objective (written description)

Each student will complete a math worksheet where they have to add two digit numbers.
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Assessment matches strategies used during modeling and guided practice (written description) Review (describe how and when the content will be summarized) Closure (describe how the lesson ends) Student Involvement (describe how students will be actively involved during review and/or closure) Materials/Resources/Technology (use a bulleted list)

The assessment matched to objective because I will be given the students a math worksheet where they would have to add and subtract various numbers, and my objective is represent and solve problems involving addition and subtraction, and Add and subtract within 20.Work with equal groups of objects to gain foundations for multiplication The teacher modeled how to add and subtract numbers. The teacher began by reviewing adding and subtracting single digit numbers and then she will move on to adding and subtracting double digit numbers.
Instructional PlanReview and Closure (_30 minutes)

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The lesson review will follow the independent practice. The lesson will end with the teacher playing a game called subtraction bowling. The students will make bowling pins out of 2 liter soda bottles and then students will take turns bowling and writing either addition or subtraction equations. The teacher will be actively involving the students in the activity by having the students play the bowling game and by having the students use the thumbs up/thumbs down method. The teacher will ask students to solve addition and subtraction questions on the board and after each student answers her question she will ask the class to give thumbs up/thumbs down.
Materials/Resources/Technology

Paper for guided practice Pencil

Lesson Adaptations/Differentiation Classroom Description (describe the classroom to include any students who receive/need additional support) 2

This is a second grade classroom, with 16 students. Eight boys and Eight girls. This Math class is full of high ability students.

Accommodations (identify the accommodates to be used for this specific lesson for students who receive/need additional support) Learning Styles (describe how two learning styles are addressed by this lesson) Multiple Intelligences (describe how two multiple intelligences addressed by this lesson) Rates (state the procedures for early finishers and those who require additional time) Grouping of Students and Classroom Layout (describe for each phase of this lesson Modeling, Guided Practice, Independent Assessment-including plans for transitions)

There are no accommodations for this class.

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Visual learners needs are met because they were shown shapes and they had to manipulate objects in order to add and subtract. Interpersonal intelligences needs are met because the students worked in small groups for guided practice. Visual special intelligences needs are met because students had to manipulate objects in order to add and subtract them. Students who finish early will be given harder work sheets to complete. Students will be asked to come sit on the carpet in front of the classroom so they can begin the activity. The students will remain sitting in front of the classroom for the modeling activity and then students will be placed in small groups for guided practice. After the guided practice students will work individually for independent practice.

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