LESSON PLAN 4, Day 4

Name: Melissa Beitko

GENERAL INFORMATION
Lesson Title & Subject(s): Math
Topic or Unit of Study: Making 10
Grade/Level: 2
Instructional Setting:
The 19 students will be seated at their desks for the lesson. I have 5 tables and 4 students per table.
There is one table with a group of 3. The learning context of the lesson is for the students to make a 10
to add within 20.

STANDARDS, GOALS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens,
and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
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.
2.OA.B.2 Fluently add and subtract within 20 using mental strategies.
Lesson Goal(s):
The overall purpose of this lesson is for students to make a 10 to add within 20.
Lesson Objective(s):
Given 15 addition problems, students will make a 10 to add within 20, correctly answering 12 problems to
show proficiency.
MATERIALS AND RESOURCES
Instructional Materials:
pencils, personal white boards, dry-erase markers, worksheet, Chromebooks to use to solve problems
and grade with Flubaroo
Resources:
NVACS. Nevada Academic Content Standards. (2012). Retrieved from http://curriculum.wiki-teacher.com

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events
1. Identification of Student Prerequisite Knowledge and/or Skills:
Students will need the prerequisite skill of knowing how many more it takes to make 10 to be
successful in the showdown fluency practice. I will write the number 9 on the board. How
many more to make 10? Students will write 1 on their personal white boards. Now write the
number sentence. Students should write 9+1=10 or 10=9+1. I will repeat this process for
numbers 1-8. Approximate time: 5 minutes

2. New Knowledge and/or Skills to Be Taught:

I will display the following problem on the board. Mikey had 9 blue linking cubes. His friend gave
him 4 yellow cubes. How many linking cubes does Mikey have now? The purpose of the lesson
is for students to learn a new strategy for addition. I will not teach this strategy yet, but I will allow
the students to solve using their own strategy first. Approximate time: 5 minutes
3. Modeling: I Do
I will write 9+4 on the board. Lets solve this by drawing xs and os. I will draw out 9 xs by
putting 5 in one column and 4 in another. A column is complete when there is a maximum of 5
shapes. How many os do I need to draw now to complete the problem? Students will say 4.
I will add 1 o to complete the second column and 3 os to start a new column. I will ask Did we
make a 10? The students will respond yes. So now our 9+4 problem has become a 10-plus
fact. What fact do we have now? Students should respond 10+3. Approximate time: 10
minutes
4. Guided Practice: We Do
I will have the students practice this strategy with the following problems: 9 + 6, 9 + 7, 8 + 9, 8 +
3, 8 + 4, 8 + 7, and 7 + 5. Students will work out problems on their personal white boards. I will
have students explain their work to a partner. We will go through each problem together.
Approximate time: 30 minutes
5. Independent Student Practice: You Do
Students will be given a worksheet with 15 problems to solve. They may use the strategy of
drawing shapes to solve the problems or draw number bonds. Approximate time: 20 minutes
6. Culminating or Closing Procedure/Activity/Event:
We will have a class discussion on the problems they solved. Some of the questions I will ask
include: Lets look at Problems 1114. How are the problems the same and different? Do you
notice a pattern that will help you memorize your 9-plus facts? What other patterns do you
notice? Explain the strategy we reviewed today. Can you think of another problem that the make
ten strategy will help us solve? Can you figure out the math goal of todays lesson? What name
would you give this lesson? Although this is a formative assessment, I would integrate Flubaroo
to grade the worksheet. I would have students complete the problems on Chromebooks which I
would check out for every student. The problems would be on a Google document and the
students would still be able to use scrap paper or personal white boards to solve. Since Flubaroo
grades student work immediately, we would still be able to have a class discussion on the
problems solved. Flubaroo would also flag any low-scoring problems which I would be able to
address with the class.
Pedagogical Strategy (or Strategies):
Direct instruction, partner work
Student Assessment/Rubrics:
I will know if the students have met the objective of the lesson by listening to class discussion and
observing their work. This is a new strategy so the worksheet they do will not be graded. However, they
will need to solve 12 out of 15 problems correctly to show that they understand the concept that was
taught. Although I will not put the scores in the gradebook, I will use Flubaroo to score the problems the
students solved.