Lesson Plan #1

Mr. Austin Bogina

January 26, 2016

Learner and Environmental Factors *

Grade Level: 2nd
Content Area: Math
Kansas College and Career Readiness or State or Local Standards: *
STRAND: MATH
BOX SUB HEADING: Operations & Algebraic Thinking
STANDARD: 2.0A.A.1 Represent and solve problems involving addition and subtraction.

BOX SUB HEADING: Number & Operations in Base Ten

STANDARD: 2.NBT.B.5 Use place value understanding and properties of operations to add and
subtract.

Lesson Performance Objective: * (TSW- the students will)

TSW contribute to a discussion over their prior lesson by explaining how single-step number stories
work.
TSW develop a single-step number story on their own on their white boards.
TSW share their number stories with the class and explain why it represents an addition or subtraction
problem.
TSW participate in the lesson introducing two-step number stories.
TSW demonstrate two-step numbers stories by modeling on their white boards or being called to the
Smart Board.
TSW accurately complete the assigned pages from their student workbook covering the new material.
There are 5 problems so they should all be able to do at least three completely on their own.

Materials: *

Smart Board
Student Wonders Textbook
Student Wonders Workbook
Math Journals
White boards/slates

Vocabulary: Just review different types of key words that represent a subtraction or addition problem.
Student Grouping(s) (individual, pairs, teams, cooperative learning)

Groups of two or individual depending on how the lesson progresses

THE PLAN
Anticipatory Set: *

Today we will be taking what we learned from our previous lesson over single-step number stories and
learning how to take it a step further to solve two-step numbers stories.
If you are comparing to see who has more fish then you should subtract to find that answer because you
are looking for the DIFFERENCE.

If you are comparing to see how many they have in all then it will be an addition problem because it
wants to know the TOTAL.
When we worked on single-step number stories in our previous lesson we were already completing the
first part to solving a two-step number story which is what we are going to learn today.
Briefly explain to the students the lessons objectives (from above) and how you will get them to the end
results (checking for understanding). That way they know what is to be expected of them before the
lesson really begins.
Get out your white boards and create a single-step number story.
Now we are going to share what we created and I will call on someone to answer the question.
Explain to me how you knew that you should be adding/subtracting to get the answer?
Now we are going to take it a step further and create two-step number stories.
Tyler rode his bike three miles. Karlie rode her bike four miles further than Tyler. After a rest, Karlie
rode her bike two more miles. All together, how far did Karlie ride her bike?

Instruction: *

Set a purpose. Develop the ability to accurately identify both parts of a two-step number story while
understanding how to decide when to subtract and when to add.
o Today we will be taking what we learned from our single-step number stories lesson are adding
a second step to develop two-step number stories.

Introduce the key concepts, topic, and main idea. On the Smart Board present a probing question to
work through as a class. There are beginning examples that increase in difficulty that can also be used to
transition the students from the prior material to the new material.
o Read off the first example from the Smart Board

So after reading this number story where do you think we begin if we were to break it
down to first make it a single-step story?

o When the students have correctly communicated the first part of the problem then move onto the
second.

So we just found the first step of our two-step number story. What does the problem tell
us to do next?

How do you know that it is asking you to add/subtract?

Pull students into the excitement of learning. Be creative with the example stories that are created.
Use humorous animals or items and encourage class recommendations. Present different number
problems that the students have developed on the Smart Board without the final answer and bring
students up to work through the problems.
o What kind of animal do we want to start with?

Take the animal and insert it into the second example on the Smart Board.

o What is the number story telling us to do first with our (insert animal)?

Make sure that they realize whether the question is looking for the DIFFERENCE or the
TOTAL.

Make the learning relevant. Explain how we learned about single-step number stories and how by
taking it one step further they will be moving into two-step number stories. Show the similarities
between both ways so that they can connect their prior learning to the new lesson.
o When we learned about single-step number stories we only had to decide whether we were
going to add or subtract once.
o Now with two-step number stories we have to decide whether to add or subtract TWICE.

Can the problem have both addition and subtract in it or can it only have one of them?

Check for Understanding: *

Check for understanding with sample problems, situations, questions. Present the different
examples that the Smart Board lesson already has designed and call on different students to come up and
one can do the first part of the story and another can complete it by finishing the second part.
o If I were to tell you that I had 3 blue balloons and 10 red balloons and I wanted to know how
many more red balloons I had than blue would I be adding or subtracting?

How did you know that?

o What if I wanted to know how many balloons I had in all?

o What if I wanted was to sell 5 balloons out of my total of both colors? How many would I have
left?
o I have 13 baseball cards but I want to give Charles 7 of them. Charles already has 6 of his own
baseball cards so how many would he have in all if I gave him 7 of mine? How many baseball
cards would I have left?

I will be checking white boards during the lesson to make sure that everyone understands the lesson. I
know that there are a few students that day-dream during the math lessons and then when they get to
their assignment they are completely lost.
o Make sure that Jonathon, Charles, Christian, Kylie, Austin D., Evan, and Miguel all have a firm
grasp on the lesson.

When calling on students to answer vary between these students most of all. There are
many examples within this lesson so there will be many opportunities to check whether
they truly understand the lesson or are just getting by.

Jonathon may act like he does not understand what is going on but I can assure you that
he is a bright student and with an extra prompt from you he should cooperate.

Jonathon, what is our two-step number story telling us to do first?

o He does not like to hear that you will get Mr. Johnson from the behavior
room if he does not participate so use that as a prompt if you have to so
that he will cooperate.

Throughout all of the checking for understanding recommendations, simply using a thumbs up/thumbs
down or even a fist-to-five strategy to see where the students are at with their understanding should be
effective.
o Thumbs up if you understand what is going on. Thumbs down if you still need some help.
o On a scale from your fist to five with your fist meaning you do not understand at all and five
meaning you understand it fully, what number are you at?

Application/Guided Practice/Independent Practice: *

Provide time for practice and review. Guided practice will be how I identify whether the concepts
have been mastered and understood or whether I need to go back, differentiate, and teach certain parts
again.
o On your white boards I want you to model for me a two-step number story like the ones I
showed on the Smart Board.
I would then call on a student to share their number story and then call on another student
to answer it.
o I want you to explain to me exactly how you solved (insert students name) number story.
What words clued you in on whether you should be adding or subtracting?
Supervise students' independent practice. The independent practice that they will be demonstrating
will be through their Wonders workbook. They will have two pages that they must complete over twostep number stories which I will then review.
o While you are working on your workbook pages remember to read the wordings of the question
carefully. Remember when you are comparing two things you should be subtracting but when it
is asking for a combined total then you should be adding.

Closure: *

Bring the lesson to closure. I want the students to be able to relate their prior knowledge of single-step
problems and understand that they are now just adding another single part which is creating a two-step
number story. I want them to be able to connect the dots and simplify it as much as possible.
o Here is what we learned today. We learned about how we can transition from a single-step
number story to a two-step number story. We also learned that when a question wants you to
find the difference between something then you need to subtract but when it wants to know the
total then you must add.
o Here is how we can tie this lesson into our lives to make it meaningful. Lets say that you
earned $5 for vacuuming the house so that you can buy a new video game. One video game
costs $11 and the second one costs $17. How much more money would you have to make to buy
BOTH video games.
Where do you begin?
What is it asking us to do?
After they complete the first step.
What is the second part of the number story asking of us?

Model the entire number story on the Smart Board.

Here is our two-step number story model.
Any questions?

Assessment/Evaluation: *

TSW be able to accurately demonstrate how to move from a single-step to a two-step number story.
o View their white boards to make sure that they are modeling the number stories correctly.
o When they are writing their number stories make sure that they understand their connection
between the words that they are using and what they want to happen with their story.
I will be using their two pages of assigned work that they should be able to complete during class as my
assessment of their understanding for the material.
o The students have 5 problems that they have to complete and should be able to correctly answer
3 entirely on their own.
o Depending on how many of the students have questions at the start you can use your best
judgement on whether or not to work on the first question together.
TSW have accurately modeled at the start of the lesson that they have a firm grasp on the prior singlestep material so that I can be confident that moving on to two-step number stories will have the
opportunity to be successful.
o Read the first prompt from the first page of the lesson in the Teachers Textbook.
Raise your hand but just by listening to this single-step number story out loud what does
it want us to do?
How did you know to add/subtract?

Post Lesson Reflection

Did the students accurately model both single-step and two-step number stories? If not what went
wrong?

Did the students participate and remain engaged with the lesson or were they uncooperative and
disruptive?

Did the students make the connection between the single and two-step number stories and how they
relate to each other?

Did the students develop number stories on their own and communicate them efficiently to be presented
to the class?

What could have been changed to make the lesson go smoother?

What parts of the lesson were unnecessary or ineffective?

Additional comments and/or concerns?