Math Lesson Plan Day 6

Name: Nathan Evans

Subject: Mathematics
Grade: 2nd

Date: 8/29/2016
Topic: Computation and Estimation
Length of Lesson: 60 minutes

Introduction (Essential Question):

Subtraction involves separating.
Standard: Computation and Estimation
Cluster: Number Relationships and Operations
Objective: SOL 2.5 The student will recall addition facts with sums to 20 or less and the
corresponding subtraction facts.
Specific Objective: Students will be able to relate addition, subtraction, and solve problems
with an 85% accuracy.
Method(s):
Lecture
Modelling
Manipulatives
Materials:
Smartboard
Laptop and projector
Envision Math interactive cd
Connecting cubes
Topic 1 lesson 6 interactive learning sheet
Topic 1 lesson 6 practice sheet
Direct Instruction:
Remind the students that in the previous week we have practiced adding and subtraction. Tell
the students that the two are related. Present the students with the addition problem 4+2=6. On
their mat, have the students create with their cubes a group of 4, 2, and 6. Have them place the
6 cubes at the top and the groups of 4 and 2 on separate sides of the mat. Point out that when
you connect the 4 cubes and 2 cubes you get a total of 6 cubes. Have the students switch the
groups of 4 and 2. Show them that although you moved the cubes, you still have a total of 6
cubes.
Now relate the addition to the subtraction. Write the problem 6-4=2. Show the students we are
still using the numbers 2, 4, and 6. Have the students place their group of 6 at the top and their
group of 4 on the left side of the mat. The group of 2 goes on the right. Now have them pick up
their group of 6. Have them remove 4 cubes. How many are left? 2. So 6-4=2. Now have

them take their group of 6 and remove 2. How many are left? 4. So 6-2=4. Show them that
The 4 and 2 make 6. Subtraction and addition are related. But addition means adding to and that
subtraction means removing. Now we will pose some more problems for items 1-3.
1. Write the addition sentence 2+3=5 on the board. Ask the students how can you use the
same numbers to write another addition sentence? 3+2=5. Explain that 2+3=5 and 3+2=5
are related addition sentences. Ask them although we moved the numbers did the answer
change? No. Now write the two subtraction sentences on the board, 5-3=2 and 5-2=3.
Ask them what is alike in the addition number sentences and the subtraction number
sentences? The numbers are all the same. They have the same parts and whole.
2. Write the addition sentence 4+5=9 on the board. Ask the students how can you use the
same numbers to write another addition sentence? 5+4=9. Explain that 4+5=9 and 5+4=9
are related addition sentences. Ask them although we moved the numbers did the answer
change? No. Now write the two subtraction sentences on the board, 9-4=5 and 9-5=4.
Ask them what is alike in the addition number sentences and the subtraction number
sentences? The numbers are all the same. They have the same parts and whole.
3. Write the addition sentence 6+1=7 on the board. Ask the students how can you use the
same numbers to write another addition sentence? 1+6=7. Explain that 6+1=7 and 1+6=7
are related addition sentences. Ask them although we moved the numbers did the answer
change? No. Now write the two subtraction sentences on the board, 7-6=1 and 7-1=6.
Ask them what is alike in the addition number sentences and the subtraction number
sentences? The numbers are all the same. They have the same parts and whole.

Guided Practice:
For guided practice we will work items 1-4 together on pages 24-25 on the T1L6 interactive
worksheet.
1. Together, first identify the groups. 9, 4 and 5. First we will work on the addition
problems. The left side shows a group of 4 and the right side a group of 5. What do
these two groups add to? 9. So 4+5=9. Together, identify a related addition sentence.
5+4=9. Now we will work the subtraction problems. For subtraction we take away from
the whole, 9. So if we take away the first group, 4, from 9, how many are left over? 5.
So 9-4=5. If we take away 5 from the group of 9, how many are left over? 4. 9-5=4.
2. Together, first identify the groups. 6, 8 and 14. First we will work on the addition
problems. The left side shows a group of 6 and the right side a group of 8. What do
these two groups add to? 9. So 6+8=14. Together, identify a related addition sentence.
8+6=14. Now we will work the subtraction problems. For subtraction we take away
from the whole, 14. So if we take away the first group, 6, from 14, how many are left
over? 8. So 14-6=8. If we take away 8 from the group of 14, how many are left over? 6.
14-8=6.
3. Together, first identify the groups. 8, 5 and 13. First we will work on the addition
problems. The left side shows a group of 8 and the right side a group of 5. What do
these two groups add to? 13. So 8+5=13. Together, identify a related addition sentence.
5+8=13. Now we will work the subtraction problems. For subtraction we take away
from the whole, 13. So if we take away the first group, 8, from 13, how many are left

over? 5. So 13-8=5. If we take away 5 from the group of 13, how many are left over? 8.
13-5=8.
4. Together, first identify the groups. 7, 9 and 16. First we will work on the addition
problems. The left side shows a group of 7 and the right side a group of 9. What do
these two groups add to? 16. So 7+9=16. Together, identify a related addition sentence.
9+7=16. Now we will work the subtraction problems. For subtraction we take away
from the whole, 16. So if we take away the first group, 7, from 916, how many are left
over? 9. So 16-7=9. If we take away 9 from the group of 16, how many are left over? 7.
16-9=7.
Differentiation:
Audio: Reading the problems aloud to the students.
Visual: Drawing the examples on the smartboard and interactive learning worksheet.
Reading/Writing: Reading the word problems and writing the equations.
Kinesthetic: Using connecting cubes to represent the problem.
Lesson Closure:
Addition and subtraction are related. The difference is that in adding we add two groups to
create a whole and in subtraction we remove from the whole. For addition, we can write the
group in different ways to make the same whole, i.e. 6+2=8 and 2+6=8.
Independent Practice:
For independent practice the students will complete the T1L6 practice worksheet.
Assessment:
For assessment, take up the T1L6 worksheet to be graded.