Lesson Plan
Teacher: Mrs. Gerhart/Mrs. Creamer Class/Subject: Second Grade Date: March 14, 2012
/Mathematics
Domain: Operations and Algebraic Thinking
Cluster: Represent and solve problems involving addition and subtraction.
Standards: 2.OA.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.
Embedded Mathematical Practices: 1. Make sense of problems and persevere in solving them, 3. Construct viable arguments
and critique the reasoning of others, 4. Model with mathematics, 8. Look for and express regularity in repeated reasoning
Learning Targets: Kid-Friendly Language Materials/Resources:
Students will: • Large supply of connecting (unifix) cubes for testing
• identify the unknown in an addition or subtraction various solutions or Manipulatives such as pompoms,
word problem (Knowledge) yarn, tooth picks, or other materials that students
• write an addition and subtraction equation with a could use to represent head, tails, and legs, pictures
symbol for the unknown (Knowledge) or books about farm animals
• Use drawings or equations to represent one- and • Paper & Pencils to record solution/ answers, results
two-step word problems (Reasoning) • Evidence Trackers to record mathematical
• Add and subtract within 100 to solve one-step word conversations/dialogue and track learning
problems with unknowns in all positions (Reasoning) • Poster of Rules for problem
• Add and subtract within 100 to solve two-step word • What I saw at the farm listed on chart paper
problems with unknowns in all positions (Reasoning) • Chart paper to brainstorm group work- Looks
• Determine operation needed to solve addition and Like/Sounds Like?
subtraction problems in situations including add to,
take from, put together, take apart, and compare
(Reasoning)
(10 minutes) Introduction/ Critical Input Experience: Talk about visiting my friends’ farm. Discuss what group work looks and
sounds like…..so that we all can do our best problem solving and thinking.
(25 minutes) Procedures:
1. Present problem:
The other day, I was visiting my friend and she lives on a farm. We went out to see the animals that she has and this is
what I saw……
4 heads
10 legs
3 tails
What animals did I see?
2. You will be working with a small group to problem solve a solution for the situation. You may use cubes, or other
manipulatives that you think will help you reach a solution. You will need to draw a picture of your solution and write
about it.
3. Send children out w/ materials; pencil, paper
4. Set up other adults w/ evidence trackers- Explain importance of not giving students help- let them struggle/ do not
guide. May ask question- Please tell me what you are thinking? RECORD response please.
5. Allow students to work (15 minutes) The children will use diagrams and/or manipulatives to guess and check for
correct
6. solutions. (Some students will be able to label their work with numerical phrases.)
7. Bring students back together and take time for partners to share-out results and thinking. Did we all have the same
thinking/answers? (20 minutes)
(Extensions) Have students write about how they helped to solve the problem and what they discovered by listening to
their classmates sharing.
Wrap Up/Reflection (Student (s): Use questioning: How would Evidence of Learning/Assessment:
you explain your choices? How do you know that your Reflect on notes recorded on evidence trackers
reasoning is on track? Refer to rubric
Reflection/Comments (Teacher (s):
Does student show understanding parameters of problem?
Did students realize that there were multiple solutions to the problem? (Two or more solutions are given to the problem)
Evidence of how did students apply mathematical practices-
Communication & use of mathematical language
