EDEL 441 L.Yearta Lesson Plan Form Teacher: Jessica Cothran (cooperation teacher: Mrs.

Peak) Unit Name: Mathematics Lesson Title: Numbers greater than 10 Grade Level:2nd Standards CCSS: Operations and algebraic thinking 2.oa: Represent and solve problems involving addition and subtraction. 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 2.1 Operations in base ten. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. SC Standards: 2-2.2 Represent quantities in word form (through twenty). Generate strategies to Objective(s) -The student will be able to comprehend the meaning of the digits in 0-9. -The student will be able to comprehend numbers greater than 10. -The student will be able to create drawing and equations to represent a number (0-20). Assessment -The student will complete problems together as a class on the interactive board. This will act as a form of assessment. -The students will also have a worksheet to complete in class with their shoulder to shoulder partner that they will turn in after completion. -Finally, the students will have a math worksheet to complete for homework.

EDEL 441 L.Yearta add and subtract pairs of two-digit whole numbers with regrouping. Materials and Resources: -Work Space math book and workbook -Ten frames & counters -Interactive board Lesson Introduction Using the interactive board I will engage the students by calling students to the board to show their understanding of the numbers 1-10. They may choose to write a one digit by one digit addition problem, use ten frames and counters to express their answer or number.

Procedure

Step 1: -Introduce the lesson-Youve been working with numbers less than 10. Now were going to learn numbers 10-20. -Demonstrate meaning of digits in 10 (write 0-9 on board). These are the 10 numerals in our number system that allow us to write any numbereven numbers in the millions and trillions! So, lets see how we use only 10 numerals to write numbers greater than 9 (show ten frame). -Erase list of numbers and write 10 on the board. Then write 1 ten and 0 ones. Then write 10=10+0. Step 2: Demonstrate making 14 -Use counters to make 14 in the ten frame. -Write 14, 1 ten and 4 ones, 14=10+4. Step 3: Guide student to name values of the digits in 11. -Use ten frames to write 11. Let students work in partners. Ask how many tens are there? How many ones? What number can we write? Let students answer. They should write 11, 1 ten & 1 one, 11=10+1. Step 4: Demonstrate meaning of 20.

EDEL 441 L.Yearta -Use ten frames to show 20. Write 20, 2 tens & 0 ones, 20=20+0. -Be sure to emphasize the importance of the 0 in 20. Without the 0 the number is simply 2. Step 5: Review terminology/vocabulary (one digit number, two digit number & place value). Step 6: Students will use WorkSpace (p. 42) to write two digit numbers, word form of a number and an equation. Step 7: After students provide a well understanding of this we will introduce two digit addition with regrouping.

Lesson Closure

Review the terminology/vocabulary listed above Provide students with an example. Ask for any questions.

Differentiation (A)

Differentiation Students could make their own ten frames with numbers that werent discussed in class.

By doing this, students would create a product. Students would design and construct a ten frame of their own to help with studying and to help become more proficient with numbers greater than 10. Students will understand two digit addition. They will apply their knowledge by creating a ghost spin wheel to help students and themselves study.

Differentiation (B)

If time allows, students can create a ghost spin wheel that includes two digit addition problems with on one side and the answer on the other. Students can use these to quiz each other.

EDEL 441 L.Yearta