Lesson Plan

Mr. Austin Bogina

October 5, 2016

Learner and Environmental Factors *

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

BOX SUB HEADING: Numbers & Operations in Base Ten

STANDARD: 2.NBT.B.7 Use place value understanding and properties of operations to add and
subtract.

BOX SUB HEADING: Measurement & Date

STANDARD: 2.MD.B.6 Relate addition and subtraction length.

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

TSW accurately develop and communicate their strategies for solving the Mental Math number stories.
Exploration A group
o TSW collaboratively work with a partner to represent sums on number grids and number lines by
recording their work.
o TSW compare and state two different ways that they and their partner solved the problems on
page 33.
o TSW decide and communicate how the strategies are alike and how they are different.
Exploration B group
o TSW work with a partner to accurately sort dominos into three distinct groups.
o TSW recall how to decide whether a number is odd or even.
Exploration C group
Independently
o TSW make three shapes, designs, and/or pictures with rubber bands on their geoboards.
o TSW accurately record their shapes, designs, and/or pictures on their journal page 34.
Partners
o TSW make one shape with three sides and then divide the shape into two equal parts.
o TSW make one shape with four sides and then divide the shape into two equal parts.
o TSW made a different four sided shape and then divide the shape into four equal parts.
TSW accurately display an understanding for the content taught by successfully working on and
completing the Math Box on page 35 of the students Math Journal.

Materials: *

Smart Board
Elmo
Timer
Pencils (25)

Interactive Read Aloud card

o Using Tools to Add
o Making Geoboard Shapes
Geoboards (8 boards)
Rubber bands (entire bag)
Dominoes (8 bags)

Vocabulary:

Divide- separate or be separated into parts.

o Example- I divided the different categories into smaller groups.
Half- either of two equal or corresponding parts into which something is or can be divided.
Halves- another way of saying to divide in half.
Fourths- one of four equal parts.

Student Grouping(s) (individual, pairs, teams, cooperative learning)

Full class discussions, individual, partners, and small groups will be used throughout the lesson.

THE PLAN
Anticipatory Set: *

Start class by selecting a Go-Noodle video to play on the Smart Board for the class to participate in.
This is a brain break for the entire class to wake them up and to get them ready for the days math
lesson.
o Everyone is required to stand but they are not required to participate and dance along.
Next, on the Smart Board, display one at a time the three different number stories for the students to
solve mentally.
o Olivias soccer team has 6 soccer balls. Carsons soccer team has 7 soccer balls. How many
soccer balls do the two teams have in all?
Prompt the students to recognize the in all part of the number story and ask them what
those words tell them about the problem.
The students should be able to clarify that they are being told to add.
o Ruth has 11 books in her library bag. Five of the books are for her brother Jason. How many
books are not for Jason?
The students should be able to realize that they have to find the difference which
means they will be subtracting.
o Meredith is 17 years old. She is 8 years older than her sister Maddie. How old is Maddie?
Again, the students should understand that they are finding the difference thus
resulting in them subtracting.

Instruction: *
1. After the Go Noodle activity, tell the class that today is an exploring day. Within each unit of material
that the students learn before taking their test is one specific day designed for the students to explore
different activities over the content they have been learning.
2. Explain to the class that they will be broken up into three separate groups and will each have different
activities to participate in at different stations.

3. Each group will have 15 minutes to participate in an activity before rotating to one of the other stations.
o Exploration A station: This group will be participating in an activity called Using Tools to
Add.

This activity will call for the students to be paired up with a partner and for them to turn
their Math Journals to page 33. I will also distribute the number grid worksheet.

On page 33, the instructions state that each set of partners will be representing sums on
number grids and number lines while recording their work.

There is an interactive read-aloud card that is made specifically for this group so it
should be followed precisely.

Once each student in Exploration A has been paired up, they need to find the sums on
page 33 in two different ways.

The first way is by using the number line to show their hops, which should then
be recorded.

The second way is by using a number grid and drawling arrows to show their
counts, followed by recording their findings as well.

When each of the pair finishes with the activity they should begin working on Math Box
page 35 in their Math Journals.

o Exploration B station: This group will also consist of each student being partnered up with one
bag of dominos for each pair.

The students will need to sort their dominos into three separate groups.

The first group consists of the dominos that have even-numbered dots.

The second group consists of the dominos that have odd-numbered dots.

The last group consists of the dominos that have one-even and one-odd set of
dots.

Pass out the three worksheets over odd and even dominos to each student in the
Exploration B group.

Have the students explain how they know what numbers are even and which are
odd.

Each set of partners should find 15 dominos that show two even numbers.

Students should fill out their findings on the even-numbers worksheet.

Next, they should find 15 dominos that show two odd numbers.

Students should fill out their findings on the odd-numbers worksheet.

Finally, they should find 15 dominos that show one even and one odd number.

Students should fill out their findings on the worksheet covering both odd
and even numbers.

o Exploration C station: This group should be the only one that has the students working
independently.

Each student will need a geoboard and a handful of rubber bands.

Have the students turn to page 34 in their Math Journals.

Tell the students on your own, make at least three shapes, designs, or pictures on
your geoboards.

Whether or not to have the students write what they created on page 34 is
completely up to the teacher at that point in time.

After they have all successfully completed the independent portion of the activity,
pair each student up with a partner.

Partners should make a shape on their geoboard with 3 sides.

Next, partners should make a shape on their geoboard with 4 sides.

Then, divide the shape into two equal parts.

Once completed, have them divide their shape again into two equal
parts.

Finally, partners should create a different 4-sided shape.

Now they should divide their shape into four equal parts.

4. When each of the groups are finishing up with their activity they should then begin working on Math
Box page 35 if there is time remaining. When it is time for groups to switch stations then rotate A to B,
B to C, and C to A for the first rotation and then A to C, B to A, and C to B for the second rotation.
Check for Understanding: *
o When checking for understanding with the Exploration A group I will be using their workbook
page 33 and then their Math Box page 35. I will also be moving throughout the room using
informal observations as well to make sure they are grasping the concepts and skills.

As a group we will be discussing how the students solved the problems so I will expect to
receive at least two different ways.

Finally, the group will need to be able to successfully state how their ways of solving the
problems are alike and how they are different.

o With the Exploration B group I will be observing their domino selection and pairings that they
make. I will also be viewing if they accurately separated their dominos into the three separate
piles of odd numbers, even numbers, and odd and even numbers.

The worksheets that they are completing throughout the activity can also be used for me
to check their understanding.

o While checking the Exploration C group I will be witnessing the different shapes that each
student makes to see their accuracy and understanding.

I will also be formally checking with each student by asking them to explain their
different designs that they made.

Another area that I can observe for understanding is if they accurately divide their shapes.

Application/Guided Practice/Independent Practice: *

Provide time for practice and review.

o This section of the lesson will be completed while the students are working on their math
worksheets at each station and the Math Box page.
o Another area for independent practice is at Exploration C station while students are creating
their different piles of dominos.
o Lastly, at the Exploration B station the students are creating shapes on geoboards so that can be
used as independent practice as well.

Closure: *

Bring the lesson to closure.

o Each group of students will be required to clean-up their stations work area.
Exploration A station will need to have all worksheet papers returned to the correct
students.
Exploration B station will need to have all dominos placed neatly in their separate bags
that each set of partners were given. They will also need to be sure to have their activity
worksheets put away.
Exploration C station must carefully remove the rubber bands from the geoboards and
have them in a neat pile. The worksheets that were completed should also be put away.
o After picking up the room and having everything ready to go, prompt a full class discussion over
the days activities.
Since there are three groups and three stations, have 2-3 students from each separate
group tell about their experience at one of the stations they worked in.
Teacher picks the students to retell and also decides which station for the students
to tell about.

Assessment/Evaluation: *

TSW be able to accurately complete the Mental Math questions at the beginning of class. There are
three questions and two should be answered correctly the first time.

TSW be able to separate the three groups of dominos into even-numbers, odd-numbers, and even-andodd numbers.
TSW be able to successfully use both the number line and number grid to solve basic addition facts.
TSW be able to demonstrate competence for prior-knowledge by completing the Math Box page.
TSW be able to create three and four-sided shapes on the geoboards.
TSW be able to accurately divide their shape into halves and fourths on their geoboard.
TSW be able to communicate what makes a number odd or even.

Post Lesson Reflection

How many students asked to use the restroom or leave class during the lesson?
1. 2-3 is normal but any more than that shows that they were struggling to pay attention or remain
interested in the lesson.

Were the students able to explain what they were doing in each of the three stations?

Did the students accurately grasp the concept by participating in all three stations with minimal
questions/concerns?

Were the students able to work independently on the assigned pages in their workbook after the
activities were completed?
1. How many questions were there?
2. Were the concepts being mastered or was their confusion among the class?
3. How many correct/incorrect answers were there once the students completed the pages?

How was the atmosphere and environment of the class before, during, and after the lesson?
1. Were there any issues that had to be addressed throughout?

Overall how did I feel the lesson went?

1. Strengths?
2. Weaknesses?
3. Areas that can be changed or differentiated?
4. Parts that should be added or removed for future lessons?

Groups
Exploration A Station
Tre-Sean
Jonathon
Megan
Miguel
Adriana
Nevaeh
Logan
Peyton

Exploration B Station
Mckenna
Christopher
Kordae
Saul
Tyler
Dylan
Tristan

Exploration C Station
Ronin
Kaitlyn
Camden

James
Evan
Kaylee
Joshua
Brayden