2nd Grade Math Small-Group Lesson Plan

Name: Allison Antie Grade Level: 2nd Date: 2/2/17 Group

Size: 4

Subject/Lesson Topic: Solving one and two-step addition word problems

Objectives: (TLW:)
The students will solve one and two-step word problems within 100 using
strategies based on place value.
The students will be able to answer questions about how they solved their
problem.
Standards/GLEs:
2.NBT.B.5- Fluently add (and subtract) within 100 using strategies based on place
value, properties of operations, and (relationship between addition and subtraction).
2.NBT.B.9- Explain why addition (and subtraction) strategies work, using place
value and the properties of operations.

Contextual Factors:
The children in the small-group sometimes struggle with math, four students,
three girls and 1 boy, we sat at a cashew shaped table (me in the curve and the students
around the edge)
There are 16 children in the first class- 8 boys and 8 girls.
There are 14 children in the second class- 7 boys and 7 girls.
Two students were affected by the flood and are still displaced.
The school is K-12
The students sit in desks clumped in groups of 4 and the teacher has access to a
large dry erase board and overhead projector.
All children in the two classes speak English as first language and there are not
any Special Needs identified.
A few students in each class learn at a slower pace than the rest of the class.

Teacher Materials/Resources:
Individual dry erase boards-5
Dry-erase markers
Index cards
Cup
Pieces of paper with numbers written on them
Sharpies/markers
Student Materials/Resources:
A pencil

Technology Integration:
Technology was not included in this lesson.
Family/Community Connection or Extension:
Send a Remind 101 message briefly stating what we covered in our small group.
Give a few word problems that the parents can ask their child to solve and include the
answer key for the parents. Suggest that the parents have their child make up their own
problem as well.

Pre-Assessment:
The children will complete simple two to three-digit addition on their own index
cards. They should know this skill in order to move on to word problems. I will pass out
index cards and then pass around the cup of pieces of paper with 2-digit numbers on
them. The children will pick whatever 2 pieces of paper they want to. Then, they will use
the two numbers they pick to create an addition problem. I will ask them to solve the
addition problem on their index card and show their work. Some problems will require
the student to bundle. I will observe the students as they complete their problem and
check their work. I will ask them questions, such as, How did you get that answer? or
Can you please re-count the ones for me? to check their understanding. I will collect
their index cards with their names on it and keep for assessment purposes. I will also
keep observation notes throughout the lesson.
Lesson Procedure and Activities:
Pre-Assessment:
The children will complete simple two to three-digit addition on their own
index cards. They should know this skill in order to move on to word problems. I
will pass out index cards and then pass around the cup of pieces of paper with 2-
digit numbers on them. The children will pick whatever 2 pieces of paper they
want to. Then, they will use the two numbers they pick to create an addition
problem. I will ask them to solve the addition problem on their index card and
show their work. Some problems will require the student to bundle. I will observe
the students as they complete their problem and check their work. I will ask them
questions, such as, How did you get that answer? or Can you please re-count
the ones for me? to check their understanding. I will collect their index cards
with their names on it and keep for assessment purposes. I will also keep
observation notes throughout the lesson.
Introduction:
I will tell the children that we are going to take our knowledge of adding
to the next level. I will introduce them to word problems of two-digit numbers by
writing one on a dry erase board. I will use their names in the problem to catch
their interest. I will ask questions to activate their prior knowledge, such as,
What should we do first? What are the key words? Does that mean we will
be adding or subtracting? How can I solve this problem?
We will solve the problem together on the dry erase board.
Activities:
Word problems on index cards
o I will have word problems written on index cards
o I will pass out a dry-erase board to each child and let the children
choose a card and give them the option of solving the problem using
 an index card or dry-erase board. They can choose a sharpie marker to
use on index card.
o As the children complete their problem, I will check it, and let them
choose another problem to solve.
o I will assist them as needed. Instead of giving them the answers, I will
ask them questions to help them come to the solution on their own.
Such questions can include: How many tens are there in #? What
do you think we need to do to add those two numbers together? How
can we set this problem up? How many ones do we need in order to
bundle?
o After everyone has completed their problem, I will collect their index
cards.
Create a word problem on dry-erase board
o I will tell the students that they are going to be able to create their own
word problem now that they can solve using the dry erase board.
o I will give them the option of picking two numbers out of the cup to
use in their problem or they can use their own numbers
o Once the children have written and solved their word problem, they
can share with the group.
o I will acknowledge their creativeness and good solving skills.

Closure:
As the children are drawing pictures on their dry-erase board or an index card, I
will recap and summarize the lesson with them.
I will ask them questions such as, Whenever you have 10 ones, what should you
do?
Whats the first step in solving the problem?
We draw groups of ____?

Introduction:
I will tell the children that we are going to take our knowledge of adding to the
next level. I will introduce them to word problems of two-digit numbers by writing
one on a dry erase board. I will use their names in the problem to catch their interest. I
will ask questions to activate their prior knowledge, such as, What should we do
first? What are the key words? Does that mean we will be adding or
subtracting? How can I solve this problem?
We will solve the problem together on the dry erase board.

Activities:
Word problems on index cards
o I will have word problems written on index cards
o I will pass out a dry-erase board to each child and let the children
choose a card and give them the option of solving the problem using
an index card or dry-erase board. They can choose a sharpie marker to
use on index card.
 o As the children complete their problem, I will check it, and let them
choose another problem to solve.
o I will assist them as needed. Instead of giving them the answers, I will
ask them questions to help them come to the solution on their own.
Such questions can include: How many tens are there in #? What
do you think we need to do to add those two numbers together? How
can we set this problem up? How many ones do we need in order to
bundle?
o After everyone has completed their problem, I will collect their index
cards.
Create a word problem on dry-erase board
o I will tell the students that they are going to be able to create their own
word problem now that they can solve using the dry erase board.
o I will give them the option of picking two numbers out of the cup to
use in their problem or they can use their own numbers
o Once the children have written and solved their word problem, they
can share with the group.
o I will acknowledge their creativeness and good solving skills.

Closure:
As the children are drawing pictures on their dry-erase board or an index card, I
will recap and summarize the lesson with them.
I will ask them questions such as, Whenever you have 10 ones, what should you
do?
Whats the first step in solving the problem?
We draw groups of ____?

Differentiation:
Low-give students problems that do not include bundling, one-step problems
Middle- problems that include bundling
High- after they have successfully completed their first word problem with ease,
give them a more difficult problem to solve (prepare some on index cards before lesson),
2-step problems, problems that include bundling

Formative Assessment/Evaluation: I will use my observation notes and the students

work on the index cards to fill out the following graph.

Formative Assessment
Name of Objective 1 Met Did Objective 2 Met Did Additional Notes
Student Not Not
Meet Mee
t
 The students X The students X Wanted to work on
will solve one will be able floor and use many
and two-step to answer colors. With
word questions encouragement, she
Kyliee problems about how was able to solve the
within 100 they solved problems on her own.
using their
strategies problem.
based on
place value.
The students X The students X Completed all
will solve one will be able problems quickly.
and two-step to answer Attempted a more
George word questions difficult index card
problems about how problem
within 100 they solved
using their
strategies problem.
based on
place value.
The students X The students X Needed a little
will solve one will be able assistance to start the
and two-step to answer process of solving the
word questions problem. Once I asked
Mary problems about how her a question, such
within 100 they solved asWhat should I do
using their first? How many
strategies problem. tens are there in 23?
based on she was able to
place value. continue and solve the
problem with ease.
The students X The students X Completed all
will solve one will be able problems quickly.
and two-step to answer Attempted a more
Elizabeth word questions difficult index card
problems about how problem. Took her time
within 100 they solved to write and solve her
using their own word problem.
strategies problem.
based on
place value.