Lesson Plan for Math

Adding Jack’s Buckets of Beans

Prepared by: Abby Anderson

I. Why Teach this Lesson?

a. Prerequisite Skills:

i. Students are comfortable with skip counting by 5’s and 10’s.

ii. Students are familiar with measuring “Jack’s beans” by skip jumping by 5’s and
10’s (previous lessons in this unit).

b. State Standards:

i. CCSS.Math.Content.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.

ii. CCSS.Math.Content.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and
properties of operations.

iii. CCSS.Math.Content.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction.

c. Materials and Resources:

i. Doc cam

ii. Promethean board (Active Inspire)

iii. Bridges Student Book, pg. 26

iv. “Bean Length and Prices” Teacher’s Master Copy

d. Differentiation:

i. ELL Students: Clearly model and explain instructions on promethean and Doc
cam. Provide extra support, if needed, when students are working
independently.

ii. Students who need additional support: After informal assessment (thumbs up,
down or sideways) offer small group instruction for those students whose
thumbs were either down or sideways for further assistance and scaffolding.
Provide the option of bringing up their measuring tape to help them add.

iii. Students who need more of a challenge: Instruct these students to complete
problems 9 and 10. Once they are finished, have them explain their thought
 process to solving it. Invite these students to share their thinking with the class
(if time permits).

e. Learning Target and Directions

Learning target- Students can use an open number line to add 2-digit numbers within 100.

i. Instruction (20 minutes) :

1. “For the past week or so we have been talking about how we can help
Jack sell his beans in the easiest way possible when he is at the Farmer’s
Market. Together, measured Jack’s beans with unifix cubes. Then, we
thought it might be easier to carry around a measuring tape instead. So
we each created one just like Jack would use. When we created this
measuring tape, we talked about how counting the squares one at a
time took too long. What numbers did we say it would be easier for Jack
to count by?” Take 2 answers. (groups of 5 and 10).

“Yes! Isn’t counting by 5’s and 10’s MUCH quicker than counting by 1’s?
So, on Friday and yesterday we helped Jack measure the beans for his
customers using his measuring tape.” (show yesterday’s workbook page
with examples). Review with students that we measured the beans
QUICKLY by taking leaps of 10s, 5s, and if needed, little hops of 1.

2. “Today we are going to be helping Jack some more. But this time, we
will be using a measuring tool that looks a little bit different.” Draw
open number line on promethean. Have students turn and talk about
how this number line looks different than the one we used the previous
days.” Call on 1 or 2 students to share their thoughts. (No squares, no
marks on it etc.)

“Exactly. This is what we call an open or empty number line. It is similar

to the one on your name tag or on the wall, but this one doesn’t have
any numbers on it, that is why we call it “open” or “empty”. We will be
adding Jack’s beans together on open number lines today.”

3. Model some easier addition on the board first. Ex: 39+1.

“Let’s say I’m solving the equation, 39+1. On ,my open number line, I
am going to mark a place on the number line and write the number 39
right under the line. Raise your hand if you can tell me where I would be
if I added 1.” Model the action of “hopping” from 39 to 40.

Then ask, “what would it look like if my equations was 39+11?” Discuss
student answers and model their thinking on the number line. Repeat
this process with several more examples: (59+1, 59+11, 48+2, 48+12,
27+13, 36+14, 72+11, etc.)
 If time permits and if students seem comfortable, invite some students
up to the promethean to try some examples.

4. Switch to doc cam. Allow students to quickly get their wiggles out by
standing up and hopping three times (in their spots) then quietly sit
back down. Display teachers master titled Bean Lengths and Prices. Fill
in the price of each bean with the students.

ii. Directions (8-10):

1. Instruct students that when they get back to their desks they will do two
things: Pull out their student workbook (one with the sticker) and turn
to page 26. When they are there, just give me a thumbs up and look at
me.

2. Do the practice problems with the class. Once completed, ask the class
how they are feeling so far with adding Jack’s beans just like this on a
number line. Thumbs up= feeling great, thumbs sideways=starting to
get it, but still have some questions and thumbs down= I do not get this
yet. For those who have a thumb sideways or down, it is okay! This is
new to all of us. If you feel you need some more help with this, in just
one moment, you may bring your book and pencil up to the front and I
will work with you. For those, who are feeling great: you may work on
your own on the rest of the problems. Explain that it does not need to
be silent in the room but it should not get louder than a 0 or ½
(whisper).

iii. Small group & Closing (20 minutes):

1. Work with the group in the front of the room.

2. Close lesson by having students talk about what they came up with for a
couple of the questions. If time, have one student share their thinking
on one challenge question.

II. Assessment

a. Informal assessment: thumbs up, sideways, or down

b. During whole group instruction and small group: observe student’s strategies on how
they reach an answer. Scaffold their thinking if necessary. Celebrate strategies that work
and have students share ideas with each other and the class when prompted.

c. Check students’ answers in student workbook at the end of the day to check for
understanding of the lesson.