Trinity Lesson Plan Format

Lesson Overview Name: Kiana Dabay Date: April 21, 2019

Grade/Subject/Class: Unit/Theme/Topic:
Grade 2/ Mathematics/ Introduction to Grade 2 Mathematics Numbers and Operations in Base Tens
Adding and Subtracting Within 0-100

In this lesson the teacher will use the following instructional strategies:
 Bloom’s Taxonomy
 Culturally Relevant Instruction
 Peer Teaching or Collaboration
 Modeling
 Nonlinguistic Representations
 Student Goal Setting
 Student Self-Assessment
CCSS.MATH.CONTENT.2.NBT.B.5
Standards

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction.

Students should be able to use several strategies to solve the problems.

Lesson Objectives

Students should be able to add or subtract numbers within 0-100.

Students should be able to mentally solve addition and subtraction within numbers 0-20.
Students should be able to work with other students in the class.

In Bloom’s Taxonomy students will be able to demonstrate their levels of knowledge using the categories and stages in the model. In knowledge
students can demonstrate their ability to remember the number in writing, vocal, and recognition. For comprehension the students can determine
the solution given whether it is addition or subtraction. While in application, students can apply their knowledge and calculate the formula. In
analysis the students can explain how they arrived with the answer. While synthesis and evaluation the students can check their work and evaluate
whether or not arrived with the final answer.

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 As stated in the previous lesson plan, it is important for students to gain knowledge on these basic mathematical skills so that they will be able to

Rationale
function in our demanding society. This lesson is one of the building blocks of other mathematical unit or lessons so proficiency in this level is
important to expect appropriate growth in other areas of mathematic. Some of the developmentally appropriate practices are culturally relevant
examples, and the use of technologies in the classroom to expand students’ knowledge and way of learning mathematics.

Some of the instructional approaches that I will be using during the lesson are Bloom’s Taxonomy, culturally relevant instruction, learning
centers, peer teaching or collaboration, modeling, nonlinguistic representations, student goal setting, and student self-assessment. In Bloom’s
Taxonomy students will be able to demonstrate their levels of knowledge using the categories and stages in the model. In knowledge students can
demonstrate their ability to remember the number in writing, vocal, and recognition. For comprehension the students can determine the solution
given whether it is addition or subtraction. While in application, students can apply their knowledge and calculate the formula. In analysis the
students can explain how they arrived with the answer. While synthesis and evaluation the students can check their work and evaluate whether or
not arrived with the final answer.

In culturally relevant instruction, the teacher will use relevant examples that students can relate to. While peer teaching or collaboration is about
helping each other during activities and reviewing time. On the other hand, modeling is about the teacher trying to solve the solve on the board or
one-on-one with students and vice versa; students can demonstrate how they solved the problem on the board and explain how they arrived with
the answer. While nonlinguistic representations are about creating imagery about the vocabulary words or mathematical concepts. Student goal
setting is necessary in mathematical class because they will be responsible for their progression while the student’s self-assessment will help
students to maintain their mindset to achieve their goals.

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 Materials/Equipment/Preparation:

Materials
Materials:
 Projector
 Tablet
 Headphones
 Whiteboard
 Dry erase markers
 Permanent markers
 Papers including worksheets
 Dictionary
 Stapler
 Graphic Organizer/Easel Pad
 Pencils
 Pens
 Notebook
Agenda:
 Do Now
 Student Goal Setting
 Lesson: Using A Video and Modeling the Strategy
 Peer Teaching and Collaboration
 Homework Explanation
 Exit Ticket
 Student Self-Assessment
Differences*
Planning for Learning

Accommodations: Students in the classroom have different types of challenges which can range from disabilities to daily struggles. So being
ready to accommodate and support the students’ learning are important in the classroom. English language learners will be provided with a
mathematical dictionary and several video related lessons on their language, if possible so that they can understand the lessons and be able to do
the activities in class. While students with dyslexia can be helped when reading the directions and problems; the help can wither come from
students or teachers in the classroom. Gifted students will be provided with more challenging worksheet especially if it is homework. Visual,
audio, and kinesthetic-tactile learners will all be accommodated.
Differentiation: In regard to, English Language Learners, using a culturally relevant text and examples might be appropriate so that students can
understand the strategies better. While students with dyslexia can try reading and listening to the questions. On the other hand, gifted students will
be provided with higher mathematical level worksheets, and assessments. For visual learners, providing them with images throughout the lesson
and learning centers might be necessary so that they can comprehend and understand the lessons better. While for kinesthetic-tactile learning, can
try modeling appropriate movements for vocabulary words or signs. For assessments, English language learners and students with dyslexia can be
assessed with appropriate accommodation. As stated earlier. Gifted students will receive challenging worksheets.

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 Assessment
Checking for understanding during the lesson: Students should be able to use different strategies to solve the addition and subtraction problems
during learning centers.
Checking for understanding at the end of the lesson: By the end of the lesson, students should be able to solve addition and subtraction within
numbers 0-20 mentally and 0-100 using different strategies.

*Learning differences include (but are not limited to): English Language Learner needs, enrichment needs, and cultural differences.
Lesson Sequence and Steps (Including Introduction, Demonstration, Guided Practice, Independent Practice, Assessment and Closure)

Time/Duration (e.g., Sequence of Steps: Detail each step you will use to acquire the desired outcome from Materials and Differentiation
9:00-9:30, or 10-15 your introduction through closure. (Describe specific materials
minutes) (Hint: You will likely include more than six steps. When typing into this document, just add and how you will differentiate
on to the steps). instruction in this section).

Introduction: 1. Purpose and Objective:

 Students should be able to use several strategies to solve the problems.
 Students should be able to add or subtract numbers within 0-100.
 Students should be able to mentally solve addition and subtraction within numbers 0-
20.
 Students should be able to work with other students in the class.
2. Value: It is important for students to gain knowledge on these basic mathematical skills
so that they will be able to function in our demanding society. This lesson is one of the
building blocks of other mathematical unit or lessons so proficiency in this level is
important to expect appropriate growth in other areas of mathematic

3. Engagement:
The teacher will present some questions on the board that are within 0-100, whether or
not the students will be able to answer the questions; they should try to solve the
problems. The students should answer these questions using their Do No folder.
Some of the problems are: 20 + 5, 30 – 8, 16 + 9, 79 + 2, and 80 + 9.

Students will be asked to solve the problems on the board and explain how they got the The students with dyslexia
5-8 minutes answer. Teachers will advise the students to check their answers using one of the will be given a peer buddy to
strategies provided to them. help them read the problems.
Furthermore, when solving
they can voice record their
answers using a tablet if it is
necessary.

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Core 4. The teacher will introduce the lesson for the day, and the class will read the lesson
Instruction/Activities objectives to see the expected outcome of students. The students will then create a goal for
5 minutes themselves and goal as a class to help others encourage others to do well.
 Students will evaluate their goal from the previous lesson whether they were able to
achieve that goal.

5. The students will be provided with a new strategy that will ask students for regrouping. The ESL students can write their
teacher will allow students to view a video that demonstrates the strategy: goals in their native language
so that they will be able to
https://www.youtube.com/watch?v=qp84FuQJbZI&t=83s
8-15 minutes relate the language being used
The teacher will then model the strategy in person and allow students to ask different questions
to motivate them. However,
or give different problems in subtraction or addition. Students will be reminded of the
they are encouraged to
kinesthetic-tactile symbols when adding or subtracting which could be use in certain problems.
translate these goals in
 The teacher will then call some students on the board to solve the problem. If the English so that the teacher can
students are unable to solve the problem, then they are required to look at the poster still be aware of the students’
in the classroom and review it. Once the class have received some examples then they goals.
will be put into pairs for peer teaching and collaboration.
 Some of the problems are 88 + 3, 77 + 5, 100 – 9, 44 – 5. Students with dyslexia can
voice record or write their goal
on the paper will then later
6. Students will be put into pairs from a different group, from the learning centers, and they
type the goals.
will either be the mentor or the student. The student who are higher in the mathematical group
10-15 minutes will be the mentor. Each group will be given a worksheet
The strategies main words will
to answer and the mentor will show how to solve one of
be translated in the students’
the problems and check to see if the student is able to
native language which will all
understand and follow the strategies. The mentor can
be put in a handout so that
correct the student, but they should not discourage their students can refer back to it.
students when trying to solve the problem. During the instruction, the
 The teacher will go around the classroom to teacher can still use the other
observe and discuss any strategies that might language to engage the
work for the student. student.
 Here is the image of the worksheet:

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Closure/Wrap-up: Closure/Wrap-up: For ESL students, the question
Students will pick two problems on the board and use one of the strategies that they have swill be translated and students
learned for today’s lesson. The problems are 44 + 6, 77 + 33, 66 – 55, 99 – 42. with dyslexia the questions will
be read aloud if necessary.
The teacher will post some questions on the board for self-assessments. These questions are:
5-10 minutes  What strategy helped you the most?
 How are able to add or subtract mentally?
 What will you do to improve your mental math?
 Did the mentor helped me improve my strategies? (For those who had a mentor)
 How was I able to help my student improve her addition or subtraction skill? (For
those who had a student)

School and Family Partnership

Homework or Home Students should be able to complete solving the worksheet and use several strategies to solve the
Family Connection problem. The students are required to show their work and check their answers.

Reflective Practice

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Student learning: How do you know the students did/did not meet the lesson objectives? What evidence from your assessment
supports your answer?

I will be able to distinguish whether the students met the lesson objectives if they are able to use different strategies or are able to
solve addition or subtraction mentally. This will show during the learning centers, after the strategies have been discussed, which
will show how much the students have understood the lesson and the level of mastery in adding and subtracting. The observations
and worksheets during the peer teaching and collaboration, exit ticket, and homework will demonstrate students’ level of
understanding. Issues with the strategies, can be fixed by allowing more time to practice and more materials to use when
practicing math such as using drawing and real-life objects to solve the problems like using leaves, papers, makers, and many
more.

Your teaching:
What did you learn about teaching from this lesson? What was successful? What would you do differently? What were your proud
of?

There are a lot lessons that I had picked up teaching this lesson and one of the lesson is about understanding the standard. The
other lesson is that it is hard to engage students if they are trying to learn how to mentally solve problems. One of the successful
activities in the lesson is the peer teaching and collaboration since some students learn better at having a mentor who they are
familiar with. If I was to do something differently then it would be the use of more engaging activities such as using culturally
relevant examples or issues. I am proud of idea of students mentoring their peers.