Elementary Mathematics LessonModified Basal Adding on Sets/Bar Models - Alysia Adams - Grade 2 I. Lesson Objective(s): A.

With the use of manipulatives, students will engage in lesson about adding on sets by learning about bar models. B. Common Core Standards as listed in Basal i. 2.OA.1 Use addition and subtraction within 100 to solve on-and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions ii. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. iii. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. iv. 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. v. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. vi. 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units. C. Formative Assessment i. I will monitor students taking part in examples. As I pause for student response I will ensure all students understand each step of the process. D. Summative Assessment i. Students will be required to complete a story problem handout where they will be asked to use bar models, which I will collect when they have finished. II. Materials: A. Dry erase boards, dry erase markers, erasers (socks), gummy worms, strips of paper, scissors, markers, handout III. Management: A. Time i. 35 minutes 1. 8 minutes - Anticipatory Set 2. 14 minutes - Lesson Presentation/Guided Practice 3. 10 minutes - Independent Practice 4. 3 minutes - Closure B. Materials i. Students already have dry erase boards, markers, and erasers in their desks. ii. The handout and strips of paper will be on their desks for when they go back to their seats following the anticipatory set.

2 C. Behavior i. Since many of my students are from a lower socioeconomic background, I will need to adapt all situational stories in order for my students to connect with the story problem. ii. For an ELL student, I will also use situations he relates to, but since math is not an area of complications for him, I will only ensure he is comprehending what the question is asking. iii. Those students who are not on task will be given a verbal acknowledgement of this and will be asked to re-engage in the lesson. IV. Lesson Presentation: A. Introduction/Anticipatory set i. I will be reading One Hungry Monster by Susan Heyboer OKeefe. This book will connect their literature time to math, as it incorporates numbers and stories. ii. Statement of purpose 1. Today we are going to learn about how bar models can help us with addition. B. Body/Input/Output (step by step) i. Sometimes when we construct models for a story problem, it makes it easier to develop an answer. ii. Students will then be given a handout (attached) with 4 problems on it, two on the front, and two on the back. We will be doing the two on the front together, and the two on the back will be independent practice. iii. The first problem to solve is: 1. Yesterday I went to the store and bought a bag of gummy worms. I wanted to know how many gummy worms were in the bag, so I made my friends count how many they ate. I ate 23 gummy worms, Emily ate 15 gummy worms, and Jordan ate 32 gummy worms. 2. (I will have the gummy worms glued to strips of cardboard to show them to the students individually and show that when I put them side by side it forms a bar model.) iv. Emphasizing active participation I will have students now use manipulatives. Take your 3 strips of paper and write 23 on one, 15 on another, and 32 on the last one. If we put them together then we see that they make a bigger strip of paper, like the original bag of gummy worms. So, what do we need to do now to solve this problem? Students should respond with, Add the numbers together. I will be modeling each step of this on the ELMO that projects to the SMART Board during the entire process. I will call on a student to explain to me how they added the three numbers together so that the class knows the correct answer. v. During this time I will be using the ELMO to do the problem with them, and will also be monitoring to check for understanding. vi. The second problem to solve is: 1. Mrs. Everhart collected Box Tops from her students. One student brought in 41 Box Tops, another brought in 14 Box Tops, and another student brought in 27 Box Tops. Create a bar model that shows how to discover the total number of Box Tops Mrs. Everhart collected. 2. I will ask the students to complete this independently, and then go through it with them on the ELMO.

3 C. Independent Practice i. Students will then spend the remainder of the time solving the last two problems on the back of the handout using while I walk around the room making myself available to answer questions. D. Conclusion/closure (include students in measuring learning/summary of days activities). i. By monitoring I will be able to see how many students have completed their handout. ii. Sometimes when we are doing story problems it is hard to figure out what we need to do to solve the problem. When we use bar models to join numbers together we can easily solve the question given to us. E. Extending the Lesson i. This is a two-day lesson, and Mrs. Everhart will be teaching the students about taking away sets the following day. She will use manipulatives to talk about starting with a whole and having one piece of information, and finding the other. V. Resources A. One Hungry Monster- Susan Heyboer OKeefe VI. University Students Analysis of Lesson A. How many students achieved the objective for today? For those who did not, why not? i. I would say 75% of my students achieved my objective today. Students were engaged in the lesson, but some students did not have the necessary addition skills to put the numbers in the correct placement, therefore unable to make the correlation between the visualization that two smaller numbers create the bigger number/total. B. What were my strengths, opportunities for growth? i. My strengths were strength was my ability to reengage students when they would start to lose focus by calling on them during instruction for aid. An opportunity for growth would be greater use of tangible manipulatives for my students. C. How would I alter this lesson? i. I would have better manipulatives, such as different sizes buckets or glasses to show how the difference in size necessary for the individual boxes of bar models. I think this would better allow my students to see this abstract concept in a more concrete form. D. How would I pace it differently? i. I was able to go over each of the remaining problems, which was beneficial since time allowed. Reflecting, I would provide more of an instruction time with more manipulatives to ensure the students understand the concept of bar models. E. Did I have all students actively helping in the learning process? i. Yes, all students were active learners. If I felt like a student lost focus I would reaffirm the skills I knew they had and call on them to provide their input into completing the problem. F. Were students able to see the direct correlation between the abstract numbers and the concrete use of paper as bar models?

4 i. They were able to see this; however, I would provide more concrete examples in order for my students to better grasp the concept.