KPTP Lesson Plan Format Southwestern College Spring 2013 Katie Giddeon Topic Selected Math fact fluency-

Subtraction Strategies Curriculum Standard Addressed 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and e uations with a symbol for the unknown number to represent the problem. 2.OA.2 !luently add and subtract within "0 using mental strategies. #y end of $rade ", know from memory all sums of two one-digit numbers. 2.NBT.5 !luently add and subtract within 100 using strategies based on place value, properties of operations, and%or the relationship between addition and subtraction. 2.NBT.9 &'plain why addition and subtraction strategies work, using place value and the properties of operations. Lesson Objectives (o review, develop, and provide practice for subtraction strategies. (o help students become more fluent with subtraction facts of digits 0 through "0 using mental strategies. Connection to Student Background Knowledge Students have previously worked with addition and subtraction problems, and today)s lesson will help students become more fluent with their current addition and subtraction fact knowledge. (his lesson will build on

e'isting subtraction strategies that are already understood. Assessment for lesson objectives Students will be observed and uestioned while working in a whole group setting, as well as while working with a partner. Model s! of instruction used * will model the counting-back strategy with several problems, then ask students to do it with me. +e't, * will model the counting-up strategy with several problems, and then ask students to do several e'amples with me. !inally, * will model how to practice using fact triangles before asking students to practice their fact triangles with a partner. Level of "nderstanding e#g# Bloom$s Ta%onom&! ,pplication 'ifferentiated (nstruction Special education students and other students performing significantly below grade level will work with the special education teacher during the -practice. section of this lesson. (hese students will practice finding the difference using manipulatives, such as base ten blocks. Students performing at or above standard may be challenged with problems containing three addends. )eading Strateg& Students choral read the definition of -difference. on the Smartboard. /hen reading the directions for practicing with fact triangles, students echo read after the teacher. Tec*nolog& "se Smartboard, pro0ector, document camera Communit& )esources

Materials !act triangles, &veryday Math 0ournals

Topic Selected Math fact fluency- !rames-and-,rrows routines 1skip counting2 Curriculum Standard Addressed 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and e uations with a symbol for the unknown number to represent the problem. 2.OA.2 !luently add and subtract within "0 using mental strategies. #y end of $rade ", know from memory all sums of two one-digit numbers. 2.NBT.5 !luently add and subtract within 100 using strategies based on place value, properties of operations, and%or the relationship between addition and subtraction. 2.NBT.9 &'plain why addition and subtraction strategies work, using place value and the properties of operations. Lesson Objectives (o guide children as they use a given addition or subtraction rule to generate a number se uence, and as they identify the rule for a given number se uence. (o help students become more fluent with subtraction facts of digits 0 through "0 using mental strategies. Connection to Student Background Knowledge Students have previously worked with addition and subtraction problems, and today)s lesson will help students become more fluent with their current addition and subtraction fact knowledge. (his lesson will build on

e'isting fluency by practicing addition and subtraction rules that encourage skip counting. Assessment for lesson objectives Students will be observed and uestioned while working in a whole group setting, as well as while working with a partner. Model s! of instruction used * will model how to count up and back by 10s and 3s using the number grid during the mental math practice. /hen introducing frames-and-arrows problems, * will model several problems before releasing responsibility to students. Level of "nderstanding e#g# Bloom$s Ta%onom&! ,pplication 'ifferentiated (nstruction Special education students and others performing significantly below grade level will work directly with the special education teacher during the practice part of this lesson. (hese students may need prompting when skip counting to complete !rames-and-,rrows. , number grid may also be used for these students to count up and back. Students performing at or above the standard may be challenged to make their own !rames-and-,rrows bo'es that could be solved by a shoulder partner. )eading Strateg& Students will choral read the rules for each frames-and-arrows problem, and echo read instructions. Tec*nolog& "se Smartboard, pro0ector, document camera Communit& )esources (he local skating rink skate night is used to give students real possible scenario problems that they may face at the school)s skate night. (he skating rink was contacted to determine actual costs of admission, skate rentals, etc. Materials &veryday Math 0ournals