Concordia University Ann Arbor

Lesson Plan

Lesson Title: Addition Number Stories

Subject/Domain: Math
Time Available: 1 Hour 20 Minutes
Standards Addressed:

Prepared By: Megan Stone

Grade/Age: 2nd Grade
Date: September 30, 2014

2. OA.2 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 equations with a symbol for the
unknown number to represent the problem.
Objectives:
Students will be able to solve and create number stories.
Teaching Strategy:
Indirect Teaching
Introduction/ Set induction:
Have students come down to the carpet.
Quick look cards: 102, 78, and 82. Ask what they saw and how they saw it.
Ask the students this number story:
There are 5 children skating.
There are 8 children playing ball.
How many children are there in all? (13)
Have students share with a partner their strategies for solving the problem. Then have some
volunteer and share their answer with the class. Display 5 children + 8 children = 13 children.
Introduce the unit box and the unit they are using. (Children) Unit is what is being measured.
5+8=13 is the number model for the story.
Instructional Activities:
Creating and Solving Addition Number Stories:
On either the board or the ELMO go over several problems and do the following steps with the
students to help know learn how to solve number stories.
1. Display the story or draw a picture that illustrates the story but doesnt suggest a solution
strategy.
2. Have students write what unit the story is using, and share how they would answer the
question in the story.
3. Ask a volunteer to write a number model for the story.
4. Ask another volunteer to explain how the numbers in the number model connect to the
story.

Go over the different parts to a number story: Fact, fact and then a question.
Introduce different types of number stories. Parts-and-Total or putting together and change-tomore or adding to.
Parts-and-total is two or more separate parts are known and you find the total.
Change-to-more is when you start with a given number of items and you increase that number or
add to it.
Have students go back to their seats and get out their math journals. Page 19
Have them open their journals and with their partner next to them they need to describe to each
other what they see in the picture at the top of the journal page. Then read the directions with the
class and have students complete the page. They may work with their partner to come up with a
story. Go over some of the stories that the students come up with as a class.
Once students finish page 19 they can work on page 20 with the number grid.
If they finish page 20 then they can work on the math boxes on page 21.
Conclusion/Closure:
If student finish all the tasks and pages in their math journals then they can work with a partner
to create some of their own number stories on the blank number story page. If time allows have
students share what they came up with.
Transitional Activities:
It is time for lunch, so students who are cleaned up and quiet will be able to get in line.
Assessment:
Through conversation with the students and their math journals I will be able to tell which
students are understanding how to solve and create number stories.
Differentiation:
Students who get done early will get to make their own number story with a partner, this will be
more of a challenge for them. Those who are struggling will be able to use manipulatives to help
them solve number stories.
Resources Needed:

A Number Story (MM TA7) MAKE COPIES!!

Quick Look Cards 102, 78, and 82.

Reflection:

Very hard concept for the students to learn and so we are going to have to revisit it before the test
to make sure all students understand. Other than it being challenging I think the lesson went well
and I would do it again the same.