Dakota State University

College of Education
LESSON PLAN FORMAT
Name:
Grade Level: _____2nd______________
School: ________Hillcrest Elementary _____________
Date: ____2/23/14_______
Time: _____1:15 p.m. 2:15 p.m.
Reflection from prior lesson:
This will be my first time teaching a math lesson to the students. I have been with them when
they have done math before, so I have a feeling for what they already know and dont know.
However, this will be the first time I am teaching them in this subject area.
Lesson Goal(s) / Standards:
MP4
Mathematically proficient students can apply the mathematics they know to solve problems
arising in everyday life, society, and the workplace.
MP7
Mathematically proficient students look closely to discern a pattern or structure.
2.OA.2
Fluently add and subtract within 20 using mental strategies.
2.OA.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows
and up to 5 columns.
2.NBT.2
Count within 1000; skip-count by 5s, 10s, and 100s.
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.
Lesson Objectives: The students are going to be describing the relationship between two
quantities in a constant ratio situation.
By the end of the lesson, the students will be able to complete the Student Activity Book
worksheet by answering at least 75% of the questions correctly.
Materials Needed:
SmartBoard, white board, pencil, worksheet, math textbook.
Contextual Factors/ Learner Characteristics:
The 2nd grade class that I will be teaching has a wide variety of understanding math. There are a
few students who work well beyond a second grade math level, while others struggle with
simple math concepts. I want to focus on those students who may not understand this as easily

as others will, but still make sure that everyone is comprehending the new material. I want to try
and incorporate technology into my lessons because I know how much the students enjoy using
it. But I dont want to use it too much of it where the students are becoming distracted with their
work.
A. The Lesson
1. Introduction (5-10 minutes)

To start off the lesson, I am going to introduce to the students what this new math unit is
going to be over. I will explain to them that we are going to be learning about different
kinds of patterns called, How Many Rooms? How Many Floors?
I will explain to the students that we will be making buildings out of cubes and
thinking/visualizing about the number of rooms on each floor of the building. In the
second part of the unit, we will focus more on color patterns such as red-blue-red-blue.
The need to know for this lesson is for the students to understand the difference
between the kinds of patters when dealing with our buildings (floors and rooms). I want
the students to become familiar with the words such as building, floor, and room when
used in the context of the activities they will be doing.
I will explain to them that our objective for the lesson is to be able understand and
realize the various patterns with our buildings. I want the students to be able to make
different sized buildings with their connecting cubes, while they still understand the
different kinds of patterns as well. I will even go over some local buildings that might
contain more than one floor such as houses, apartments, and even schools.

2. Content Delivery (35 minutes)

To start, I am going to explain to the students how we will be using connecting cubes to
make buildings. I will have them each pretend that one cube is equivalent to a room in a
building. I want the children to make a floor with two or more rooms. I will start by
showing them a building I made that has a floor with two rooms.
For the students to understand this, I am going to connect two cubes of the same color
together. By using cubes of one color to make each floor, it will help some students see
each floor as separate from the others.
I will then show the class my building. I will share with them that mine is one floor. This
doesnt mean that theirs has to be one floor too, but they can make one with one floor,
two floors, or more than two floors. After showing them my first building, I will then make
a three floored building. However, there is going to be one rule for this building. Each
floor must have the same number of rooms and fit exactly over the one below it.
I will then construct my three floor building, making sure each floor is comprised of two
rooms.
To get the students engaged, I will ask them questions about my building such as:
o How many rooms are on each floor of my building?
o How many floors do I have?
o How many rooms are there altogether?
After we have discussed the questions, I want to take time to talk about what the cube
building represents. For example I might say to the class, This is a building. Different
families of tiny people live in it. On this first floor, the Smiths live right here. On their floor,
they have two different rooms a bedroom and a kitchen. Next on the second floor, the
Johnsons live there. They also have two different rooms a bedroom and an exercise

room. I will continue with this on the third floor until I know that the children understand
the pattern.
To keep the children guessing, I will ask them more questions such as:
o What if I build this building higher? What would happen?
o How many rooms would there be if the building had five levels? Eight floors?
o How do you know?
Next, I am going to split the class into groups of two and have them construct their own
buildings of different heights. Each group will then share their buildings and explain their
building to everyone else.
After each group has made their own buildings, I am going to give them information that
they will need to complete their Student Activity Book assignment. The students will
need to know that the building that goes along with their worksheet has five floors with
three rooms on each floor. They will then be able the questions on the worksheet about
the building.
Once everyone has completed the Student Activity Book assignment, we will go over the
questions. Some questions I will be asking the students will include:
o Who can tell me something about how the building grows?
o What happens as each floor is added on?
o What else did you notice?
Hopefully the students notice that as the number of floors increases, so does the number
of rooms. The students might point out that they always increase by the same number.
After we talk about the five story building, we will move onto the ten story building.
o How many rooms are in a building with ten floors?
o How did you figure that out?
We will then take time to talk about how students came up with different solutions to
solve the questions on the worksheet.

3. Closure (10 minutes)

To finish the lesson, we will review what we learned about today in class (patterns
dealing with the different rooms and floors on buildings). Hopefully this information isnt
too overwhelming seeing as though it is the beginning of a new lesson. I am hoping the
students can make the pattern connection quickly and will have no trouble with the
worksheet.
For homework, I am going to give the students a review worksheet on information they
have learned previously. They are going to complete Student Activity Book page 2 for
their homework assignment.
B. Assessments Used
There wasnt really a pre-assessment for this lesson. The students have worked with
addition, subtraction, and multiplication before but not while using them with buildings
and figuring out patterns. I think a lot of the children will catch on quickly with this lesson
seeing as though it deals with basic addition and/or multiplication.
The formative assessment that I will use will be the worksheets that go along with this
lesson. I will have each student turn in their homework on Tuesday, so I can grade it and
see how well everyone did on it. If a majority of the students do poorly, then I know I will
have to change the way I teach the next lesson. I want to make sure everyone is
understanding the content and are able to answer the questions I ask them.

C. Differentiated Instruction
For students who might be struggling with the new unit, I will work with them one-on-one
during recess. I still want them to try their best and follow along, but if they still do not
understand what we are learning about, then I want to make sure to work with them later
to help them comprehend everything from this lesson.
For the ELL students, I think having the cubes as visuals will certainly help them
understand and comprehend the lesson better. Just like with the students who might not
finish the worksheet, I will stay in with the ELL students if they are having difficulty
understanding and/or answering the questions on the worksheet.
D. Resources
Investigations math book
Student Activity Book pages 1 & 2.
Common Core State Standards
E. Back Pocket Ideas
If there happens to be any remaining time, I will let the students continue to create more
buildings and share with the class how many floors and rooms each one has. This will
be a fun way to keep the children engaged in the new lesson while also teaching them
about figuring out patterns.