Indirect Instruction Lesson Plan- Math Whole Group Re-Engagement

Subject: Math, 2nd Grade

Common Core/Essential Standard Objective:
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 equations with a symbol for the
unknown number to represent the problem.

Central Focus: Students will be able to determine the type of

math problem and then solve it conceptually and
procedurally.

Date submitted: November 7, 2016

Date taught: ------

2.NBT.9 Explain why addition and subtraction

strategies work, using place value and the
properties of operations.
Daily Lesson Objective:
Performance: Students will be able to determine the type of problem as change unknown, start unknown, or
result unknown, demonstrate conceptual understanding using tens and ones, develop an equation, and explain
how they got their answer for each problem.
Conditions: Students will be able to independently complete a math worksheet by identifying the problem,
modeling it, creating an equation, and solving.
Criteria: To demonstrate mastery of the lesson objective, students are expected to obtain nine out of twelve
points. Points allocated as follows:
Identify the problem- 1 point
Modeling (Conceptual)- 1 point
Equation (Procedural)- 1 point
Solution (Procedural)- 1 point
21st Century Skills:
Reason effectively: With the introduction of a
Academic Language Demand (Language Function and
new topic, students will need to reason through
Vocabulary):
the new strategies in order to solve the
Add, subtract, result unknown, change unknown, result
problems.
unknown, modeling, ones and tens, equation
Solve problems: The students must solve math
problems in order to demonstrate mastery.
Prior Knowledge: Students should be familiar with start unknown, change unknown, and result unknown type
problems. They should also have basic addition and subtraction knowledge.

Activity
1. Engage

Description of Activities and Setting

For initial engagement, teacher says: Before we begin, I want everyone to look at
their foldables that they turned in. In your notebook, I want you to right down
what you are unclear about and what questions you still have. Allow time for this
to be done.

Time
15
minutes

2. Explore
3. Explain

Briefly review the concept of change unknown, start unknown, and result
unknown. Mirror the first whole group lesson for this part.
With everyones foldables handed back, review, in depth, the answers. Students
will be able to compare the correct answers to what their answers, in hopes that
they will see where they went wrong and what they are unclear about. Let students
ask questions.
Model three different unknown problems while collaborating as a class.
Specifically model how to draw the conceptual part and how the numbers work
within an equation:
#1:

#2:

#3:

10
minutes
10
minutes

4. Elaborate

Give the students a worksheet with the following problems:

#1: Jordan and Zack went fishing at the lake. Jordan caught 8 fish and Zack
caught 12. How many fish did they catch all together?
#2: Last season, Jess scored 15 soccer goals. This season, she scored some more.
All together, she has scored 34 soccer goals. How many goals did she score this
season?
#3: Mrs. Bradley put some markers in a basket on her desk. She found 9 more
markers and put those in the bucket. Now she has 22 markers in her bucket. How
many markers did she start with?
Make sure to remind students to identify the problem, use ones and tens to model,
write an equation, and include the solution. Answers should look similar to the
following:

15
minutes

. Formative Assessment: The teacher will make formative assessments

throughout the lesson by watching for student participation and understanding.
5. Evaluate
Assessment
Methods of
all
objectives/skill
s

Summative Assessment: Students will be assessed on their demonstration of

knowledge application on the math worksheet. In order to demonstrate reengagement mastery, they need to obtain nine out of twelve points.
Rubric:
Identify the problem- 1 point
Modeling (Conceptual)- 1 point
Equation (Procedural)- 1 point
Solution (Procedural)- 1 point

6. Assessment Non applicable

Results of
all
objectives/skill
s
Targeted Students
Modifications/Accommodations
English Language Learner students will have
extra help from the ELL translator/translator.

Student/Small Group Modifications/Accommodations

Non-applicable, re-engagement for whole class so specialized
instruction comes throughout the lesson.

Materials/Technology:
Smart board or white board for modeling
Completed foldables of students
Re-engagement worksheet
Reflection on lesson: Non applicable

CT signature: ________________________ Date: ______ US signature: ____________________________Date:

______