Alexa Iandolo - CIEE 3290 - Lesson Plan

William Paterson University

College of Education
LESSON PLANNING TEMPLATE

Teacher Candidate Name: Alexa Iandolo School: Roosevelt School #7 - Garfield

Grade: 2
Topic: Math Date of
Lesson: November 9,2016
Concept (to be developed and explored by students):
Common Core Content Standard/s): Learning Describe assessment(s) and attach assessment
CCSS.MATH.CONTENT.2.OA.B.2 : objective(s): tools & rubrics:
Fluently add and subtract within 20 using mental
strategies To understand how to solve addition and subtraction
CCSS.MATH.CONTENT.2.OA.A.1: problems using different strategies, data will be
Students will collected during work, after each presentation,
Use addition and subtraction within 100 to solve one- and
understand how written work and answers to questions that are
two-step word problems involving situations of adding to,
to solve addition posed.
taking from, putting together, taking apart, and
and subtraction
comparing, with unknowns in all positions, e.g., by using
word problems
drawings and equations with a symbol for the unknown
using different Performance task will assess the procedures,
number to represent the problem.
strategies. reasoning, problem solving, and communication:
CCSS.MATH.CONTENT.2.NBT.B.5 :
Fluently add and subtract within 100 using strategies
9 + 8 = ___
based on place value, properties of operations, and/or the
relationship between addition and subtraction. a. Show at least three ways to find the answer
to this equation
Common Core Mathematical Standards for Practice:
MSP1: Make sense of problems and persevere in solving b. Sally had some balls. Jane gave her 3 balls.
them. Now Sally has 13 balls. How many balls did
MSP2: Reason abstractly and quantitatively. Sally start with? Convince us.
MSP3: Construct viable arguments and critique the
c. How can this word problem relate to the first
reasoning of others.
equation?
MSP4: Model with mathematics.
MSP5: Use appropriate tools strategically. d. What strategy could you use to answer this
MSP6: Attend to precision. problem? Would it work for every problem
MSP7: Look for and make use of structure. like this? How do you know?
MSP8: Look for and express regularity in repeated
reasoning. Rubric Attached.

NCTM Standards:
1. Establish mathematics goals to focus learning.
2. Implementing tasks that promote reasoning and
problem solving.
3. Use and connect mathematical representations.
4. Facilitate meaningful mathematical discourse.
5. Pose purposeful questions.
6. Build procedural fluency from conceptual
understanding.
7. Support productive struggle in learning mathematics.
8. Elicit and use evidence of student thinking.

Talk Moves:
1. Revoicing
2. Rephrasing
3. Reasoning
4. Elaborating
5. Waiting

5 Practices of Class Discussion:

1. Anticipating
2. Monitoring
3. Selecting
4. Sequencing
5. Connecting

Planning:
Materials (e.g. Manipulatives, technology, childrens book, etc): paper, pencil, white board, dry erase marker, base ten blocks
Groupings for each stage of the lesson or process step: The students will start the lesson sitting individually at their desks during the
Engage stage. As we transition into the Explore stage, the students will be separated into groups of 3 or 4 based on their level.
During the Explain and Extend stage, the students will still be in their groups but there will be an entire class discussion occurring.
The groups will be presenting their strategies.
Teaching and Learning
Process Teacher Students
Steps or For each stage or process step, what will you do? What will students do? What tools will students use?
Stages of What questions will you ask? How will you respond Where in the classroom are the students? How will
the lesson: to students thinking/explanations? What tools will students be grouped? What are possible strategies or
you encourage students to use? Where in the representations they may develop? What are possible
classroom will you be? student explanations and justifications?
Students According to the Common Core Standards,
Engage students should be able to practice the fluency of
(10 minutes) addition and subtraction using mental strategies.
This lesson is to practice addition and subtraction
strategies through word problems.
 The teacher will show the students the following
problem to generate prior knowledge and to
provide a context for the activity without lowering Students will be seated at their desks. They may raise
the cognitive demand: their hand to share their explanations and reasoning for
the meaning of addition and subtraction as well as explain
What does addition and subtraction mean? What how they would teach a friend what the meanings are or
are some other ways to say addition and others way to say add or subtract.
subtraction? How would explain it to a friend? (The
teacher will choose a couple students to explain
what they think it means and provide
reasoning/examples.) The students will be showing three ways to find the
answer to this equation in their notebooks independently.
The teacher will write the equation on the
SmartBoard and have the students write it in their
notebook. One student will read it out loud to the All the students will have the opportunity to read the
class: 9 + 8 = ___. Show at least three ways you problem along with one student who is reading the
can find the answer. problem out loud. The students are sitting at their desks.
After they complete that, the teacher will pass out
a sheet of paper with a word problem on it and ask
a student to read it out loud: Sally has some balls.
Jane gave her 3 balls. Now Sally has 13 balls. How
many balls did Sally start with? Convince us.

The teacher will ask the students probing questions

to spark thinking without lowering the cognitive The students are thinking independently about different
demand: ways to approach and solve this problem. The students will
be assigned to their groups.
What may be a way to start to solve this problem?
How would you convince us that your method
works or doesnt work? How could you use base
ten blocks to represent this problem? How can this
word problem relate to the first equation we saw?

The teacher will then explain directions for the next

step. You will now work in groups for at least 15
minutes. As you are working, I will be walking
around and listening to your ideas. I may ask your
group some questions about how you are thinking.
Each group will be asked to write down their
strategy on paper so that you can present your
strategy and ideas to the class.
Students While students are working in their groups, the
Explore teacher is walking around, listening, providing
(20-25 meaningful questions, and assessing the students
minutes) ideas.
Some possible teacher questions:
Tell me about your strategy? How could you use
the base ten blocks to prove it? What does each
number represent? What does each picture
represent? What does that mean in your number
sentence? Why did you add? How did you find the
missing number? What ideas did your group
members have? Discuss all the ideas. Explain why.
How did you know you found the correct number?
What would happen if one of the numbers in the
word problem changed to 7? Or 10? (Last question
is for students who finish early).
If the teacher notices some students are
subtracting instead of adding for the word problem
equation, the teacher may stop the students
working as ask questions about this. For example:
How are you using subtraction? Why could
subtraction be used for this problem? The student
might explain that they are using the 13 to
subtract the 3 and find the missing number that
way. The teacher may ask: How do you know? Do
your groupmates agree or disagree? Why?
When the teacher sees most groups finishing up,
the teacher will ask the groups to organize their
strategies and write/draw them onto the paper and
get ready to present to the rest of the class.
Students The teacher will ask the students to present their
Explain strategies and ideas in the front of the classroom to
(20 minutes) the other groups. The teacher calls groups by ideas
to go up. For example, the teacher may ask the
groups that added to go first. The groups that
subtracted after. The teacher may also organize by
picture or number sentence to go as well. While the
students are presenting their strategies, the
teacher is listening carefully, uses talk moves to
Some students will use base ten blocks. Other students
will use paper/pencil or white board/marker. Some
students may use their fingers. Some students may use
strategies used previously in the year such as the near
double, number sentence (equation), fact double, or flip
flop strategy. Some students may use objects to represent
the balls. Some students may use subtraction. Some
students may use addition. Students will explain and show
their ideas and strategies to their groupmates as well as
the teacher. They will support and defend each others
ideas or strategies.
The teacher may or may not pause the class to have the
students share their ideas on subtraction. The teacher
may ask students to share how there are possible ways to
add and subtract. Some students may agree with this
group to subtract, others will fight that they need to use
addition. Students will use constructive criticism.
The students will work together to organize and write their
strategy out on the paper. The students will prepare to
present to the class.
The groups of students will be presenting their strategies
and ideas for the word problem in the front of the room.
They will show and explain their strategy to the class.
They will answer peer and teacher questions to better
convince us of their strategy and ideas.
Some students may have multiple strategies. For example,
a picture, a number sentence, objects, fingers, and base
ten blocks. Some students will create a connection
 help students better understand their peers, and between the strategy that uses subtraction and addition.
assess the student strategies.

Some teacher questions for the class:

Are there any questions about what this group is
thinking?
Is there a student who can explain their strategy in
their own words?
Is this strategy convincing? Why or why not?
What strategy did you use to answer this problem?
Would it work for every problem like this? How do
you know?
Can someone come show us and explain how you
do that?
Why or why not?

Some teacher questions to the presenters:

How did you come up with that?
Can you explain further?
Are you saying that if you subtract 13 from 3 you
can determine the correct answer?
Students The teacher will encourage the students to explore Some student ideas that may develop:
Extend a similar word problem. The teacher will encourage
(10 minutes) the students to connect their ideas from the Students may explain that the equation can be solved with
previous problem, groupmate ideas, and both addition and subtraction like the previous problem.
suggestions to create ideas and possible solutions
for the problem. The problem may be something Students may explain that the equation contains a double
like: Joe had 4 pumpkins. Bill took some pumpkins. fact which can be shown through base ten blocks.
Now Joe has 2 pumpkins. How many pumpkins did
Bill take?
Students may explain that if you create a number
Some possible teacher questions to ask the class: sentence, you can see the difference between the two
How does this compare to the last problem? numbers.
Do any of the strategies presented compare to this
problem?
How do you know?
The teacher may call a student to demonstrate on
the SmartBoard.

Some possible teacher questions to the presenters:

How did you get that answer?
Why did you use that number?
 How do you know to put that number there?
Why did you add? Why did you subtract?
How can you prove it?
Convince us that this works for similar problems
like this.
*******Analysis of Student Learning ********
To be completed AFTER lesson implementation
Students were able to
Evidence
Explanation

Rubric
Expert
Student fully explained strategy and convinced us that it works for multiple problems using
3 examples. There were very minor mistakes.

Proficient
Student understood and explained their strategy but could not prove it would work for other
2 problems. There were more than a few errors.

Unsatisfactory
Students had difficulty explaining their strategy and could not explain how it would work for
1 other problems. There were multiple mistakes.