2nd Grade Math Lesson Plan
2nd Grade Math Lesson Plan
2nd Grade Math Lesson Plan
Revised 08/05/14
Candidate:
Yesenia Covarrubias
Subject:
Math
Grade level(s):
nd
2 grade
Date:
11/21/14
Standard:
2.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal
to 20, eg, by using objects, drawings, and equations with a symbol for the unknown number to represent
the problem.
Standards for Mathematical Practices
7. Look for and make use of structure
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will be learning how to add using double facts
II. LEARNING OUTCOME (Objective):
Given a worksheet and using mental math, students will understand how do add using doubles facts by
solving five problems with 80% accuracy.
DOK/Cognitive Rigor Level:
Level 1 and 2
Language Demands
Students must be familiar with the following math terms: doubles, make ten, near doubles, sum, difference,
addend, count-on, count-back, strategy, part, total, subtract, pattern, tens, ones, digit, and addition.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
Before this lesson students must know how to add basic facts. After this lesson students will be able to
add doubles plus one.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: I will teach children the following doubles rhyming song:
1+1 is 2. My friend lives at the zoo.
2+2 is 4. He eats dinner on the floor.
3+3 is 6. He sleeps curled up on sticks.
4+4 is 8. He always wakes up late.
5+5 is 10. Hes getting loud again.
6+6 is 12. Hes in a tree all by himself.
7+7 is 14. Hes playing and cavorting.
8+8 is 16. My buddy isnt very clean.
9+9 is 18. At dinnertime he is waiting.
Step #4:
1. T input: Now we will find the sum of numbers
2. T model: I will write 7+8 on chart paper
3. T input: while you can use counters or your fingers to solve this problem, you can also use doubles
facts.
4. Student Response: students share with their partners their answers.
5. T model: Chart their correct responses.
6. T input: You can also use doubles plus one to solve equations
7. T model: 7+7=14 and the sum of 7+8 will be one more (7+8=15)
Step #5: We will practice adding doubles using the worksheet provided.
1. T input: Now you will work independently using the worksheet
2. T model: on the board I will write 4 wheels on a car
3. T input: draw to cars to help you solve the problem
4. Student response: students work independently to solve the word problem
5.T model: on the board I will write 5 fingers on a hand
6. T input: draw two hands
7. Student response: students work independently to solve the word problem
8. T model: on the board I will write 6 legs on a lady bug
9. T input: draw two lady bugs to help you solve the problem
10. Student response: students work independently to solve the word problem
11. T model: 8 legs on an octopus
12. T input: draw two octopuses to help you solve the problem
13. Student response: students work independently to solve the word problem
14. T input: now I will write a word problem on the board and you will try to solve it
15. T model: on the board I will write Michael bought 8 cars. David bought the same number of trucks.
How many vehicles did they buy?
16. Student response: students work independently to solve the word problem
C. APPLICATION ACTIVITY (Practice and/or Reflection): For the application activity I will hand
students a worksheet that contains five problems with adding using doubles. The students will work on
the worksheet individually and I will be walking around the classroom in case anyone needs help.
D. MATERIALS & RESOURCES: Book: Two of Everything by Lily Toy Hong, index cards,
connecting cubes, chart paper, die, domino sheet, exit slip.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: During my lesson I will be monitoring my students understanding by observing students
while they play the math center game. I will also monitor my students during small group and
independent practice. I will be observing the following:
Can students correctly double a number?
Summative: At the end of my lesson, I will give the students quiz with the following question: how can
doubling help in learning basic facts? How could it help with doubles plus one?
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): Students who master concepts quickly can be challenged with completing double
facts using a timer and decreasing their time.
Students who need additional assistance will continue to explore with manipulatives and flash cards.
VII. HOMEWORK (if appropriate):
N/A