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Math 1-7

The document provides the lesson plan for a 2nd grade math lesson on making 10 to subtract. The objective is for students to make 10 to subtract quickly and accurately. The lesson will begin with a whole group introduction, video, and example problem. Students will then complete independent practice problems, making 10 to subtract where possible. Small groups will follow for further practice differentiation. Assessment will include observation, independent practice pages, and homework. Plans are included for an IEP student who needs modified expectations and circling of key practice problems.

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62 views3 pages

Math 1-7

The document provides the lesson plan for a 2nd grade math lesson on making 10 to subtract. The objective is for students to make 10 to subtract quickly and accurately. The lesson will begin with a whole group introduction, video, and example problem. Students will then complete independent practice problems, making 10 to subtract where possible. Small groups will follow for further practice differentiation. Assessment will include observation, independent practice pages, and homework. Plans are included for an IEP student who needs modified expectations and circling of key practice problems.

Uploaded by

api-308956556
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Date: Wednesday, September 21st, 2016

Subject: Math: Make 10 to Subtract


Common Core Standard(s):
2.OA Operations and Algebraic Thinking
2.OA.B Add and Subtract within 20
Objective(s):
1) Students will be able to make 10 to subtract quickly and accurately.
Resources/Materials List:
Document camera and projector
Video clip provided by Envision 2.0 math program
Pencils (students keep at their tables)
Math packet for 1-7 (one per student)
Snap cubes (students keep in their tool boxes in their cubbies)
White board marker and eraser
Envision 2.0 e-text for 1-7
Procedure:
The teacher will ask for students to gather on the large group rug
The teacher will explain that today in math they will be using the strategy of
making 10 to solve a subtraction problem
The teacher will play the learning video that accompanies the math program
o While the video is playing, the teacher will distribute the math packets to the
students tables
When the video is complete, she will ask students to get their math tool boxes and
return to their desks. The students will get a math packet and write their names
on the top.
The teacher will then pull up the student Solve and Share page on the smart
board.
The teacher will read the word problem in the green box and ask students to use
their snap cubes to show how they would solve this problem and write in the
problem on the bottom of their paper. As the students are solving the problem, the
teacher will walk around the classroom and observe what strategies the students
are using.
o The teacher can use the guiding questions How can you make a 10 while
subtracting in this problem? (subtract 4 from 14 to make a 10) and Have
you solved the problem by making a 10? (No, you still need to take away 2
more counters).
The teacher will then call the students attention to the board and ask for a
volunteer to show how they completed their math problem and what equation they
wrote on the bottom of their page.
Once that student has shown their strategy, the teacher will ask if a student who
used a different method could show how they solved this problem. The teacher will
then open the Guided Practice page on the e-text.
The teacher will ask students to turn to the Guided Practice page and ask for a
volunteer to read the directions.
1

Annie Vincent

The teacher will explain that in question one, they are asking for students to add to
get to 10 and in question two, they are subtracting to get to 10. These are two
different strategies and we are trying them both out to see if one works best for
them.
The teacher will walk students through the two different methods for adding to
make 10 and subtracting to make 10 to determine the answer for the subtraction
problems for questions one and two.
The teacher will then ask students to answer the Do you understand? section.
The teacher will read the question and give students a few minutes to write in their
answers.
The teacher will then ask Why is making a 10 a good strategy to help you subtract
quickly and accurately? (You can change a subtraction fact into a fact with 10
without changing the difference. Facts with 10 are easy to subtract.)
The teacher will then instruct the students to turn to the Independent Practice
page. She will read the directions in the green box and explain to students that if
they would like to use a work mat and counters to solve these problems, they may.
For a work mat, the teacher will show the students that the first page of their
packet could be used as a work mat and that they can rip the first page from their
packet to use the work mat if they want to.
The teacher will direct the students to answer questions three through fourteen
and then check in with a teacher. The teachers in the classroom may walk around
and check on students as they are moving along and offer support where needed.
The teacher will open the Challenge Question up on the smartboard and if
students finish the independent practice early, they are instructed to get a piece of
blank paper and work on solving the challenge question.
Once students believe they are done, the teacher will check over their work and
allow them to proceed to question 15 or ask them to go back and check their work
on questions they got wrong. The teachers may also make a note of the students
they pull into different small groups at this time.
Once all the students have completed the Independent Practice page, they will
move into small groups.

Plans for differentiation:


We will be working as a whole group for most of the lesson. The math program
that Golden Brook just adopted has a lot of visual pieces and provides a section for
hands on learning. If the teacher sees that students are starting to get antsy, she can
have them stand up and stretch or wiggle to help them refocus on the task at hand.
There are a few students who need to be asked to refocus and I may need to ask a
student or two to switch their spot on the rug if they look like they are tempted to talk or
fool around with a classmate.
My cooperating teacher may be walking around while the students are working
independently and making notes on whom to put with whom during small group time. If
a few students look like they are still struggling with the strategy, or addition and
subtraction facts in general, they may be put into one small group to practice addition
and subtraction facts.
Assessment:
I will be walking around amongst the tables as the students are answering their
questions so I can observe their math skills. I will also be checking the students
2

Annie Vincent

Independent Practice page before they move on to the challenge question or small
groups. Further assessment would be in the form of the homework practice page that
students complete at home and return for the teacher to check.
I will also be checking for understanding during the whole group math time when I
ask questions and observing students working at their tables.
Plans for accommodation/modification:
There is one student with an IEP that leaves during the whole group math time
right now. We are looking to change her schedule so that she does not leave the
classroom during this time. When she reenters the classroom, it is usually when the
students are doing the Independent Practice page and she is often lost and unsure of
what to do. A teacher usually needs to stop assisting other students to come and
explain the directions to her. She has been shown to be frustrated in the past with the
amount of problems she needs to complete, especially since she does not have the same
amount of time. She also takes longer to transition into work mode and does not get
that many problems solved in the time that she is given. It might be more reasonable to
ask her to solve certain problems by circling the ones we want her to focus on and
answer. My cooperating teacher also has explained to her when she does not come back
in ready to work, she might need to stay in and complete the math work during her
recess time.
Whats next?
The students will be continuing on topic one in the Envision 2.0 math program with
topic 1-8.
Reflection:

Annie Vincent

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