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UNT Lesson Plan Template

This lesson plan teaches 2nd grade students how to solve subtraction problems using a number line. Students will independently complete math journal pages solving problems by finding the difference between two numbers on a number line. The lesson begins with whole class instruction and modeling of the strategy. Students then work independently and can get additional help in small groups if needed. The teacher reflects that engaging activities like demonstrating thinking on the board and relating problems to real-life scenarios like money helps learning.

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65 views3 pages

UNT Lesson Plan Template

This lesson plan teaches 2nd grade students how to solve subtraction problems using a number line. Students will independently complete math journal pages solving problems by finding the difference between two numbers on a number line. The lesson begins with whole class instruction and modeling of the strategy. Students then work independently and can get additional help in small groups if needed. The teacher reflects that engaging activities like demonstrating thinking on the board and relating problems to real-life scenarios like money helps learning.

Uploaded by

api-354325880
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):


Ellyn Shepherd 2nd Yahel McCready

Subject area(s): Unit Topic/Theme: Lesson Title:


Math Subtraction Solving Subtraction Problems (Number Line)
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
(2.4.B) Add up to four two- (C.2.E.) use visual, (II.C.1) Recognize and use algebraic (field)
digit numbers and subtract contextual, and properties, concepts, procedures, and
two-digit numbers using linguistic support to algorithms to solve equations, inequalities,
mental strategies and enhance and and systems of linear equations. 2. E
algorithms based on confirm
knowledge of place value and understanding of
properties of operations. increasingly
complex and
elaborated spoken
language

(G) understand the


general meaning,
main points, and
important details of
spoken language
ranging from
situations in which
topics, language,
and contexts are
familiar to
unfamiliar
Lesson Objective(s)/Performance Outcomes
The student will be able to find the difference between two numbers on a number line.
Assessment (Description/Criteria)
Students will complete pages 188-189 independently and checked by a teacher for completeness and accuracy.
Materials and Resources
Student Journal pages 188-189
White boards
Markers
Management of the Instructional Environment
Whole class instruction
Whole class and partner discussion
Independent completion of math journal page
Independent and small group institution for misconceptions

Technology Integration
iPads
UNT Lesson Plan Template
Diversity and Equity (Accommodations, Modifications, Adaptations)

Directions will be read for students


Directions will be repeated for clarification.
Step-in problem will be modeled for students
Resources will be available for students (base-10, connecting cubes, number lines,
and 100 chart)

Activities/Procedures
- Read lesson learning targets
Engage:
- Project the number line diagram onto the board, ask what is the difference between 52 and 75?
- How can we find out?
- Select students to suggest strategies and model the jumps on the number line.
- Repeat with the numbers 16 and 48.
Explore:
- Project the price tags and wallet picture onto the board.
- Which item can we buy with the amount in the wallet?
- How much money will we have left?
- How do you know?
- Discuss the different methods (base-10 blocks, connecting cubes, number lines,
and 100 chart.
Explain:
- Have student work on white board to solve the problem.
- Project number line and invite students to share their strategies.
- Draw jumps to demonstrate their thinking.
- Do you think it is easier to count on or count back to calculate the change?
- Turn and talk to your neighbor
Elaborate:
- Project the next number line and discuss the amount in the wallet and the other price.
- What problem can we make up for the other price tag? Why is it subtraction?
- How can you figure out the amount that you need to save?
- Students suggest strategies.
- Do you think it is easier to count on or count pack to figure out the amount that you need to save?
- Turn and talk to your neighbor.
Evaluate:
- Project the step up in discussion and work through the questions with the whole class.
- Read Step Up and Step Ahead instructions with the students.
- Check for completeness and correctness.
- Mark students who need independent or small group reteach.
Extension:
- Students who complete the assignment can practice math fluency on iPad
Reflections and Documentation/Evidence of Lesson Effectiveness
UNT Lesson Plan Template
What parts of the lesson led to engagement and student learning?

The students have been working on counting forward and counting back on the number line for subtraction.
This lesson was a continuation of the activities they completed the previous week. The students are able to
come to the front of the classroom to demonstrate their thinking. Students can use the strategy that they feel
most comfortable with including 10-blocks, hundred chart, and connecting cubes along with their counting
back and counting on. They show their starting and stopping points and the jumps that are needed to find the
difference in between. Many students volunteer to demonstrate for the class. The students are also familiar with
using the amount of money in the wallets as well as the price tags. They are able to think of the items they
would like the price tags to represent for their purchase. This helps them make a personal connection to the
math problems and strategies. We work some problems whole class, and more problems are done individually
on their whiteboards.

How can you increase student learning, engagement, etc., next time you teach this
lesson?
I could assign different wallet amounts and price tags to groups and they can choose
how they want to solve the difference. They would present their strategy and its steps.
The other students would observe and check the groups answer for correctness. The
students could also select the items that their group is buying. They could have one
price tag larger than the amount in the wallet for them to solve how much money they
would need to save up.

What did you learn from teaching this lesson that can apply to other lessons?
A small group or individual re-teach is always a great way to reach struggling students. I would
rather a student have a little extra time solving one more example together or them to be able
to apply the strategy on their own. When observing during independent work on assignment
marking students who needed this additional help with a dash next to their name is a simple
identifier. This will keep track of students growth and areas of need for the whole class without
taking too many formal assessments.

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