University of West Alabama COE 5E Lesson Plan

University of West Alabama
COE
5E Lesson Plan
Teacher: Lisa Kiser

Date: 10-28-21
Subject area/course/grade level: Math/2nd Grade
Materials:
 Chromebook
 Jam board Login (google login)
 Paper
 Pencil
Standards: 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. (See Appendix A, Table 1.) [2-OA1]
Objectives:
Students will:
 Be able to write their own addition and subtraction problems.
 Solve the problems that they come up with.
 Work together to solve problems that their classmates come up with.
Differentiation Strategies: The teacher will ask questions so students that are struggling can keep up. Students who are
having trouble can do a worksheet with some sample problems, and then type one of the sample problems in their jam board.
ENGAGEMENT:
As a review, the teacher will practice some problems out on the board. The students will be doing theirs on paper/whiteboards
while the teacher is up at the board. The teacher will do 2-3 addition and 2-3 subtraction problems. While completing them
the teacher will ask if there are any questions students may have about this topic.
Assessment: As they review, the teacher will ask questions and see what students are still confused about. This will allow the
teacher to see how well the students are doing on this topic.
EXPLORATION:
Students will try and come up with their own problem. It can be an addition or subtraction problem. It has to at least be two,
two-digit numbers. They can add more if they are comfortable, and the teacher can see that they are confident in answering
the question and then being able to explain it to their groupmates.
Assessment: The teacher will be checking to see if their math problems are solvable, and also making sure they have at least
two, two digit numbers.
EXPLANATION:
During this time, they will be working out their own problem that they have created. They are encouraged to do this alone but
if some are struggling, they can work together to help solve, or the teacher will be available to help.
Assessment: The teacher will go around and help students with their problems to make sure they are rational and can be
solved by their classmates.
ELABORATION:
Approved January, 2013

During this stage I will be explaining what I expect to be on each groups jam board. Students will get on jam board and explore
the different functions of it. Changing colors, typing their names, and seeing what all they can add to it. They will each add one
problem to the jam board, and they will also need to have their problem solved before adding it. When they work out their
problems, to save space they will be using the scratch paper to work them out and do whatever strategy they need. After all of
their group has their problems worked out and they have the answers, they will solve one of their group members questions as
well until they have answered all five. Once everyone is done and can agree on a final product, they will put the answers in the
jam board.
Assessment: The teacher will make sure everyone is still participating and solving each other’s math problems. She will also
make sure they are trying to use their strategies and correctly working them out.
EVALUATION:
Category: 3-Working towards 5- Meets Expectations 10- Exceeds Expectations
Expectations
GROUP EXPECTATIONS They did not work together They worked together to get Students worked together
and did not come up with a a final product, but it was to come up with a final
final product. (Should have incorrect. product, and they got all of
all five problems answered) the answers correct.
PROBLEM CREATION Student did not come up Student came up with their Student came up with their
with their own problem but own problem but did not own problem and solved it
tried to answer others. solve correctly. correctly.
KNOWLEDGE OF SKILL Student struggled with skill. Student has somewhat of an Student is very
(0-1 questions correct) understanding of skill. (2-3 knowledgeable in skill. (4-5
questions correct) questions correct)
References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.
Approved January, 2013

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University of West Alabama

Teacher: Lisa Kiser

Approved January, 2013

Approved January, 2013

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