Educ 409 Lesson Plan 1 - October 5th Math

Drexel Lesson Plan Template
Lesson Plan Format
Teacher: Mrs. Angela Tornatore
Grade: 2
Content Area: Mathematics
1. Content and Standards:
2.MD.B.5, 2.MD.B.6, 2.Mod1.AD4 Use a number line. Represent whole numbers on a
number line. Represent sums and differences by using a number line.
2. Prerequisites:
Students will need to know the basic benchmarks of the multiples of 10 and how to add
by 1’s within 10’s.
3. Essential Questions:
How can we use benchmark numbers and a number line to add efficiently?
4. Materials and Equipment:
Double sided meter sticks, chart paper or whiteboard, marker/dry erase marker if using
whiteboard, measuring tape, prepared (laminated) number line, workbooks, and pencils.
5. Instructional Objective:
Students will know how to use linear models, such as measuring tape and a number line
to add efficiently and be able to recognize the efficiency of getting to a benchmark
number.
6. Instructional Procedures:
● Before: Teacher will lead students in counting forwards and backwards by tens within
60 and 120. Randomly choose numbers and ask the students to either add 10 or
subtract 10. After each number, choose a different number and repeat. This activity
should last approximately 2 minutes.
● During: Teacher will display number line chart and gesture to the numbers and the
equal-length units. “A number line is a straight line with numbers and tick marks
showing equal length units.”
The teacher will then display and chorally read with the students the following word
problem. “When Beth started Kindergarten, she was 107 cm tall. Now Beth is 14 cm
taller. How tall is Beth now?”
Students will be asked to make sense of the problem, “what is this problem about?”
“What is the question asking?”
Students will be asked to show on their number line where 107cm is and be
encouraged to solve the problem. Teacher will circulate and observe strategies used.
Display the number line and ask students to compare measuring tape to the number
line. Ask the following question, “What is similar about the measuring tape and the
number line?”
A student volunteer will be called upon to model the skill and show and label 107 on
the number line which will be projected on the smartboard. Teacher will then use the
marker and hop 14 times on the line to find the needed number, students will be
encouraged to join in using their number lines and their fingers.
Students will think-pair-share and answer the following question, “Is there a more
efficient or easier way that we can add 14?” Discuss.
The teacher will introduce the term ‘Benchmark’ with the following statement. “We
can use 110 and 120 as benchmark numbers to find the answer. A benchmark
number can help us find another number quickly. Let's use the next ten as a
benchmark number”
Teacher will ask the whole group of students to find 107 on their number lines, after
which “Which is the closest 10?” “How many hops do we need to get to 110?”
● After: As a class, discuss how using the number lines and benchmark numbers helped
us add numbers together efficiently. Why is it helpful to know what the benchmark
numbers are?
7. Assessment:
To check for understanding the end of lesson discussion should help me determine
whether I have achieved the goal.
Using math terms consistently will help the students become familiar with the
terminology that will be used for the duration of their education.
Having the students complete the exit ticket at the end of the lesson will help me to understand
their level of comprehension and whether I will have to revisit/reteach the lesson in any way. To
challenge the students that are above level I might challenge them to measure things that are not
in their desk. I would have them use other methods of measuring and have them estimate and
then measure items around the classroom, for example bookcases and find the differences
between their estimate and actual measurements. For those that need extra support I would do a
small group reteach during intervention blocks, using both math terms so they become familiar
and simpler terms that they can learn to associate with the other vocabulary. Additionally,
checking the assigned homework the following morning will be a good indicator of what they
have remembered.

Educ 409 Lesson Plan 1 - October 5th Math

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Educ 409 Lesson Plan 1 - October 5th Math

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Drexel Lesson Plan Template

Lesson Plan Format

Teacher: Mrs. Angela Tornatore

Content Area: Mathematics

1. Content and Standards:

2.MD.B.5, 2.MD.B.6, 2.Mod1.AD4 Use a number line. Represent whole numbers on a

number line. Represent sums and differences by using a number line.

by 1’s within 10’s.

4. Materials and Equipment:

to add efficiently and be able to recognize the efficiency of getting to a benchmark

should last approximately 2 minutes.

showing equal length units.”

taller. How tall is Beth now?”

“What is the question asking?”

encouraged to join in using their number lines and their fingers.

efficient or easier way that we can add 14?” Discuss.

whether I have achieved the goal.

terminology that will be used for the duration of their education.

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