advertisement

Mathematics Lesson Plan Grade: 2 Specific Outcomes Time: 30 min Curriculum Strand: Number 9. Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V] Objectives: Students will show an understanding of adding and subtracting different numbers in a variety of activities. Students will use diagrams and materials to aid themselves in successfully answering the different addition and subtraction problems. Materials: Pattern plates White board for each student White board markers and erasers Two colored chips (yellow on one side and white on the other) Math workbooks Pencil Ten frame cards Anticipatory Set: Mental Math Activity. Write the following on the board: 12 21 5 Ask the students “What number could you place in the empty box so that when added with one of the other numbers equals 30?” Be sure to emphasize that this is to be done mentally. Three possible answers: o 9 + 21 = 30 o 18 + 12 = 30 o 25 + 5 = 30 Have students explain the reasoning for their answer, while exploring all of the possible answers. Lesson Development Using the pattern plates have the students write down number families (addition and subtraction equations). Show them one of the plates and ask some questions: o What do you see? o How many altogether? o How many yellow? o How many white? o If we subtract the yellow, how many white are left? Have the students write out the equations on the white boards and demonstrate the patterns on the plates with their two colored chips. Example: 5 yellow and 4 white o 5+4=9 o 4+5=9 o 9–4=5 o 9–5=4 Time 0 min – 5 min (Anticipatory Set) 6 min – 24 min (Lesson Development) 25 min – 30 min (Closure) Teacher Actions Student Actions What will the teacher be doing and saying? Give directions for activity. Ask students a question. Guide a discussion about the answers. What will I anticipate students to be doing and saying? Actively engaged. Mentally coming up with an answer. Discussing their answer and the reasoning behind it. Showing pattern plates. Walking around to make sure students are doing what they’re supposed to. Asking students questions pertaining to the plates. Having students come up and explain their answer. Explaining that they have made a number or fact family. Actively participating. Writing down answers on the white boards and demonstrating the pattern with their colored chips. Explaining the equations that they have and the answers that they got. Explain the ten frames game. Pair up students. Walk around and observe students to make sure that they are staying on task. Interacting with partner. Writing the equation and answer on a white board. Closure: Pair students up to play a ten frames game. In partners, the students will each get a set of ten frame cards. They will play a subtraction game with them. They will flip one card over at a time. Example: 10 – 6 = 4 The students must take 10 (the total number) and subtract the number of dots to find out how many blank spaces there are. The first person to write out the correct equation and answer gets the card. Whoever has the most cards at the end wins. Assessment / Evaluation Understanding of the objectives will be measured through observation and student interaction. Teacher will reflect on lesson and make notes on what went well and what can be changed for next time.