USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:

2nd
Math

Name: Danielle Matte

Group
Date of Lesson:
Size: Whole October 24, 2016
Class (16)

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

2.NBT.2.7 - Add and subtract within 1000, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method. Understand
that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and
hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.
2.OA.1 Represent and solve problems involving addition and subtraction.
2.OA.1.1 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.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

How can I write a word problem that matches a number sentence?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
2nd
Math

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Name: Danielle Matte

Group
Date of Lesson:
Size: Whole October 24, 2016
Class (16)

The students will be able to write a word problem to match a number sentence.
The students will be able to contextualize a number sentence into a real world scenario.

I am teaching this objective because it aligns with the standard they should be learning
for the week. This lesson is expanding their thinking of word problems by enabling them
to create their own word problems. They will scaffold based on previous knowledge of
word problems to create their own. I am teaching it this way because this is what the
second grade team created based on the curriculum. The students must learn this
concept because it allows them to think critically about word problems. It will help them
better understand word problems because they learned how to break them apart and
now theyre learning how to structure them. The first day we will review number
sentences and important words within a word problem then we will create a word
problem together (modeling). The second day the students will construct their own word
problem, individually after reviewing what we learned the day before.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
2nd
Math

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material?

Name: Danielle Matte

Group
Date of Lesson:
Size: Whole October 24, 2016
Class (16)

During math instruction the week prior, I gave the students a pre-assessment, which was
two problems from the worksheet I would be giving them the following week. I told them
not to stress about it and answer the problems as best as they could. After evaluating
these two problems, I was able to guide my instruction based on their misconceptions. I
will know the students have mastered the lesson when I am able to compare their
answers before my lesson to the answers they have after my lesson. I will also be using
observation by walking around the classroom while the students are working. When we
work on them as a class, when someone answers I will have the students agree or
disagree by using their hands to see where the class stands. The first day I will have
the students complete the first half of their worksheet. I will then collect them to
evaluate what I need to review the following day. The students will complete the res of
the worksheet the following day for their summative assessment, which I will be able to
compare to their pre-assessment to see their growth.

I need to have an understanding of key words the students are currently using to break
apart word problems so I am able to help them use these words when forming their own
word problem. I need to be able to connect word problems to real-world experiences so
the students are able to make that connection to their learning. I need to be able to take
a number sentence then create a word problem based off my students interest.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
2nd
Math
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Name: Danielle Matte

Group
Date of Lesson:
Size: Whole October 24, 2016
Class (16)

My learners are the whole class. The students need to have an understanding of what a
number sentence is and what a word problem is. When they are able to understand how
to break apart a word problem by highlighting the key words, they will understand the
rest are just fluff words so they can get creative as long as they remember their root
words. I know they have had a lot of practice with making number sentences based off a
word problem.

The student might only pick out the number and not preform the correct operation or find
what the question is asking for. They need to take the whole context of the problem to
find the proper operation.
The students might think they have to use every number in the word problem, but they
really need to read the question to see what the problem is asking for.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,

Modeling I will model for the students the different steps of pulling apart a word
problem. I will model how to write a number sentence. I will model how to construct a
word problem.
Manipulatives I will have counters for the students that need them. They will be able to
use part-part whole or part to whole to find the missing number required to answer the

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
2nd
Math
demonstration, partner word,
etc.)

Name: Danielle Matte

Group
Date of Lesson:
Size: Whole October 24, 2016
Class (16)

question.
Whole class discussion When we are reviewing the problem, one student will call out
the answer (whoevers stick I pull to answer). If they know the answer, I will ask the class
if they agree or disagree by using thumbs up or thumbs down. If they do not know the
answer after the appropriate wait time, then I will ask someone to volunteer to help their
peer.
Turn and talk After going over the sample problems, I will have the students do one on
their own then turn and talk to their shoulder buddy about their answers. I will also have
them turn and talk when discussing key words in the word problems.
Peer tutoring For enrichment, if a student finishes early, then they have the option to
become a peer tutor for their classmates that are struggling. Before they become peer
tutors, they must get their work approved by me.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. Transition the students from writing to math by taking out
their math journals.
2. Ask the students if they can explain to me the difference
between a word problem and a number sentence (a word
problem is words put together to make a question using
different operations. A number sentence is a series of number
telling you what to do ex: 2-1=1).
3. I will place a practice word problem on the board where the
students have to create a number sentence. We will go
through the first one together by having them pull out the key
facts and numbers then decide what the problem is asking.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
2nd
Math

transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name: Danielle Matte

Group
Date of Lesson:
Size: Whole October 24, 2016
Class (16)

4. I will have a chart paper on the board so the students can

identify key words as addition, subtraction, or comparing.
5. The second problem we will pull the key words out together
then the students will solve independently. Once the students
seem to be finished, I will have them turn and talk with their
shoulder buddy to discuss the answer they got. I will then ask
someone to share what their partner got. The class will tell
me if they agree or disagree.
6. If the class seems to have a general understanding of number
sentences, I will ask a student to pass out the worksheets
they will be completing. If they need more practice, we will
continue to do more problems.
7. Once the worksheets are passed out we will go over the first
one so they understand how to complete it since it involves
matching.
8. I will then pass out counters to the students that need
them/ask for them. They will be instructed they are not for
playing with. If they are playing with them I will take them
away and clip them down. The counters are to help you, not
to play with.
9. After the first one I will have the students independently
practice so I can work with students that do not fully
understand.
10.Once the students have completed (I will give them 10
minutes), we will go over the worksheet together using the
agree or disagree technique. To call on the students I will
pull their sticks so different people are answering and it
allows for me to call on the lower level students that might
usually not answer. If the student isnt able to answer after
the appropriate wait time, I will ask the students who can help
their classmate.
11.I will then introduce creating word problems to them by
creating my own using the key words that are written on the
board and a number sentence given to me by the students to

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
2nd
Math

Name: Danielle Matte

Group
Date of Lesson:
Size: Whole October 24, 2016
Class (16)

involve them and get them interested in the task.

12.I will give them an exit ticket with a number sentence on it
and challenge them to create their own word problem
(reinforcing that it is not for a grade, just to see what they
know) so I will be able to create a plan for the following day of
what needs to be reviewed while creating word problems.
13.I will have a student collect the worksheets. This will allow me
to see if they understand number sentences. This will also
ensure the student does not lose the worksheet to continue
working on the following day. I will be able to implement extra
review for students that still do not grasp the concept.
H.O.T. questions:
What strategy did you use to find the sum/difference?
What is a more efficient strategy you could use to find the
sum/difference?
Why do we need to be able to create a number sentence
from a word problem?

What will you do if

a student struggles with the content?

I will reflect back on the beginning steps with them and give them extra practice with
number sentences. Since the class will be doing independent work, I will be able to walk
around and assist those students that need help. If a lot of students have the same
question, I will pull the class back together to review that particular misconception.

What will you do if

a student masters the content quickly?

I will ask them if they would like to be peer tutors and help other students who have a

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
2nd
Math

Name: Danielle Matte

Group
Date of Lesson:
Size: Whole October 24, 2016
Class (16)

misunderstanding. If they do not, I will instruct them to the enrichment process, which is
creating their own word problem (encourage from the current chapter book they are
reading) with no numbers given to them.
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students will be able to create word problems based on whatever they want as long
as they follow the numbers they are given. This allows the students to write about
whatever they are interested in.
If applicable, how does this lesson connect to/reflect the local community?
Based on what the students write about, I can get insight to what they enjoy doing on the
weekends or after school. They are able to reflect on their community whether its sports,
vacations, or local activities the students take part in.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will have them create a word problem off the top of their head then they must pull out
the number sentence as well. If two need enrichment, I will have them switch problems
to solve.
How will you differentiate instruction for students who need additional
language support?
We will have a vocabulary chart that will help assist them in seeing the key words used in
a word problem.
Step-by-step instruction
Projecting the text onto the screen to provide enlarged words.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content:
2nd
Math

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Name: Danielle Matte

Group
Date of Lesson:
Size: Whole October 24, 2016
Class (16)

N, B, D, E have behavior desk charts to give them incentive to stay on task and finish
their work
Y, E, B- given step-by-step instruction so they have a clear understanding of what is
happening
Whole class- I will create a vocabulary chart for them to reflect back on. I will project my
work from the Elmo so they will be able to better see what I am doing.

Worksheet, counters (manipulatives), vocabulary chart, Elmo

The students have a worksheet to help guide them through the lesson because it starts
off with matching word problems then creates scenarios where students gradually build
up to creating their own word problem. The students will be able to use the counters to
help assist them being able to see and manipulate what they are saying to check if they
are setting up their word problems correctly using the proper terms. We will create a
vocabulary chart to keep on the board so if they forget one of their key words, they can
easily look to the board for assistance to build up their confidence using these words.
Using the Elmo will allow me to project what I am modeling for them onto the board.