Cathy Drury Thursday, November 16, 2017

Mrs. Baxter 12:40

Second grade
Mathematics
Algebra- Relate Addition and Subtraction
Essential Question(s)- How are addition and subtraction related?
Standards
2.0A.B.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know
from memory all sums of two one-digit numbers.
Learning Objectives Assessments
Students will be able to use the inverse Students will complete the math book using
relationship of addition and subtraction to the bar model after the teacher gives a group
recall basic facts. mini lesson. The teacher will check the math
journals.
Students will be able to brainstorm all the The teacher will ask the students whether they
ways that addition and subtraction are related. need to add or subtract within the word
problem. Teacher will have students show
thumbs up and

Materials
a: Unifix Cubes
b: Math Journal/math pencils
c: The only way to learn mathematics is to do mathematics by Paul Halmos quote.
d: Chrome book

Pre-lesson assignments and/or prior knowledge- The students learned simple addition and
subtraction using different tools, like finger counting.
Lesson beginning- The teacher will have the students come to the front carpet. Teacher will read
the quote and ask the students how addition and subtraction is related. If no student raises their
hand, have them turn and talk to their partner. If no student gets it still, show them the bar model.
For example, 4+2=6. 4 and 2 are parts and 6 is the whole.
Instructional Plan-
1. Teacher will have the students complete the problem of the day. Students will come to the
board and show different ways to get 247. Teacher will call on five students or less. Teacher will
explain another way using 200 as a part and 47 as a part to get a whole of 247.
2. Teacher will have the students separate into their two math groups. Group with tier two
student will be at the chrome books first. Other group will be at the side carpet. The chrome book
group will be on the mega math/interacting math book program, section 3.5.
3. Students on the carpet will go over the standard. The teacher will ask the students what is 10-3
(7), 9-4 (5), 3+5 (8). Teacher will demonstrate the math facts using oral speech and unifix cubes
for a visual. The teacher will ask the students how addition and subtraction relate to eachother.
4. Students will start working in journal. They will do the first page, 187 with the teacher. After
they complete the first page, students will leave and watch the program on the chrome books.
Once they finish with the chrome books, students will work at their desks doing pages 188 and
189. The group that started with the chrome books will come to the carpet with their journal
when they finish the video. Once they finish the page with the teacher, they will go back to their
desks as well and work on the other pages.
5. If there is time, students will meet at the front carpet to work on page 190 with the teacher.
This will be the word problem page. The teacher will ask the students what the question is asking
for (subtraction or addition). The teacher will ask a student to show it on the board. The students
will complete the second one independently unless they need help. There will be unifix cubes if
the student needs it.
o Differentiation: Student who does not like math will be in the group that does the chrome
book station first so he can learn while being on the computer as well as the teacher
teaching after. Students will be moving around from stations to stations. Students who
dont understand the problem will be able to stay on the carpet longer to understand how
to do the problems with the teacher. The students will be separated into two groups to be
more involved in the lesson. Students who need to sit on a chair to focus may bring a
chair over to the side carpet.

o Questions: How does addition and subtraction relate to eachother (similarities)? What is
the word problem asking? How do we know what the word problem is asking? If we
were going to draw this out using the bar model, how would we do it?

o Classroom Management: To get the students attention, teacher will use 3, 2, 1 talking
is done. Teacher will have two groups to minimize distractions while working on the
journal. If students need to go back to their desk to move, they have the option to.

o Transitions: Teacher will use the chime for transition to go to the front carpet to work on
the word problems together.
Closure- The teacher will ask the students what is one thing they learned about the bar model
and why it is similar for both addition and subtraction. Teacher will have the students take out
their homework page and write it in their agenda.