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UMU Lesson Plan Template

2013-2014
Name: Shelby Gruber
Date: September 29, 2014
Grade Level: 2nd Grade
Class Period: N/A
Subject: Mathematics
Lesson # & Title: Lesson #5 Making 10 to subtract
Big Idea/Lesson Focus: Making 10 to subtract
Essential Question: How can you make 10 to solve a subtraction problem.
Context for Learning: There are 24 students in the class, 11 girls and 13 boys. There are 7 students on IEPs. 4
students are on IEPs for Cognitive Delay, 1 student on an IEP for autism and 2 students on an IEP for reading.
.
Function of the Lesson (check all that apply):

Introduce New Skill or Content

Content Standards:
2.OA.1- Use addition and subtracting 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.
Learning Objectives:
By the end of the lesson, the students will be able to make 10 to find the answer to a subtraction problem with 80%
accuracy on their lesson quick check.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Subtract
Subtraction
Instructional Materials and Support:
Unifix cubes
Interactive board
worksheet
Prior Knowledge:
The students have been taught 4 other methods of subtraction the past week. This is a new concept for the students.
Assessment Plan:

Pre-Assessment for the unit: Use this information to design your lessons
o At the beginning of the unit, the students will take a pre-unit test to assess what the students
previous know. Based off of the scores on this test, I will make adjustments to the lessons.
Assessment(s) during the lesson: Only assess what was taught
Throughout the lesson, I will be calling on students to share their answers and how they got those
answers with the class. I will also be walking around the room while the students are working
independently to clear up any misunderstandings.
Assessment(s) at the end of the lesson: Clear up misconceptions
o At the end of the lesson, the students will be completing a quick check. Based on the quick check, I
will assess what students grasped the concept and which students need more practice.
Post-Assessment for the unit: Assess all that was taught in the unit

At the end of the unit, the students will individually take a post unit test. For accommodating the
students on IEPs, I will read the test aloud to the class
Strategies & Learning Tasks
Introduction/Opening:
To start the lesson, I will review with the students what we learned the previous day (thinking addition to 18 to
subtract.) I will then inform them that today we will be making 10 to subtract.
(5-10 minutes)
Presentation/Explicit Instruction:
As a class, we will complete page 87of the workbook together. I will have a student pick a number between 10-19 and
then have another student pick a number between 1-9. As a class we will use unifix cubes to count to 10 and figure out
the subtraction problem. I will then tell the students that if you take away the cubes you can figure out the answer.
(10 minutes)
Structured Practice/Exploration:
As a class we will complete numbers 1 and 2 on page 88. We will then complete number 3-5 on page 89. The students
will then complete number 6-8 on their own. Once they are finished they will put their hand on their head.
(15 minutes)
Guided Practice/Specific Feedback:
As a class we will complete number 10-12 on page 90. I will call on individual students to come to the interactive
board and show how they solved the problem.
(10 minutes)
Independent Practice/Application:
The students will then be given the quick check where they will complete it. Once they are finished they will turn it in
for assessments and for grading depending on how the students did.
(5-10 minutes)
Closure:
To wrap up the lesson we will review how making 10 can help you get the answer to a subtraction problem.
(5 minutes)
Differentiation, Individualized Instruction, and Assessment:
During the lesson, I will use transitions and attention getters to help the students who have difficulty staying on task
and following directions. There are many students in the class who learn best with hands on materials, I will make
sure to allow for both visual learners and kinesthetic learners to benefit from the lesson. There are certain students in
the class who have a difficulty staying on task and focus, I placed them in the front of the room so I can keep a close
eye on them and make sure they are following alone with the rest of the class.
Research and Theory:

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