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Holly Hager
School: Seven Mile Elementary School – Edgewood School District
Grade: Second
Subject: Addition and Subtraction
Date: April 11, 2013
Pocket Day
Adapted from the in-class lesson
Description of learners:
 22 students in the class
o 13 girls
o 9 boys
o 0 ELLs
o 0 Gifted and Talented
o 6 With IEPs or 504 plans
Common Core State Standard: 2.NBT.6 – Use place value understanding and properties of operations to add
and subtract – add up to four-digit using strategies based on place value and properties of operations.
Standards of Mathematical Practice:
 Make sense of problems and preserve in solving them – this lesson will have the students explaining the
problem to themselves and deciding on the entry points and how to solve them. This lesson allows
students to explain to themselves the meaning of addition and how it works in an inquiry model (e.g.
how to find how many pockets are in the room).
 Reason abstractly and quantitatively - This activity allows for students to think about what they are
doing in the problem and be able to solve it with their own strategy step-by-step. The students have to
use the knowledge they have about solving problems to see if they can solve the problem.
 Construct viable arguments and critique the reasoning of others - This activity if done as a group allows
students to consult each other on their reasoning for solving the problem using their own strategy.
 Model with mathematics – This activity has the students demonstrate their ability to apply addition to a
real-life strategy. They can in the real-life apply the strategies they used to find the number of pockets to
find a number of some other items.
 Use appropriate tools strategically – This lesson allows the students to use their tools to solve the
problem strategically. The students are given post-it notes, and from there they can use them to count the
number of pockets they have. The lesson also has the students using paper and pencil strategically.
 Attend to precision – This activity requires students to pay attention to how they are solving the problem
and see if their strategy will effectively count the number of pockets. They will communicate their
strategy to others when needed and determine a group strategy in planning on how to find the number of
pockets.
 Look for and make use of structure – This activity will have the students realize that different strategies
will solve the same problem and come to the same sum.
 Look for and express regularity in repeated reasoning- this activity will allow students to see that some
students have the same number of pockets, which means that certain clothing items will always have the
same number of pockets (ex. Jeans almost always have 4 pockets).
Student Objective: The students will accurately determine the total number of pockets in the classroom through
determining an addition strategy that will effectively find the number of pockets in the classroom.
Differentiations
Readiness
 Low Readiness – For this level of students they will actively participate in the activity, but will have
prompting and guidance when needed.
 Average Readiness – For this level of students they will actively participate in the activity, and if needed
assistance is required they are expected to first attempt it on their own, and then assistance will be given.
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 Advanced Readiness – For this level of students they will actively participate in the activity and
independently complete the activity.
Learning Style
 Hands-on – This activity is great for students that learn better hands-on because this activity has them
working together to find a strategy and manipulating tools to find a solution to finding the number of
pockets. The activity is almost entirely hands-on.
 Lecture-style – This activity is not as teacher-focused as some lessons are, however this lesson does
have teacher-guidance when the students need it in order for the students to effectively complete the
lesson.
Key Academic Language: Addition, subtraction, sum, positive, plus, together, value, integer, even, odd, add,
equal, addends, combine, difference, minus, take away, compare, more than, less than, pockets, how many,
equation
Connections to previous Learning
 This Lesson worked for my field placement considering the students have been working on adding and
subtracting two-digit numbers. This lesson then allowed them to figure how to add and subtract ether
mentally or using a strategy they have previously learned. So in the end this activity is a form of
assessing whether or not they accomplished the before lesson.
Connections to future Learning
 This lesson worked for my field placement considering the students will be moving into addition and
subtraction of three-digit numbers and if the lesson goes the way I hope the students will be able to add a
few three-digit numbers. If not the lesson will always work on fluency of addition and the ability to find
their own strategy of adding.
Pre-Assessment
 The pre-assessment will be asking them to estimate how many pockets are in the room and how they
will find the number of pockets and why they think their estimate should work.
Materials
 Post-it notes (or anything that can be used to identify the number of pockets)
 Dry-erase marker
 Wipe-off board
Procedure
 Beginning/Opening:
o Asking what a pocket is (generating a mental list)
o What do we keep in our pockets
o Tell them you want to compare the number of pockets college students have versus the number
of pockets second graders have to see who has more or less pockets
o Estimate the number of pockets
 Ask how they came up with their estimate (justify)
o Ask them to pull out their white board and markers
 Middle
o Model how to count the number of pockets on their individual person
 Place a post-it of each of their pockets
o Guided practice: have the students place a post-it on each of their pockets
o Model then taking the post-its off the pockets and placing them in a line so that it is easier to
count
 Write the number on the board
o Guided practice: have the students do the same
 Only they are allowed to think of creative ways to put their post-its together
 Have them write the number on their white board
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o Have the students work in groups of 4 to come up with a way to organize their post-its to better
represent the number of pockets their group has
 The STUDENTS should come up with this
 Write their math equations on their white boards
o Have the groups combine and do the same as the above
 Write their math equations on their white boards
o Continue adding groups until the students have reached how many pockets the entire class has
 Write their math equations on their white boards

o Differentiations will be made throughout the lesson when needed/if a student needs more help
than others then I plan to assist and prompt where and when needed
o Incorporating academic language should be done as much as possible wherever possible
 For example when ever modeling use academic language
 Closing
o Have the students compare the end result to their estimate and find the difference
 Prompt to use subtraction, but be open to other strategies in solving
 Write their math equations on their white boards
o Have them come up with a strategy to figure out who had more pockets my college class or
second graders
 I want them to think of subtract, but will be open to other suggestions
 However the main idea should be subtraction and I should plane to prompt them
in using subtraction (which should help with differentiation)
 Write their math equations on their white boards
Assessment
 Assessment will be informal. Observe the students while the activity is going on to see if the students
are accurately completing the task and what needs to be done.
 When needed observe their white board and ask them to show their board to me to see if their addition
and strategy are working as planned
 Informally assess the students to see if they are adding and subtracting properly and finding the correct
sum or difference.