ED 345 Calvin University Teacher Intern Lesson Plan Template #1

Teacher Intern: Hope Triezenberg Date: 10/22/19 Mentor Teacher:Leslie Overway

Grade Level: 2nd Subject/ Topic: counting up and counting back
Approx. time spent planning this lesson: 45 min
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: (What are the big ideas and/or questions you will answer in this lesson?)
- How can I solve a subtraction problem by counting up or counting back
Brief Context: (How does this lesson tie into the unit or the rest of the curriculum?)
- This is a strategy that students can use to solve subtraction facts that comes from unit three of Everyday
Mathematics
Prerequisite Knowledge/Skills: (What skills are necessary for the students to have mastered or understood before they
can understand this new content?)
- what an addition problem is
- what numbers are, what they look like, and how much they are worth
- how to write a number
Lesson Objectives/Learning Targets (What do you Aligned Assessments (What will the students do to
expect your students to know upon completion of the demonstrate comprehension of the curriculum? Consider
lesson? formative & summative tools.)
The learner will: I will assess learning by:
1. Students will be able to solve subtraction 1. Listening to students responses during the
problems using the counting-up or counting- discussion
back strategy 2. watching their strategies during the game.
3. Sticky note response

Standards Addressed: (Include full standard.)

CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By the end of Grade 2, know from memory all sums of two one-digit numbers.

CCSS.MATH.CONTENT.2.NBT.B.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.

Instructional Resources and Materials: (List resources including classroom, community, and supplemental student
resources. Include technology and cite websites.)

- White board and marker - 1 per student (9)

- The Difference Game

- Materials
- number cards 1-10 (4 each)
- 40 chips
- 1 sheet of paper labeled bank

- The Number Grid Difference Game

- materials
- number cards 0-9 (four of each)
- 1 completed number grid
- 1 number grid difference recorder sheet (per group)
- 2 counters
- 1 calculator

- Large white paper

- sticky notes
Consideration of Learners: (Note how you have responded to your diverse learners. Consider UDL -Multiple means of
Engagement, Representation, Action & Expression- & principles of differentiation.)

- powerpoint timer uses the numbers in a countdown along with a visual of time running out
- students came up with expectations for math centers
- students are grouped in a way that the teaching can be differentiated
-
Individual Accommodations: (Identify accommodations you will make in response to needs and/or interests of a student
or group of students.)

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Building respectful relationships: (Note any specific ways in which you plan to establish rapport, build mutual trust,
monitor & maintain relationships. Consider student-teacher & student-student relationships.)
- using students work as an example
- with their permission
- picking out things students did well
- thanking students for their hard work
-
Organizational routines: (Identify ways that you have intentionally organized time, space, materials, & students to
minimize disruptions and maximize learning.)
- PowerPoint for transitions
- modeling/practice going through stations
- game center in a different room for noise level
- independent center by the laptops
- teacher circle by the carpet for use of the overhead projector
- students clean up each center
- center items prepped the day before

Specifying & reinforcing productive behavior: (Note how expectations are specified, productive behavior is reinforced
and disruptive behavior is redirected.)
- students discuss and come up with what math centers do and don’t look, sound, and feel like
- these will be posted during math centers
- referring back to the expectation sheets when they do not follow them
- using positive reinforcement while using golden tickets for on task behavior

DOMAIN 3: INSTRUCTION- [Content Management]

Motivation/Opening/Intro: (Think creatively about how to recruit learning. Tell a story, show an object, etc.)

Introduce Kaboom! which will be at a new choice at the independent center

- How to play!
- Up to four players
- Each player takes a turn drawing out a stick. They solve the subtraction problem on the stick. If
they get it right they get to keep the stick. If they get it wrong they have to put it back. If
someone draws a KABOOM! stick they have to put all of their sticks back into the container. The
person at the end with the most sticks wins.

Station 1 - Teacher
- what is counting up
- start at 1 and count up
- what is counting back
 - start at 10 and count back
- Exploring Counting Strategies for Subtraction p. 275
- Display 12-9= ____ and ask the students to try and solve it using both counting up and counting
back
- students can use number line in their math journal
- Have students share their strategy with a partner
- Ask for different strategies
- demonstrate on white board w number line
- count back 9 numbers from 12: 11, 10, 9, 8, 7,6,5,4,3. The answer is 3
- counting up from 9 to 12: 10, 11, 12. The answer is 3
- Which strategy looks easier?
- Do again from problem 11-3 if time

Station 2 - Games

- The Difference Game

- Materials
- number cards 1-10 (4 each)
- 40 chips
- 1 sheet of paper labeled bank
- How to play
- shuffle the cards Place the deck number-side down on the table.
- put 40 pennies in the bank
- to play a round, each player:
- takes 1 card from the top of the deck
- takes the same number of pennies from the bank as the number shown on the
card
- find out how many more pennies one player has than the other. Pair as many pennies as
you can
- The Number Grid Difference Game
- materials
- number cards 0-9 (four of each)
- 1 completed number grid
- 1 number grid difference recorder sheet (per group)
- 2 counters
- 1 calculator
- Instructions
- shuffle the deck of cards. Place the deck number-side down on the table.
- take turns. When it is your turn, take 2 cards from the deck and use them to make a 2-
digit number.
- place a counter on the grid to mark your number
- find the difference between your number and your partners number
- this difference is your score for the turn. Write the two numbers and your core on the
record sheet

Station 3 - Independent
- Sticky note response
- Write a math problem that is easier to use the counting up strategy to use
- Write a math problem that the counting back strategy is easier to use
- ABCya game
- Xtra math

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

Reflection after teaching the lesson: (What went well, what would you change, did your students learn what you
intended?)

This was a hard concept for the students to understand. Some had trouble thinking flexibly on how to use counting up to
subtract. Also, there wasn’t enough time to do the sticky note assessment. I used a white board with a number line and
two different colored markers to show the difference in ‘hops’ while counting up and counting back for the same problem
to give them a visual which really helped. In the future I would look up different ways to visually or kinesthetically show
them the differences between counting up and back