2nd Grade Math Lesson Plan - Place Value - C109 PDF

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Summary

Lesson Plan for Elementary Mathematics Methods C109 - 2nd Grade PLACE VALUE...

Description

Direct Instruction Lesson Plan Template

General Information Lesson Title: Place Value Subject(s): Math Grade/Level/Setting: 2nd Grade – General Ed Classroom Prerequisite Skills/Prior Knowledge:

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The students know and have an understanding of base-10 place value and how it includes ideas of counting in units and multiples of thousands, hundreds, tens, and ones and a grasp of number relationships, which students demonstrate in a variety of ways.

Standards and Objectives State/National Academic Standard(s): 

TEKS. 2.4(B) Students identify situations in which addition and subtraction are useful to solve problems. Students develop a variety of strategies to use efficient, accurate, and generalizable methods to add and subtract multi-digit whole numbers.

Learning Objective(s):

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Given base ten block and addition and subtraction equations, students will be able to solve two-digit addition and subtraction problems using base ten blocks and the breakapart strategy with at least 80% accuracy.

Materials       

Base Ten Blocks – hands-on and virtual option available. Worksheet – provided by teacher Pencils and erasers Classroom Chromebooks and Tablets – provided by the campus Anchor Chart Student math journals Teacher/Classroom Whiteboard and Projector

Technology 

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Base Ten Blocks manipulatives are made available in a digital format: https://www.didax.com/apps/base-tenblocks/ YouTube video about Place Value: https://www.youtube.com/watch? v=omkDLmfvetk&ab_channel=Math %26LearningVideos4Kids

Language Demands Language Function(s):

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Explain how and why the break-apart strategy works for two-digit addition and subtraction.

Vocabulary:

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Break-Apart Strategy, Place Value, Base-Ten Blocks, Addition, Subtraction, Digit, Ones,

Tens, Hundreds Discourse and/or Syntax: Through number talk and utilizing oral language to communicate, the students will discuss the process of solving two-digit addition and subtraction problems using the base ten blocks and the break-apart strategy.

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Planned Language Supports:

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Word Wall with vocabulary words and notes - translated vocabulary words and definitions will also be made available

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Step-by-step instructions of the processes to solve the math problems with the strategies provided via class-created anchor chart with translations in alternate language(s)

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Worksheets with instructions in English, with translations in alternate language(s)

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

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The teacher will begin with whole group discussion and video presentation on Place Value to activate students’ prior knowledge before continuing with the rest of the lesson. The teacher will pause the video to make necessary clarifications, answer any questions from the students, and/or ask questions to the students.

Student Actions

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The students will participate in the video activity and raise their hands when they have any questions regarding the topic. By interacting with the teacher and the class in the whole group discussion of the video, the students will be activating their prior knowledge before continuing with the day’s lesson.

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher

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The teacher will discuss and introduce new and old vocabulary words for the students to learn and review. As the discussion progresses, the new vocabulary words will be added to the classroom math word wall and adding notes together. The teacher will bring forth a new

Student Actions

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The students will take part in the discussion of vocabulary words and the creation of the anchor chart with the teacher.

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page on their math anchor chart wall area. With the students, the teacher will direct the lesson on the “break-apart” strategy for addition and subtraction and how to use it to solve two-digit math problems. Example of a piece of the anchor chart:

Guided Practice: Activity Description/Teacher

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The teacher will guide the class into a discussion on how to use the “break apart” strategy and the base ten blocks as a math tool when adding and subtracting. The teacher will create two-digit addition and subtraction problems and write/project them on the classroom whiteboard and have the students answer them together. The teacher will answer any student questions as needed. The teacher will monitor the students in this guided activity and record observations in class notes.

Student Actions

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The students will participate in a guided practice exercise with the whole class. As they answer, the students will take notes on their math journals and ask questions as needed.

Independent Student Practice: Activity Description/Teacher

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The teacher will hand students individual worksheets containing

Student Actions

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Students will receive, work on, and complete independently a worksheet

two-digit addition and subtraction exercises for them to complete independently. This will serve as their summative assessment.

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containing two-digit addition and subtraction math problems. The students will be able to use base ten blocks as a tool to help them solve. This tool will be made available virtually and physically—at student preference. The worksheets will also be made available virtually for students that may need it or may have a preference – at teacher discretion. Example of the math problems on the worksheets:

Culminating or Closing Procedure/Activity: Activity Description/Teacher

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The teacher will collect the student worksheets and recap the day’s lesson. The teacher will discuss ways in which the students could use the strategy and tools learned in class in their everyday lives. The teacher will answer any remaining questions that the students may have.

Student Actions

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Students will turn in their work and actively participate in the teacher’s discussion. The students will be able to ask any questions and clarify any doubts about the day’s lesson.

Differentiated Instruction Gifted and Talented: 

Students could enhance their learning and understanding by participating in an additional activity in which they come up with their own math problems reflecting the day’s lesson. They will be able to share these with the class and solve together as an additional review activity, or they can solve them independently and turn them into the teacher.

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Students will be provided with language supports such as vocabulary notecards with English and alternate language(s) notes.

ELL:

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Worksheets and instructions will be provided in English and alternate language(s).

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Students will be able to utilize classroom tablets or Chromebooks with additional translation/language supports.

Students with Other Special Needs:

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Students will receive specialized notecards and/or modified class assignments to fit their educational needs and plan accommodations in the classroom.

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Students with IEPs/504s/special needs will be provided with additional teacher assistance, as well as teacher aide assistance.

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Students with ADD/ADHD will receive preferential seating-- may include alternative seating arrangements such as standing desks, yoga ball, motion stool, etc. Students may also receive a fidget toy at request.

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Students with dyslexia may receive text-to-speech and speech-to-text on the classroom computer to review the instructions and/or complete their worksheets, and extra time on their written work.

Assessment Formative

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Students will be formatively assessed through classroom discussion questions to assess understanding and general comprehension.

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Students will be actively monitored through their note-taking time. The teacher will record observations in class notes.

Summative

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The students will receive and independently complete a worksheet containing 20 twodigit addition and subtraction math problems. They will be able to answer these with at least 80% accuracy (16/20)....