Math Lesson Plan 2
Math Lesson Plan 2
● Standard 2.OA.1 - Use addition and subtraction 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
● Standard 2.NBT.9 - Explain why addition and subtraction strategies work, using place
value and the properties of operations.1
II. Prerequisites
● Standard 1.NBT.4 - Add within 100, including adding a two-digit number and a one-digit
number, and adding a two-digit number and a multiple of 10, 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 and
explain the reasoning used. Understand that in adding two-digit numbers, one adds tens
and tens, ones and ones; and sometimes it is necessary to compose a ten
● Students should have an understanding of grouping numbers and the ones and tens place
in a number.
V. Homework Assignments
● Students will complete unfinished classwork for homework.
VII. Assessment/Evaluation
Students will be assessed by their ability to complete 75% of their homework worksheet
correctly and without errors.
VIII. Differentiation
ELLs - Manipulatives and visualizing the groups of ones and tens will be helpful for these types
of students.
Jesse, Vera and Daouda will be given more challenging problems that regroup to the 100s place
if their work is finished earlier than others. They are all very strong math students.
IX. Technology
The promethean board will be used for interactive videos and worksheets during group work.
X. Self-Assessment
The objective here is for students to learn to add two-digit numbers. The lesson can be slowed
down or moved faster based on how students in the classroom are responding to the information
being presented to them.
Reflection
(1) What did you learn about the children?
This lesson plan helped me to learn more about each individual student. The students
were all on different math levels during this class. Some students were able to do work ahead and
arrived at the correct answer. Some students were struggling with simple addition problems such
as 6 + 3 and needed additional help from me during my time circling the class and seeing how
everyone was doing with this lesson.
(2) What did you learn about the children’s mathematical thinking?
I learned that students are used to working left to right and a few students were adding
the two digit numbers by starting with the number on the left. This was something that I
reminded them had to change, and they provided an example of why we do not add left to right
and instead add right to left, starting with the ones column and then moving to the tens column.
(3) What did you learn about mathematics (both in the planning and administration of the
lesson)?
During the planning of my lesson, I wanted to make sure that I took my time with each
step and that the students understood it before moving on. I often forget that because something
is easy for me, doesn’t mean that my students are able to grasp it easily the first time I explain
something.
(5) What went well and what did not go so well? Did anything surprise you?
I believe that overall the lesson and implementation went well. However, there were
some very strong math students that were almost bored with the introduction of this lesson and
wanted to work ahead. I did allow them to work ahead but also contribute to the problems we
were working on as a class.
(6) What would you do differently if you were able to reteach the lesson?
If I was able to reteach the lesson, I would have grouped the students based on their math
abilities for the group work. Some students were working ahead, while others were a problem or
two behind the rest of the class. I think grouping them with like abilities would have given me
more time to work with students who needed extra help.