UNLV Student: Kelley Korth

Lesson Plan Title: Ready, Set, Hop

Into Number Sentences.
Date: 10/9/14
Grade Level: 2nd

PMST Name: Kelly Ewing

Lesson Plan Topic: Mathematics
Estimated Time: 35-40 Minutes
School Site: Dean Petersen ES

1. State Standards: 2.OA.A.1 Represent and solve problems

involving addition and subtraction.
2. Teaching Models: Whole group instruction, with time to share
thoughts with the class. Lemov Strategy No Opt Out The
teacher will call fair sticks, and each student needs to answer
the question, regardless if they guess, everyone needs to be
involved with the lesson. No one gets to opt out per-say. Kagan
Strategy Whiteboards Students use individual whiteboard to
write down their answers to a discussion question, math
problems, or predictions. In this case, it will be math problems
allowing each student to participate in answering a question at
the same time.
3. Objectives: Second grade students will be able to 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 with 90% accuracy, given they have prior knowledge of
adding and subtracting using multiple strategies, i.e. drawing,
using a number line, etc.
4. Materials & Technology Resources: Book Ready, Set, Hop! By:
Stuart Murphy. Classroom White board, individual white boards,
dry erase markers, white paper, and washable markers.
5. Instructional Procedures:
a. Motivation/Engagement: Revisit number sentences we solve
each week, i.e. + or with an = and an answer. Go on to
explain to students that we will be doing it a little bit
differently today. Instead of the word problems being created
by the teacher, we will read a story that involves mathematics
that includes the word problems we will be using in our lesson
today, as we go along.
b. Developmental Activities or Learning Experiences: Gather
students to the floor with their white boards and marker. After
introducing the lesson to students, I will begin reading the
story Ready, Set, Hop! By Stuart Murphy. As we go along, I will

be involving the students in this read aloud by asking them to

count with me. For example, on page 8-9 it has 5 hops. I will
be moving my finger along the hops, as the students are
counting with me. At this time I will also be asking students if
the hope remind them of anything? (Probing them to tell me it
reminds them of a number line). Its as if the two frogs are
hopping up from zero, on an imaginary number line. As we
move onto page 10-11 it goes onto say that Matty hopped two
more than Moe. At this time, I will ask students to think first,
and then share what our number sentence would look like if
we wanted to find out how many more jumps Matty took, than
Moe? (5=2=?). On page 12 it has the number sentence laid
out for us, so now it is the students turn to solve this problem
on their individual white boards, using a picture, equation, and
answer. They will have a minute or two to complete, and then
they will need to, show me formative assessment. This is
when I will be using fair sticks to call someone to the board
to draw the picture, write the equation, and solve the problem
or give the answer. I will continue this procedure throughout
the book, incorporating subtraction, as well as addition, and
having the students respond, i.e. on pg. 18, It took Matty 3
hops less than it took Moe, 7. So, 7-3=? So on, and so forth,
with a total of five number sentences for the students to
figure out, and solve.
c. Closure: Wrap up lesson by going over once again, what is
needed to make a number sentence. i.e. parts, whole,
equation, and answer.
d. Extension: If time permits itself, students can create their own
little number sentences books, with whatever content and
characters they wish, but having to include numbers, number
sentences, and pictures to represent the items portraying
those number sentences.
6. Accommodations, Modifications and Differentiations for Diverse
Learners:
-Two Students sit closer to the board due to their hard-of-seeing,
and dont have glasses (yet, hopefully they can/will get some
soon).
-Another student often sits near the outside of the circle during
carpet time, but now I am aware that it is because of her
A.D.H.D., so I can accommodate that because she is actually
making a responsible choice to move away from others to avoid
disturbing her classmates.
-The English Language Learners we have in our class benefit from
physical signs/actions/movement and hand gestures that will

help them understand what is being discussed, i.e. finger

representations of numbers, etc.
7. Assessment and Evaluation of Learning:
a. Formative: During the lesson, students will be asked to use
their individual whiteboards to answer the number sentence
questions that arise throughout the read aloud. After they do
this, they will be asked to show me, and this is how I will be
gathering my formative assessment data. Along with, the
number sentence books they will make. I will collect & note
who may need some extra time and help with this subject,
and who seems to have an understanding.
b. Summative: None at this time.
8. Homework Assignment: Number sentence review worksheet, and
finishing their number sentence books if they didnt have time to
finish in class.
9. Reflection:
a. Strengths: I definitely feel as though my presence in front of
the classroom, and especially this one improves with every
day. I feel more comfortable implementing re-directing, and
with my classroom management skills. Im happy about that.
Also, my mentor and I have started co-teaching (naturally)
and it feels nice to have support and back-up when needed.
b. Concerns: The schedule at Petersen. It seems as though every
time I come to school, something else has been changed. So,
we planned (my mentor and I) on doing my lesson during
math time in the morning, but because of IA switching, we
had to improvise and fit it into the afternoon. Its fine, just
frustrating if it were to be one of my half days on site. I guess
our schedule (as in, all of second grade teachers at Petersen)
may be changing completely next week. My mentor is really
great about making the accommodations for me, but its
definitely still been challenging.
c. Insights: When explaining directions, be even more specific,
specific, specific! I think the students that didnt seem to
understand were just honestly confused on what they
should have been doing. This is because as I went around and
spoke to students, they seemed to just be writing random
number sentences, and not necessarily connecting any
characters to their number sentence story. Something I need
to work on, for sure.

----- FORMATIVE
ASSESSMENT----

Was unclear of expectations

had a conversation with
student, and they understood
afterward what they should
have been doing.

Understood expectations.
Provided: characters, two
sentences, a number sentence, an
answer, and a picture to represent
their story.