Active Lesson Plan

Title: Algebraic Thinking and Operations

Content Area: Mathematics

Teacher Name: Haley Stuart

Grade Level: 2nd grade

OVERARCHING GOALS FOR THE LESSON
Students will take what they have learned and apply it to
adding numbers as high as twenty to answer fluently.

LESSON OBJECTIVES AND STANDARDS
The SWBAT add numbers using pairs as high as 20 to
demonstrate an understanding of both adding those
numbers and subtracting them.

IMPORTANT CONTENT CONNECTION: Children must have a foundation of adding numbers fluently because it proposes a
foundation for higher lever addition problems but also multiplication.
Learning Objectives and Standards:  2. ATO. 2 Demonstrate fluency with addition

and related subtraction facts through 20.


Add numbers using pairs as high as 20
Demonstrate an understanding by writing down the answer in pairs but also tossing the ball to each other using the amount from the
answer (i.e. If the answer to a problem is 5 then the ball will be tossed to each other 5 times)
 Check for completions on their clipboards – There needs to be a passing rate of 90% so the teacher can test understanding and fluency
MATERIALS.
Clipboards
Paper
Markers
Bouncy Ball
Components of the
Anticipated Student
Teaching notes
Evidence of learning.
DIFFERENTIATION: list
Evaluation points or
lesson. Math activity that
Responses and solution
involves movement and
showing fluency of addition
problems in a ten-minute
period.

strategies. (Potential Barriers
& Misconceptions)

adaptations for ELL, EC, LD

assessment questions.

LINK PRIOR
KNOWLEDGE.
Students will use their
knowledge of addition facts
up to the number twenty to
apply to adding number to
20.

Students should be able to
remember addition facts as
we have been learning
them and have had plenty
of opportunities during
homework also. This
activity allows the students
to show how frequent they

The teacher will review the
material so the child has an
understanding of what they
will be doing.

Are students able to recall
addition facts at a 90%
passing rate? How quickly
are they able to write down
the answer?
Were there any
disagreements while trying
to figure out the answer?

INSTRUCTIONAL
STRATEGIES. Outline what
the teacher(s) and students
will do to Engage & Educate.
Active learning tasks. If
required, include the script of
your lesson here.

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REFLECT and
SUMMARIZE.
Students will be told to put
the ball back in the basket
then return to their seats
quietly so the teacher can
review the material.
EXTENSIONS/CONNECTI
ONS. What other lessons
does this lesson connect to?

can answer the questions
correctly. Although there
will be a review of some
addition facts before it
starts.
Students will engage by
trying to strategize what
the answer will be to the
addition problem it will
then be repeated as the
pass the ball back and
forth as many times as the
answer is.
Students will be able to
fully engage in the answers
to the problem because
they also get to use
movement to allow a
reinforcement of the
answer.
Students will be able to
understand that their
ability to add will be a
foundation to further
algebraic problems.

Students who struggle with
certain adaptations will
have to will need to be
reminded of the task and
teacher will continuously
review the goal and rules
of the activity.

Students will be able to
repeat the instructions
given to them.

Teacher will clear up any
misconceptions of the
assignment.

Are students able to
fluently recall addition
facts? Are they able to
quickly write down the
answer while working with
their partner to find the
answer?
Are students able to recall
prior knowledge of addition
facts? Are the students
able to apply what they
learned to gauge them into
higher level of thinking or
guessing problems that
they have yet to learn?

Teacher will review all
problems that were given
so the children are able to
learn the right answers if
they have gotten them
wrong.

The students will be able to
use former knowledge of
their addition facts but also
be able to apply their
knowledge to subtraction
and multiplication.
REFLECTION: After the lesson, reflect on what went well and what didn’t go well. Write changes you might implement the
next time the lesson is taught.

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