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Lesson 6 Subtraction Story Problem

Name: Kate Gomez


Grade Level: 2nd Grade
School: West Central Elementary School
Date: Tuesday, September 20, 2016
Time: 1:15-2:00
Reflection from prior lesson:
In the last lesson, students began with a CGI math problem to answer. They had to add three twodigit numbers together. I noticed several strategies while students were working on their
problem. I chose two people to come up and share their strategy with the class. I did notice how
some students lost interest in listening to the presenting students. In following lessons, Id like to
choose someone who hasnt gotten a chance to share a strategy with the class. I then had students
complete workbook pages together. I found that students were confused about what it means to
show work. We discussed what showing work looks like and did one problem together to
practice. Students were asked to complete the next problem independently while showing their
work. I observed that having them explain what they did to solve the problem helped them in
beginning to show their work. I dont feel that the objectives were quite met because, although
all students did end up showing their work, most needed much support.
Lesson Goals(s)/ Standards:
NBT.B.9 Explain why addition and subtraction strategies work, using place value and the
properties of operations.1
NBT.B.6 Add up to four two-digit numbers using strategies based on place value and
properties of operations.
OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know
from memory all sums of two one-digit numbers.
CCSS.MATH.CONTENT.2.OA.A.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.1
Lesson Objectives:
When given five numbers, students will be able to circle two that add up to a specific sum 90%
of the time.
When given a story problem within 100, students will solve the problem with 85% accuracy.

When given a story problem, students will write each step they took to solve the problem 4 out
of 5 times.
I can find two numbers to add together for a specific sum.
I can solve story problems.
I can show my work.
Materials Needed:
CGI - 5
Student Activity Book
Minute Math
Mad Minute
Pencil
Plickers Quiz
Plickers QR Codes for students
Book- Investigations in Number, Data and Space
Contextual Factors/ Learner Characteristics:
This second grade classroom has 21 students in it. There are 10 girls and 11 boys. The class
has a student who is on an IEP and regularly leaves the classroom and a student who
struggles to stay on task during the lesson. In this classroom, there is a wide range in
academic levels of the students. There is one boy who struggles to independently stay on
task. Lessons are often begun together and completed with student work time. When students
finish working they can move on to math workshop.
A. The Lesson
1. Introduction (5 minutes)
a. Getting attention/ Relating to past experience: Discussion name the coins, state value
b. Creating a need to know: You will be working with coins
every day.
c. Sharing objective, in general terms: Today, we are going to
work with the names of coins.
2. Content Delivery(30 minutes)
a. CGI - 5
Students will have their journals out and will be handed a strip of paper
with a word problem on it. Each word problem will be written with
students as examples.
I read the problem aloud as students follow along, then the whole class
reads it together. Students will have think time to decide how they would
solve the answer, share time to discuss with their partner how they would

solve the problem, and solve time to solve the problem while showing
their work. When they are solving, I will be walking around the class
listening and watching the students as they solve the problem. I will
discuss with several students their strategy and ask if they are comfortable
sharing their strategy with the class.
Who wants to come explain how they solved this problem?
Ask if class agrees or disagrees.
b. Have students put math journal away.
c. Have the students take out their Math books.
d. Tell the students to rip out page 37, 38, and 39.
i. Pass them up
e. Tell the students to rip out page 41
i. Read the question together
1. Will the answer to this
problem be more than 16 or less than 16? Why do you think
so?
2. How are you going to solve
it?
3. Go ahead and solve it
a. Who will
share with the class?
ii. Flip over
1. Solve this on your own
2. Answer the question at the
bottom
f. Do Plickers quiz as coin review
g. Hand out Minute Math and Mad Minute
h. Walk around for clarification and support
3. Closure (5 minutes)
a. What did we talk about today?
b. What was new to you?
c. What did you already know?
B. Assessments Used:
a. Observation: As students are working, I will be walking around the
classroom to monitor student work and clarify if needed.
b. Problem Solving: Students will be asked to share their work with
me and the class after they solve the CGI prompt.
c. Plickers Quiz: The students will be given a QR code corresponding
with their name on Plickers. They will be asked questions and will answer them
by using their QR Code. Only the teacher will have access to the answers.
d. Homework: The students will complete a homework/workbook
page to develop the skills they are learning in the unit.
C. Differentiated Instruction
a. Below average students -Students will be able to use various
strategies to help with counting. They have the whole class time to complete the
assignment if needed. The students will be able to ask for help at any time

throughout the lesson. If they finish the assignment they will move on to math
workshop that will be prepared ahead of time in various parts of the room to
continue their learning and to practice their skills.
b. Average students - Students will use various strategies if needed.
They will be able to request clarification. When they are done they will move on
to math workshop that will be prepared ahead of time in various parts of the room
to continue their learning and to practice their skills.
c. Above average students - The students will not have to use various
strategies to answer the questions. They will be able to request clarification. When
they are done they will move on to math workshop that will be prepared ahead of
time in various parts of the room to continue their learning and to practice their
skills and other challenging activities.