Name of Teacher Candidate Elvira Ramirez

Lesson Overview
Grade Level 2nd
Estimated Time Needed 45 Min
Lesson Description Students will be performing a 3 Act Task in order to solve a word problem
2.4C: Solve one step word problems involving addition within 1000 using a
Content Area Standards variety of strategies based on place value including algorithms with
regrouping
Technology Standards NA
Student will be able to solve one step word problem using a variety of
Objectives
strategies and regroup

Resources/Materials/Tools
Sum
Regroup
add
addition
number sentences
equals
place value chart
Supporting:
Terms/Vocabulary total
combine
join
add
place value chart
Cognitive:
solve
recall
add
Technology Resources Teacher will be using smart board to present video and power point
Other Resources Linking cubes for students.

Lesson Procedures
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
Describe how each stage of Cite specifically what
noted in parentheses for each step.
the lesson will be managed, resources for this activity
In other words, completely describe
including role of teacher and will be used, and describe
This template is built on the flow of the lesson-the content to
learners (who is doing what in detail how they will be
be presented, and the strategies to
the traditional “Madeline be used. Include actual words you
at each point), location (e.g., used.
Hunter” lesson structure. classroom, computer lab, Note who will be using the
will use and questions you will ask
outside), and any special tool and in what ways. Note
students. Consider items such as:
considerations, such as for any safety considerations
parts of the lesson that might be
differentiated instruction. needed.
difficult, and how you will know
whether you can go on; how to
ensure that students completely
 understand directions before
releasing them to work
independently; and what students will
do if they finish their work early.
The teacher will share the
following video with the
students:
https://youtu.be/xiBiZeP75SE -Students will be
After the students watch the seated at carpet. The
video the TW ask: What do teacher will ask
you notice? What do you students to watch a
wonder? (¿Qué es lo que
https://youtu.be/
video and pay close
Engage- Act1 notas? ¿Qué te attention to what is xiBiZeP75SE
preguntas?). happening.
Provide students with the - Turn and talk to a Video Act 1
following sentence stems: partner.
Yo noto___. Yo me
-Teacher recording
pregunto_____ . I
notice____. I wonder_____.
answers.
Give students one minute
to turn and talk to a partner.
TTW record students
answers on anchor chart.
Word Problem to be solved:
-Students turn and talk
Ms. Ramirez has a bag of
-Teacher is monitoring
skittles. She wants to know
students conversations
how many green and brown
and will record
skittles she has in all?
questions when they
Teacher will ask students:
share:
What do we need to know in
Possible responses:
order to figure this out?Turn
- Students might
and talk to your partner.
forget to
Teacher will record students
regroup
question in anchor chart.
- Students could
Possible responses:
Explore- Act 2 possibly start
-How many green skittles are
adding
in the bag?
incorrectly by
-How many brown skittles
starting in the
are in the bag?
tens place and
-How many skittles are in the
not regroup
entire bag?
- Students might
-Can we count the skittles?
do algorithm or
Once the students have
base ten to
shared their question the TW
solve problem.
say “how many green and
- Students working in
brown skittles are in the bag?”
groups.
TW provide the following
information: Picture of skittles
 in the bag with how many there Students will be
are of each color. working in groups of
Teacher will say : “Today you 3. Each student has
will focus only on how many to be actively
green and brown skittles their participating.
are, your job is to solve for how
many green and brown skittles
there are in total using
manipulatives”
Teacher will send students
back to their desks. Each table
will have linking cubes for
students to explore.
Students will be working in
groups of 3. The teacher will
monitor and adjust as needed.
As the teacher is walking
around and observing students
she will ask:
-What do you already know?
- Tell me what you are
thinking?
-Do you need all the skittles or
just some?

Teacher will call students

Think about
attention back to the front.
strategically
TTW ask the students who
choosing students
would like to share their
with different
findings.
strategies and
As students are sharing all
sharing those during
other students should be
the explain. Then https://app.brainingca
actively listening and teacher
connect the mp.com/manipulative
recording on board.
Explain- Act 3 strategies to see how s/linking-cubes
The teacher will have virtual
they are similar or
manipulatives to build what
different. https://youtu.be/dnrW
students are saying.
8EQUBBo
Teacher will be asking
Students are sharing
questions to understand
their ideas and how
students' thinking.
they solved the
Once the teacher has
problem.
everybody's answers she will
show act 3.
Video Act 3
Elaborate -TW now ask students how
 was everyone's ideas similar Students are sharing
and how were they different. their ideas and making
- TTW will mention the way the connections with other
imaginary 10 frame on the students.
video was helpful to add
quickly.
- TTW do another problem with
students. TTW ask students for
other ways they could have
solved this and for students to
make connections.

Word Problem to be solved:

Mrs. Torres is wondering
how many blue and red
skittles are in the bag.

Teacher will now ask students

to solve another skittle problem
based on the skittles that were
used on ACT2 .

Word Problem to be solved:

Mrs. Torres is wondering
how many blue and red
skittles are in the bag.
The teacher will project the
picture of the skittles.
Evaluate TTW ask students to solve this
problem in their interactive
notebooks. TW ask students to
show their thinking on their
notebook.
If you are not going to
use the Hinge Planning
Sheet...you need to at
least list or describe the
multiple strategies
students might use to
solve the problem. The
idea here is that if you Interactive
know how students notebooks.
might respond to you
can be ready to
respond to them.

As the students are working Students are working

the teacher is observing independently and the
students and having informal teacher is monitoring.
observations with them.

Once students are done teacher

will ask students to share
verbally what they learned today.
Plans for Differentiated Instruction/Accommodations
Special Education
NA
Students
English Language Teacher will preview the lesson in Spanish and as she is instructing and giving
Learners directions she will communicate in Spanish for those students that need help.
Gifted and Talented NA
Other:

Potential Challenges/Plan B

Notes and Credits

There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are
free to use whatever information you find to inspire your lesson planning, provided:
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning you will need to add additional
information to complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any
lesson as is – even those found in your teacher’s guides. You will always know best what the
individual learners in your classroom will respond to.)