Second Grade Math 03.

06 Lesson Plan

Name: Fiona Moynihan Subject: Mathematics

Grade: Second-Grade Time: 9:00am to 9:30am
Date: 11/2/2020 Title of lesson: 03.06: Grazing in the Grass
MATERIALS AND TECHNOLOGY NEEDED:
● Modified FLVS Math 3.6 PowerPoint
● 03.06 Grazing in the Grass Video
● Blackboard Screen Share
LINKS TO MA CURRICULUM FRAMEWORKS or COMMON CORE STATE
STANDARDS:
● 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.
LESSON OBJECTIVES:
● Students will be able to solve both one-step addition word problems within 100 with 80%
accuracy when provided 5 opportunities to solve such problems after 30 minutes of direct
instruction.
VOCABULARY
● Word Problem: A word problem is a problem that might describe a real-life problem that
needs to be solved using math.
● Action Words in Addition: Add, Sum, Plus, Total, All together

INSTRUCTIONAL SEQUENCE:
1. Introduction of the topic/focusing activity with connections to prior knowledge:
The teacher will make sure the PowerPoint is uploaded into the Blackboard classroom and then
share the whiteboard to the class.
“Hello everyone! Thank you for having me back in your classroom today. I know you have been
working with Mrs. Flynn on solving addition problems. Just to get our brains started, I want us to
practice by solving this problem” The teacher will write on the whiteboard 23+56. “Do I have a
volunteer who can raise their hand and solve the problem?” The teacher will call on the student
and make the student a moderator so that they can write on the board. The expected answer is
79. “Amazing work! I like how you solved the problem using [insert the strategy the student
used].”
2. Development: Describe the sequence of strategies that will be used.
The teacher will stop sharing the whiteboard and share the PowerPoint.
“We are going to now talk about how to use these addition skills to help us solve word problems.
Word problems are real-world problems that can be solved using math. Word problems usually
are written in sentences, so it becomes your job as a mathematician to pull out the details you
need to solve. To help us in that process, we are going to watch this video from the module and
learn a strategy to help us solve word problems called CUBES.” The teacher will play the video.

“Let’s review each of those steps one more time before we apply this new strategy. Is there
someone who can raise their hand to remind us what “C” stands for?” The answer should include
at least the word “circle”. The teacher will continue this process for each of the letters.
When the teacher gets to the “B” they should explain the action words for addition. “Some of
the action words we might hear in a problem that tell us that we need to do addition include those
on this slide. Is there someone who could read these words for me?” The teacher will call on a
student to read the words on the page. The teacher will then continue to go through the rest of
the letters for the acronym.
I Do:
“Now it is time to practice using this new strategy for solving word problems. I will start by
showing you how to use this strategy, and then we are going to practice together. Ready? Okay, I
have a problem here that says, ‘There are 35 black cats and 22 striped cats in a pet shelter. How
many cats are there in total?’ I am going to write CUBES at the bottom of my page to help
remind me of the steps. So, the first step I will take is to circle the numbers. In this problem I can
see the numbers 35 and 23.” The teacher will circle the numbers.
“Next, I have to underline the question, ‘How many cats are there in total?’” The teacher will
underline the question.
“Now I will box the action words. I remember from the action words we just discussed, I
remember ‘in total’ are words that tell me I need to add.” The teacher will box the action word.
“The rest of the information in this word problem is not important, so I can eliminate them.” The
teacher will cross out the rest of the words.
“Finally, I need to solve it! In order to do this, I have to write an addition equation that I can
solve. I know this addition problem is asking me to find the total of 35 and 22, so I am going to
write my equation as 35+22= . Does everyone agree that this should be the equation? Please
select the agree button in green if you think this is the addition I need to do, or select the red if
you disagree.” The teacher will wait for student responses and then explain why it is the correct
equation if students select disagree.
The teacher will switch to the whiteboard now. “I am going to go over to the whiteboard now to
solve it. I am going to start by writing in my addition problem.” The teacher will write 37+22=
on the white board vertically. “Now I am going to solve using the partial sums. So I look at my
tens, and I can see that I have 30+ 20, which equals 50” the teacher will record this math on the
board, “and I can see in my ones I have 5+2, which equals 7.” The teacher will record this math
on the board. “Now I add 50 and 9 and I find that my answer is 57. So after all the steps using
CUBES, I know that there are 57 cats in total.”
We Do:
The teacher will return to the PowerPoint to show the next word problem.
“Now, we are going to practice using this strategy together. I have a new word problem here, and
it says, ‘In a fish tank, there are 15 blue fish and 14 yellow fish. How many fish are there in
all?’Now, can someone raise their hand and remind us of the word we can use to help us
remember the steps for solving this problem?” The teacher will call on a student. The expected
answer is CUBES. The teacher will write this word above the word problem.
“Can someone remind me what ‘C’ means? Please raise your hands.” The teacher will call on a
student. The student should respond with at least the word ‘circle’. “Yes, we need to circle the
numbers. Let’s read our word problem one more time. Now, can someone tell me which numbers
I should circle in the problem? Raise your hands.” The expected answer is 15 and 14.
“Now we get to ‘U’ and we have to underline the question. So, let’s read our word problem
again.” The teacher will read. “Can someone raise their hand and tell me what the question is?”
The teacher will call on the students.
“The ‘B’ reminds us to box action words. I don’t want to lose work on this word problem, but as
a reminder, we said earlier that action words for addition may include ‘add’, ‘plus’, ‘sum’, ‘in
all’, and ‘total’. Does anyone see action words like those in this problem?” The expected answer
is ‘in all’.
“We have now gotten to ‘E’, which reminds us to eliminate any extra details. We have our
numbers, our question, and our action word indicating we need to add. Are there any other
details we should keep in this problem? Exactly, no, so we can cross out these other words.” The
teacher will cross out the words.
“Now, we are at ‘S’. Who can remind me what ‘S’ stands for? Please raise your hand.” The
expected answer is “solve”. “Yes, now we need to solve. So, we know that we have 15 and 14
and we know we have to add based on the action word. Can someone help me out and write an
addition problem to help us solve the problem.” The teacher will call on a student and give the
student moderator control to write on the board.
After the correct equation is written, the teacher will go to the whiteboard.
“Amazing, so we just learned from [insert student name] that we need to solve 15+14=. Do I
have a friend who would like to raise their hand and help us solve this problem?” The teacher
will call on a student and give the student moderator control to write on the board.
“Yes, I loved how you solved the problem using [insert description of student strategy]. I know
you have talked about different ways to solving addition problems. Yes, the answer in 29. There
are 29 fish in all!”
You Do:
The You do will be completed independently through the asynchronous work the students will
complete after class.

3. Closure: Conclusion of the lesson.

“I know working with word problems can be challenging, but I am so proud of how hard you all
worked today. I am going to turn to the class back over to Mrs. Flynn now!”

EVIDENCE OF STUDENT LEARNING/ASSESSMENT:

After the lesson, as a part of the asynchronous work, the students are required to complete a quiz.
I will be able to access that information to determine if students were able to master the lesson
concepts. I will also provide opportunities for student responses throughout the live lesson, and I
will use this to gage if the students are following the information throughout the lesson.

PLANNING FOR LEARNER VARIABILITY:

In terms of planning for learner variability, I have decided to use slides that have an intense
contrast between the background and text, as well as large text and minimum text on a slide. I
selected this layout because I have students in my class that require the layout to be able to
process the information. I also will provide students with the opportunity to verbally respond to
questions. I have students in my class that struggle with typing, so it would be best for the
students to verbally respond during the lesson. Also, I did include a third practice problem in
case the students move through the lesson at a faster pace. However, usually these students
respond best when the pace of the class gives time to review and discuss the new skill multiple
times, so I do not anticipate having the time to complete that final word problem.

IDENTIFY SOURCES:
● FLVS Curriculum provided to me over Canvas from GCVS.