STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Danielle Carpenter Grade: 2nd Topic: Computation and Estimation

Brief Lesson Description: In this lesson, students will recognize and understand the relationships between addition and subtraction to solve
single step problems with whole numbers to 20. Students will use word problems and number sentences to help understand addition and
subtraction. The allotted time for this lesson will be 5 days.

Specific Learning Outcomes:

 Students will be able to recognize the relationships between addition and subtraction
 Students will be able to solve single step problems
 Students will be able to create drawings for word problems
 Students will be able to use manipulatives to solve word problems
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson allows students equal opportunities though collaborative work with classmates as well as individual work. This lesson provides
videos, manipulatives, and basic worksheets. Manipulatives are great for students with certain learning disabilities. Every student is
represented in every activity.

Narrative / Background Information

Prior Student Knowledge: 1.6  The student will create and solve single-step story and picture problems using
addition and subtraction within 20.

Math VA SOL: VisualArts VA SOL: NCTM Standard:

understand various meanings of
2.5 The student will 1.8  The student will arrange
addition and subtraction of whole
a) recognize and use the shapes in space within the
numbers and the relationship between
relationships between addition and picture plane.
the two operations
subtraction to solve single-

step practical problems, with whole

numbers to 20

Specific Problem Solving Strategy being used:

 Draw pictures to solve word problems
 Write number sentences
 Use manipulatives

Possible Preconceptions/Misconceptions:
 Students may rely on a key word or phrase to suggest an operation (ex: altogether) instead of using the complete context to solve
the problem.
 Students may use logical strategies for subtraction but make a common error when applying their strategy.
 Students may make a counting back error when computing subtraction problem.
 Students may struggle with writing the related subtraction facts and may write 7-6=13 for the addition problem 7+6=13.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
Day 1: Word Problem Bingo
Time Allotted: 45 minutes
1. Students will each get a bingo card passed out to them.
2. The teacher will have picture problems to present to the class using addition and subtraction
within 20. This is from the SOL in first grade which will show what students know from the
previous year.
3. The teacher will read out all of the answers in random order, and students will add each number
to their bingo board.
4. Next the teacher will present the first picture problem to the class, and the students will have to
figure out the answer and cover it on their bingo board. This will continue until a student has 5 in
a row.
5. Questions to ask during bingo: Can you justify how you got that answer? Why do you think your
answer is not on the bingo board? What might you have done wrong? Can you explain your
thought process coming to that answer?

Directions for the tea cher:

Students will be building their own BINGO boa rd
using the numbers provided on the next pa ge. These
numbers correla te with the a nswers to the word
problems included in this pa ck.

*******
1. Ma ke a copy of the BINGO boa rd for ea ch
student. Students should write the numbers from
the list provided onto their BINGO ca rd. They
may choose the pla cement of the numbers. The
STAR is a FREE SPACE!
2. You ma y choose to copy the word problems for
each student, or project them on an intera ctive
white boa rd.
3. Students should solve the problems a nd then find
the matching number on their BINGO board.
You ca n choose to ha ve them color or cover a
spa ce with a BINGO chip.
4. The student who gets BINGO (vertica l,
horizonta l, or dia gona l) wins the ga me! B I N G O

Directions:
Listen to the numbers your teachers calls out loud. Each time she calls a
number, choose a box and write the number in it.
Next, solve the story problems. As you solve each problem, look for the
matching number on your BINGO board. Cover any matching number
with a chip. The first person to get 5 covered boxes in a row (vertical,
horizontal, or diagonal) WINS!
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
Day 2: Read it! Write it! Draw it! Explain it!
TPT: https://www.teacherspayteachers.com/Product/Read-It-Draw-It-Solve-It-Explain-It-30-Primary-Daily-Word-Problems-Set-1-
1369426?st=7e4a8a1e5d4eaa31a92a27afc7e78cee
Time Allotted: 45 minutes
1. For this lesson, students will be given a small packet with “Read it! Write it! Draw it! Explain it!” problems within.
2. Students may work with their shoulder partners for this lesson.
3. The pairs will go through the packet that has word problems within 20. Their task is to read the problem, write the problem as
an equation, draw the problem out (Visual Arts SOL), and then explain how they solved the problem.
4. While students are working the teacher will be circling the classroom listening in and answer questions.
5. Some questions to ask the students: Can you explain how you wrote the equation? What is different between _____ problem
and ______ problem? Why did you choose those drawings? How might you explain your findings?
EXPLAIN: Concepts Explained and Vocabulary Defined:
Day 3: YouTube Video and Discussion:
Time Allotted: 25 minutes
1. The teacher will play the following YouTube video for students: https://www.youtube.com/watch?v=s3jP0vnFSxE
2. After the video, the teacher will facilitate a discussion with students. Some questions to get students discussing: What was
something new your learned? Can someone explain how the girl in the video solved the problem? Would you use the method the
girl used? Can you explain a different way to solve the problem?

Vocabulary:
 Total
 Addition
 Number sentence
 Sum
 Number family
ELABORATE: Applications and Extensions:
Day 4: Math Stations
Time Allotted: 40 minutes
1. Students will rotate between two math stations for this lesson, each being 20 minutes.
2. The first station is a number sentence activity. Students will be given a worksheet that has number sentences that are all blank
except for the total. Ex: ____+_____= 16.
3. Students will roll two dice and put the sum of the dice in the first blank, then they will have to figure out the missing number in
the number sentence.
4. Students may use the method from the video the day before or one they prefer.
 Name___________________

Date____________________

Dic e Nu m b e r Se n t e n c e s
Directions: For each problem you will begin by rolling two dice, you will put the total number of
both dice on the first line in the number sentence. You will then figure out the correct number to
finish the number sentence.

1. ____+____= 20 7. ____+____= 13

2. ____+____= 16 8. ____+____= 17

3. ____+____= 12 9. ____+____= 15

4. ____+____= 19 10. ____+____= 14

5. ____+____= 14 11. ____+____= 16

6. ____+____= 18 12. ____+____= 20

5. The second station will be solving word problems using manipulatives.

6. The teacher will write a word problem on a white board, then the students will use their manipulatives to solve the problem.
7. This way the teacher can observe how students solve the problem and is there for any questions or misconceptions students may
have.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

Day 2 and 4
During these lessons, the teacher will be circulating the room and having small group activities with students. This will allow the teacher
to see how students are progressing and how they are doing with the teachers teaching. The worksheet from day 2 is also a good record
for student data.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Day 5: Pineapple Project
Time Allotted: 60 minutes
1. For this summative assessment, students will be creating a pineapple that has a word problem they semi create and two
strategies on how they could solve the word problem. The template and tools for this activity is from TPT:
https://www.teacherspayteachers.com/Product/Pineapple-CGI-Word-Problem-Project-Math-Story-Problem-7226700?
st=a5b66e62d779516a5dafcdd94382e5c0 Safety Discussion: Discuss the safety instructions for when students are working
with scissors to create their project.
Rubric:
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
 For students with autism or mild learning disorders I have some IEP Goal Skill Worksheets from TPT:
https://www.teacherspayteachers.com/Product/ADDITION-WORD-PROBLEMS-IEP-GOAL-SKILL-BUILDER-Worksheets-Special-
Education-3881081?st=ef59be6294ca5dd2cca3e65939821a43 These come in three different levels for these children.
 ELL
 For ELL, I will make sure all YouTube videos have subtitles. I will translate worksheet into students’ native language as they need
it. will provide word problems with pictures for these students. If there is a child in the class who speaks their native language,
then I will pair them up to work together.
 Gifted learners
 For gifted learners, I will always have an early finishers section for students to get extra practice. I would also provide a station for
gifted learners to create their own word problems from scratch. I would also have these students help students in the class that
may be struggling,
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
 I will evaluate my practice through formative assessments on Day 2 and 4 to see where my students are at during different times
during the week. Finally, on day 5 students will show much they learned by completing their project.
 Where might/did learners struggle in the lesson?
 Students may struggle on Day 2, as that is the first worksheet they will be doing with the new material. This will show the teacher
what exactly needs to be worked on throughout the week to prepare the students for their summative assessment.
 How can the lesson be strengthened for improved student learning?
 Providing a lesson that bridges into the next SOL, could be a way to improve student learning. This would allow students to be
prepared for higher level math.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
 I think this lesson did reflect culturally sustaining pedagogies as it encourages collaboration and discussion among students.