Northern State University - Millicent Atkins School of Education

Lesson Plan Implementation Guide

CONTEXTUAL INFORMATION
Candidate Brenna Herting
Name:
Class: Math
Grade Level: 2nd Grade
Unit Title: Unit 6: Whole Number Operations and Number Stories
Lesson Title: Lesson 4: Animal Number Stories
Time Frame: 45 minutes to an hour

PLANNING
State Learning Standard:
2.OA.A.1
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.
2.NBT.B.5
2.NBT.B.5- Fluently add and subtract within 100 using strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction.
2.NBT.B.7
2.NBT.B.7- Add and subtract within 1000, using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written
method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds,
tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.MD.B.5
2.MD.B.5- Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same
units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to
represent the problem.

Measurable Student Learning Outcomes (Domain 1c Setting Instructional Outcomes): Outcomes are SMART, developmentally
appropriate for learners, and aligned with the state standard
By the end of this lesson, students will be able to solve and create animal number stories.

Knowledge of Content and Pedagogy (Domain 1a Demonstrating Knowledge of Content and Pedagogy, CPAST Assessment of
P-12 Learning: Part M): Discuss how this lesson was developed. What learning theory supports the pedagogy? How? Discuss the content-
specific strategies that you will use that are supported by research.
This lesson was developed through the curriculum, McGraw Hill: Everyday Mathematics, used at Mike
Miller Elementary.

Jean Piaget was an educational theorist who believed that individuals develop cognitively through
independent exploration, where the students construct knowledge on their own through a diverse array of
experiences. Two ways he stated that individuals take in new knowledge are through assimilation and
accommodation. Assimilation is a method where a student is adding new knowledge to what they may
already know, the prior schema. They make sense of the new information using the facts that they have
already accumulated and add it all together. Adversely, accommodation is where the new knowledge
replaces or changes the old knowledge creating either a new base or transforming the prior one.

This lesson relates to Piaget’s learning theory because students have previously encountered number stories,
change diagrams and addition/subtraction equations in past units, in IXL work or through 1st grade
foundational skills. They will now build on that schema by being able to create their own number story,
solve it and show the addition/subtraction strategy they used. They will become more aware of the wording
used in number stories that indicates addition or subtraction also adding to their schema.
Relationship to Unit Structure (Domain 1e Designing Coherent Instruction): How does this lesson fit within the unit? How does it
build on prior knowledge in the instructional sequence? How does this lesson support the next lesson in the unit?
At the beginning of the unit the students were introduced and taught how to use change diagrams to create a
number model. They have continued to use these diagrams throughout addition story problems with various
units such as inches, cents, degrees and now feet. They have also learned several addition and subtraction
strategies that they will use such as, using an open number line, drawing base ten blocks, number grids,
combining tens and ones, ect. This lesson will also prepare them for upcoming lessons on solving two-step
number stories.
Class Information (Domain 1b Knowledge of Students): Describe any unique characteristics of the class (considerations may include:
special needs, language levels, learning styles, etc.). Describe how other adults (paraprofessionals, co-teachers, resource teachers, etc.) will
support student learning, if applicable. Include any other circumstances that may impact teaching and learning.
There are 20 students in this class. There are 4 students with IEPs and 3 ESL students. These students get
pulled out at various times during the day but are all in the classroom during math. The main
accommodations given are reading the problems out loud to them and giving extra work time on
assignments and assessments.
Instructional Materials/Resources (Domain 1d Demonstrating Knowledge of Resources): List all materials and resources
required by the teacher and/or students, including preparation or other special instructions
Teacher:
- Math curriculum book pg. 552-555
- 6-4 Lynx Slides
- Clever board
- Note cards
- Assessment checklist

Student
- Dry erase supplies and sleeve
- Math Journal pg. 146-149
- pencil
Prerequisites (Domain 1a Knowledge of Content and Pedagogy): List all key concepts and terminology necessary for students to
understand the concepts, meet the outcomes, and perform on the assessments.
The students will be solving number stories. One of the foundational skills they will need is basic math
fluency of adding and subtracting numbers within 100. When reading the stories, they will also need prior
knowledge of terminology in the story problem that indicates addition or subtraction. For example,
“….What is the total number of feet?” indicates they will need to add and “…How much is left over?”
indicates subtracting. Lastly, in previous units the students have learned several addition and subtraction
strategies. It will be beneficial if the students remember how to work with these strategies.
Assessments (Domain 1f Assessing Student Learning, CPAST Assessment of P-12 Learning: Part C): Describe the formative and
summative assessments to be used in conjunction with this lesson. How and when will you assess student learning during this lesson? How will
you and your students know if they met the learning outcomes? What are the criteria for mastery?
The pre-assessment for this lesson will be given after the math warm up but before the math message. Each
student will be given a notecard. On the clever board they will see a story problem. They will show their
work and write the answer on their notecard. After they have finished and added their name, they will hand
it in at the front of the room. I will review these notecards to see where each student is starting at. The
notecard will be be assessed on a 3,2,1 scale.

3- The problem is correct without any help indicating they may only need a review of this skill
2- The problem is mostly correct with only one small mistake indicating that the student needs to be taught
this skill, but may be able to move through it quickly
1-The problem is incorrect, or the student does not know how to do it indicating that the student needs a few
time blocks specifically for being taught and practicing this skill

The post-assessment will be pg. 147 in their math journal. After they have completed this page they will
raise their hand and I will come check their work. If they have made any errors, I will discuss with them
what is wrong and ask them how they can fix it. They will be assessed on a 3,2,1 scale.

3- Both problems are correct, and the student has mastered this skill
2- There is a mistake in one of the problems, but the other problem is correct and the student may need a
reminder on how to perform this skill
1-There is more than one mistake, and the student needs one-on-one instruction on how to perform this skill

Data for both the pre and post assessment will be taken on a grid print out. The goal is that 85% (17/20) of
the class with receive a level 3 on the post assessment.
Differentiation (Domain 1b Demonstrating Knowledge of Students, CPAST Differentiated Methods: Part D): Explain how the lesson is
relevant and meaningful to the students, the future usefulness of the content, and how differentiation of the content will support all learner
development.

Several of the students in this class need the math problems read out loud to them as an accommodation.
Another accommodation given will be extra time on the assignment. As differentiation, advanced students
will be challenged to use 3 animals in their story problem.
Management (Domain 2c Managing Classroom Procedures, 2d Managing Student Behavior): Explain the proactive management
strategies that will ensure the success of the lesson. What distinct expectations, procedures, or routines will be utilized?
Throughout this lesson I will use several classroom management techniques.
-I will use the class code word to signal when students should get their materials out from their desk
-If students are not following expectations, we will practice the action again until the whole class can get it
right
-I will use several call backs if I need to direct students’ attention back to me ex. “Tootsie roll, lollie pop---
we were talking now we’ll stop” or “L-I-S---T-E-N”
-I will praise students who are showing the correct behavior
-If students are not focused, I will say something like, “I am waiting for __#__ of students to follow the
expectations”
-The students will be engaged through copying what I write on the board, partner talk, choral reading and
answering questions
-If needed students will repeat the directions back to me
-Students know that when they are finished with things like the post-assessment, they can quietly do silent
choice (options posted on the board) until transition time.
-I will use proximity and walk around while the students are working or if I see an unwanted behavior arise

LESSON DELIVERY
Anticipatory Set (Lesson Hook): How will you introduce the lesson and appeal to your students’ interest?
Every day we start with talking about the objective for the day and complete a math warm up. It usually
consists or 2 or 3 math problems that are reviewing past concepts and often the foundational skills they will
be using for the upcoming lesson. After the warmup is completed, we will move into the math message. The
math message introduces the students to what we will be learning about. This anticipatory set is enjoyable
for students because they are confident in the review content and get excited about what they will be
learning next.
We Do (Domain 3c Engaging Students in Learning, 3d Using Assessment in Instruction): Describe the learning activities that will provide
students multiple opportunities to practice with your guidance. How will you foster critical thinking and problem solving? Provide explanation
of how you will check for understanding—the formative assessments you will use.
1. First, we will discuss what lesson we are on and what we will be learning for the day. One student
will then explain what an objective is, and another student will read the objective aloud.
2. Math Warm Up: As a class, students will complete 3 place value exercises on their dry erase sleeves.
Ex. “Write 473. Put an X on the digit in the ones place. Circle the digit in the tens place. Underline
the digit in the hundreds place.” I will call a student up to draw the correct answer on the board. We
will also discuss how in a number such as 475, the 7 is not just 7, it is 70. We will continue on to the
next warm up problem, each one getting slightly more difficult.
3. Pre-assessment: Each student will be given a notecard. On the clever board they will see a story
problem. They will show their work and write the answer on their notecard. After they have finished
and added their name, they will hand it in at the front of the room. I will review these notecards to
see where each student is starting at and note that data.
4. Math Message: Students will turn to pg. 146 in their math journal. They will see a poster with
drawings of animals and their heights labeled below. Students will turn to their desk partner and talk
about the lengths and the heights of the animals. Whole class discussion, “Which animal is the
longest? Which animal is the shortest?”
5. Math Message follow up: Discuss the difference between the vocabulary: height and length

I Do (Domain 3a Communicating with Students, 3b Questioning and Discussion Techniques): Describe the instructional strategies you will
use to explain, model, or demonstrate the knowledge and skills that students will need to meet the learning outcome. Explain how you will
provide opportunities to respond and specific questioning techniques you will use.
1. Explicit instruction: I will teach how to do one of the story problems step by step. First, I will
indicate in the story where we find out if it is addition or subtraction. Then I will show how
to fill out the diagram and unit box. Next, I will make a number model and show my work
using the strategy: combining tens and ones. Finally, I will input my answer in the diagram.

We Do (Domain 3c Engaging Students in Learning, 3d Using Assessment in Instruction): Describe the learning activities that will provide
students multiple opportunities to practice with your guidance. How will you foster critical thinking and problem solving? Provide explanation
of how you will check for understanding—the formative assessments you will use.
1. Lesson practice example 1: We will start our lesson with an animal number story using addition. The
students will find the correct animal lengths on their poster and together we will input the numbers
on the clever board, and they will write them on their dry erase sleeve. We will discuss what addition
strategies they could use to find the answer. We will pick one and together they will help me
demonstrate it so we can find the answer.
2. Lesson practice example 2: We will continue our lesson with an animal number story using
subtraction. The students will find the correct animal lengths on their poster and together we will
input the numbers on the clever board, and they will write them on their dry erase sleeve. We will
discuss what subtraction strategies they could use to find the answer. The students will then show
their work using one of the strategies. Once students are done, I will go over the answer and how
they could have solved it.
3. Lesson practice example 3: We will now write our own class animal number story. We will cover a 6
step process they should use. First, they will choose two animals from the poster. Then, they will
decide if they will be comparing or adding the lengths. Next, we will create the diagram. We will
also write the number story and the number model that goes with it. Together we will then solve the
number story, showing our work, and write an answer sentence.

You Do (Domain 3c Engaging Students in Learning, 3e Demonstrating Flexibility and Responsiveness): Describe the independent methods
for student practice.
1. Independent practice: The students will now do page 147 in their math journals. It consists of them
creating and answering two animal number stories. Accommodations and differentiation will be
 provided at this time. When students are done they will raise their hand and I will come check their
work. These questions will be used as a post-assessment and data will be collected.
2. Review practice: The students will then answer the questions on pages 148-149 in their math journal.
This is review practice for them and consists of filling out a bar graph and answering comprehension
questions about it. When students are done they will raise their hand and I will come check their
work.

Conclusion of the Instructional Cycle (Lesson Closing) (Domain 1a Knowledge of Content and Pedagogy, 3d Using
Assessment in Instruction): Discuss the method of closing the lesson and discussing the learning outcomes one final time. How will you
synthesize what the students learned? What strategy will you use to determine if the students met the learning outcome(s)?
1. Silent Choice: When student finish all the required math journal pages they can choose from
the silent choice options: any math IXL skill, read to self, ect.

REFLECTION
Reflections (Domain 4a Reflecting on Teaching): Make a thoughtful assessment of the lesson’s effectiveness and the extent to which it
achieved its learning outcomes. Analyze your students’ learning with examples from the lesson. Provide examples to support your judgment and
make suggestions of what could be done in the future to improve.
Pre-assessment
Pre-assessment
Ex. Score of a 3
Post Assessment
Post Assessment
Ex. score of a 3
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