5E Lesson Plan Template

Your name or
Cooperating
Megan Law
teacher name
(if needed) Meganlaw@albertk12.org

Date(s) taught November 15, 2023

Subject Mathematics
Grade level 2nd Grade

Materials Chromebook
Viewboard TV
https://makebeliefscomix.com/

Standards 10. Fluently add and subtract within 100, using strategies based on
(State and place value, properties of operations, and/or the relationship
ISTE between addition and subtraction.
Standards for
Students) 3.c. Knowledge Constructor: curate information from digital
resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections
or conclusions.

6.B. Creative Communicator: create original works or responsibly

repurpose or remix digital resources into new creations.

Objectives Students will be able to fluently subtract within 100 using strategies.
Students will be able to create a comic strip explaining the steps on subtract
two digit numbers within 100.
Students will discuss plagiarism and the importance of creating their own
work.

Differentiation
Strategies ● The students will be asked questions to assess prior knowledge
of subtraction strategies.
● The students sit in groups, so they may ask each other about
their ideas.
● The students may draw out a comic strip idea before creating it
on the computer.
● The EL students will give verbal descriptions to be written down
for them to type. This is a part of the EL accommodations at

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 ACS.
● One student with a speech IEP will design the comic strip and be
assisted in typing his explanations.

The 5 Es

E Description

Engagement
To begin the lesson, the teacher will ask the students who enjoys comic
strips and who has made a comic strip before. The teacher will also ask
who remembers the process for subtracting two digit numbers and what
strategies can be used. The students will share their responses for a few
minutes to allow students to start thinking about the different strategies.
The teacher will explain the purpose of the lesson and ask students to
get a piece of paper and a pencil out to work the practice problems.

Engagement While the students discuss subtraction strategies, the teacher will
Assessment observe students for engagement in the discussion.

Exploration
The teacher will provide three problems on the Viewboard. The students
should work the problems using different strategies. Students should
compare answers with their elbow buddy as they finish.
Two students will be called up for each problem, and each student
should work the same problem using a different strategy (for example,
one student answers with the drawing tens and ones strategy and the
other uses the break apart strategy). The students should discuss how
they got the answer throughout the method that they chose.

Exploration Assessment: The teacher will evaluate students through their

Assessment explanations and work they present to the class.

Explanation The teacher will explain the process of creating a comic strip and give
ideas on how to create one on subtraction strategies. The students
should select which strategy they want to create a comic strip on and
what numbers they will use. The students may discuss their
ideas with their table buddies or the teacher. Students will explore the
comic strip site.
Explanation The teacher will observe and listen in on the students’ discussions. The
Assessment teacher should provide input to students as they move throughout the
next steps.
Elaboration The teacher will ask the students to use their own Chromebook to

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 complete a comic strip on two-digit subtraction strategies. Each student
must create their own comic strip, but they can ask their table buddies for
input on their ideas. If time permits, the students will
present their comic strips. One student will be called per strategy used.

https://makebeliefscomix.com/
Evaluation

Multimedia Project : Subtraction Strategy Comic Strip

Teacher Name: Mrs. Law

Student Name: ________________________________________

CATEGORY 20 15 10 5

Content Covers topic Includes Includes Content is

in-depth with essential essential minimal OR
details and knowledge information there are
examples. about the about the topic several factual
Subject topic. Subject but there are 1- errors.
knowledge is knowledge 2 factual
excellent. appears to be errors.
good.

Attractivenes Makes Makes good Makes use of Use of font,

s excellent use use of font, font, color, color,
of font, color, color, graphics, graphics,
graphics, graphics, effects, etc. but effects etc. but
effects, etc. to effects, etc. to occasionally these often
enhance the enhance to these detract distract from
presentation. presentation. from the the
presentation presentaion
content. content.

Originality Product shows Product shows Uses other Uses other

a large amount some original people\'s ideas people\'s
of original thought. Work (giving them ideas, but does
thought. Ideas shows new credit), but not give them
are creative ideas and there is little credit.
and inventive. insights. evidence of
original
thinking.

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 Requirement All All One More than one
s requirements requirements requirement requirement
are met and are met. was not was not
exceeded. completely completely
met. met.

Presentation Well-rehearsed Rehearsed with Delivery not Delivery not

with smooth fairly smooth smooth, but smooth and
delivery that delivery that able to audience
holds audience holds audience maintain attention often
attention. attention most interest of the lost.
of the time. audience most
of the time.

Date Created: Nov 09, 2023 07:32 pm (CST)

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

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