Name: Sarah Heier

Content Area: Math- Unit 1

Grade Level: 2
Lesson Length: 15 minutes

For each section, refer to the Lesson Plan Rubric for more information about what to include.
Throughout the lesson plan, incorporate technology and how you will differentiate to meet the needs of your particular group of students
Contextual Information and Rationale
Provide background information about the content lesson, including why it is important for students to learn, why it is relevant for their
lives, and how this lesson fits into a broader sequence of learning.

Students have been working on addition and subtraction situations and operations throughout this unit. They have been learning doubles
facts, ways to show how to make a certain number, and facts of ten. The next step in the Investigations math curriculum is learning how
to solve story problems. This lesson focuses on addition story problems as an introduction to story problems so that they can focus on
understanding the process rather than struggling through the math as many students are still struggling with subtraction. This is
important for students to learn as they transition into more difficult operations because it encourages them to focus on the process of
solving problems and helps them think more critically about math situations in the real world. The group that this lesson is designed for is
the highest level math group in our class and therefore includes an additional challenge of creating their own story problem at the end of
the lesson.

Lesson Objectives
State and/or National Standards: Essential Questions: (What question(s) will students grapple with as they learn
through this lesson?)
VA SOL 2.5 The student will  How can we model solving story problems with addition?
a) recognize and use the relationship between
addition and subtraction to solve single-step Primary Content Objectives:
practical problems, with whole numbers to 20 Students will know:
VA SOL 2.6 The student will  Addition can be used to solve story problems
c) create and solve single-step and two-step  How to differentiate addition and subtraction problems
practical problems involving addition and
 subtraction Students will be able to:
 Use addition to solve story problems
 Model story problems in multiple ways

Assessment: Describe how you will assess students.

Assessment 1: Students will be preassessed on their addition fact knowledge by writing their favorite doubles fact and then displaying
one way to show the problem. This could be done in a drawing, using boxes, using tally marks, or any of the other ways they learned in
their ways to show addition booklet.

Assessment 2: Students will be informally assessed throughout the lesson on their ability to show the process of solving a story problem.
In this lesson, the final solution is not all that the teacher should be looking for, but instead should be looking for students to understand
the process in getting to the solution. Students should be able to retell the story when prompted and explain that in the story, the student
is adding more fruit or more people to the game. In addition, students should be able to display two ways of showing the story after
hearing it that does not include writing a number equation. The next step would be writing the numerical equation to show that the
students can move from hearing the story, to showing it, to solving it. The final step in the process will be writing the solution to the story
problem.

Assessment 3: Finally, students will be assessed on their understanding of story problems with addition on their ability to create, with a
partner, a story problem of their own. Students should be able to create a story with their partner, model two ways of showing it, write
the numerical equation, and solve the story problem. Students should then be able to retell their story to the group and explain how they
showed and solved the story problem.

Assessment 4: To inform future teaching, students will be assessed through an exit slip problem that contains one story problem with
addition. Students should be able to show the story in two different ways before writing the number sentence and solving. The teacher
will use this exit slip to inform the next steps in teaching story problems.

**In new video, same assessments apply, but students will be showing subtraction instead of addition.
**In the addition lesson, I was able to have the group create their own problems in partners. However, when giving the subtraction story
problem lesson, I decided to do it as a whole group for extra practice and because of time constraints.
 Instruction
Use the columns below to detail what the teacher and students will be doing throughout the lesson, as well as the materials, resources,
and technology that will be used. You are encouraged to divide your plan into sections based on the instructional model you are using. For
example, a gradual release plan may include sections such as “I do,” “we do,” “you do together,” and “you do alone.”

[0:00-1:30] Introduction and goal orientation:

 Students will be seated at the carpet in a small group with whiteboards, markers, and erasers
 The teacher will introduce the lesson by saying, “I have seen that our class loves to listen to stories during read alouds and loves to
tell stories during writing. Did you know that there are stories in math too? Today we are going to look at story word problems and
see how we can use addition to solve them.”

**In new video, the teacher will say they will be learning how subtraction can be used with story word problems.

[1:30-3:00] Connecting to Prior Knowledge and Experiences:

 The students have been working on double facts (two numbers added together that are the same) and showing addition and
subtraction facts in multiple ways. The teacher will have the students write down their favorite double fact on their whiteboard to
give them choice in how they want to solve the problem. Once each student has written a fact, the teacher will have the students
model this fact in two different ways besides an equation. Students can draw objects, make boxes, tally marks, or any of the other
ways they wish to show this problem. This will help them when modeling and solving story problems.

**In new video, the teacher will have student write a 10s fact subtraction problem and model it with drawing boxes, tally marks, or some
other way of showing the problem.

[3:00-9:30] Mini Lesson:

 Once each student has had the opportunity to write and model an addition or subtraction problem, the teacher will begin the mini
lesson. The teacher will start by saying that she is going to tell a story. The teacher will ask two students in the group what their
favorite fruits are to help tell the story. The teacher will also use students’ names in the story to make it more relatable and easier
to visualize.
 The teacher will say close your eyes and imagine this story in your head, “Colin has 5 _______(fruit) and Takiyah has 5_____(fruit).
 How many pieces of fruit do they have in all?” (Students have also been working on memorizing tens facts, which is why I chose to
begin the lesson with this fact. This way they can focus on the process and not as much figuring out the solution).
 The teacher will tell students not to solve the problem yet, but turn and talk to someone else in the group to retell the story.
Explain what they think is happening in the story. Are they adding fruit or taking it away?
 After students have had time to turn and talk, the teacher will call on someone to retell the story for the whole group. Once the
student has retold the story, the teacher will ask students to draw on their whiteboards what is happening in the story. Students
should draw 5 of one type of fruit and 5 of another. Once each student has it drawn, the teacher will check their boards to make
sure it is correct and then have students write numbers below each picture. The teacher will model with their own whiteboard
showing 5 of one fruit with the number 5 below, and 5 of another fruit with the number 5 below.
 Then the teacher will ask, “If we think back to my story with Colin and Takiyah, are we adding fruit or taking it away?” Students will
say adding and the teacher will instruct them to draw a plus sign between the numbers. Then, the teacher will have students solve
the problem. Once students have an answer written, the teacher will check their boards.
 The teacher will have the students erase their boards and then put their markers and erasers down to prepare for the next story.
 Next, the teacher will provide another story for students to work through as a small group. The teacher will say, “the next story is,
there were 8 children playing tag on the playground. Then 6 more children joined the game. How many children are playing tag
now?” The teacher will ask students to show two ways of modeling this story without writing the number equation before solving.
Students will write or draw on their whiteboards two ways of showing the problem 8+6.
 After each student has had time to model two ways, the teacher will instruct the students to write the number equation for this
story. Each student should have two ways of showing the story and the number equation 8+6=14.
 Because this is the highest group for math rotations, if the students seem to understand the process after working through two
models together, the teacher will move on to the activity. If the students need another example, the teacher will guide students
through another story using the numbers 9 and 3.

**In new video, the teacher will ask a student what their favorite kind of pizza is and use their responses to create a subtraction story
problem using 10-5=5. This fact is still a doubles fact and a fact with ten, which should help students to focus on the process of modeling
subtraction story problems rather than the solution. The teacher will go through the same steps as above, but with subtraction. The next
problem will be kids playing tag just as they heard yesterday, but will reflect the problem 6-4=2.
[9:30-13:30] Activity to Reinforce Concepts:
 To expand and challenge their thinking, the teacher will have students pair up and create their own story problem.
 The teacher will say, “Now that you have seen two examples of story problems, you can come up with your own. You will work
with a partner to come up with a story problem using addition and then show two ways of modeling the story in addition to
writing the number equation. So, you and your partner will think of a story problem together, show two ways of modeling the
story, write the number equation, and then put your board and markers on the ground when you are done.”
 The teacher will pair students off and then give them a few minutes to create and show their story. If there is an uneven number,
one group will have three people. Once each pair is done, the teacher will bring everyone back together and have each pair share
their story. One partner will tell their story problem and the other partner will explain the two ways they modeled showing the
story and give the solution to the problem.

**In the new video, students will be creating a story problem using subtraction, or taking away something. This may be more challenging
for some students, but pushes them to use higher level thinking.
**The group in this video is not the highest group for math rotations because of other technical difficulties. Because of this and time
constraints, I did not have students prepare their own story in partners. In addition, the students are starting with showing only one way
of modeling the subtraction problem before writing the number equation.

[13:30-15:00] Exit Ticket

 After each pair has shared, the teacher will remind students that stories can be found in math as well as reading and writing. She
will say that today they showed how we could model stories and use the models to solve story problems. The teacher will say that
today we worked on addition story problems, and soon they will learn how subtraction can be used to solve story problems as
well.
 The students will be given an exit ticket before moving to the next group. The exit ticket will include one story problem as follows:
“The first group of students in Mrs. Craddock’s class baked 7 cookies. The next group baked 4 cookies. How many cookies did they
bake all together?”
  Students will be given an exit slip to show the story using a drawing or other model and solve the problem with a number
equation. This exit slip will be looked over by the teacher to inform future instruction of each small group to determine if they
need more review or can move forward to story problems with subtraction.
 The students will be directed to their next rotation when they hear the music, just as they normally would be directed to rotate in
reading and math rotations.

**In the new video, the exit slip will contain a subtraction problem that reads: “Ms. Heier brought out 9 balls to recess, 5 of balls were
kicked over the fence. How many balls were left?” Students should model this in two ways before writing the number sentence and
solving.

**For other small groups, the teacher can modify this lesson based on the group’s ability level. For example, in other groups the teacher
may not have students create their own problem in pairs, but may do more example problems together or have them create a problem as
a whole group. In addition, to support English Language Learners the teacher can have the story they are telling written on their
whiteboard with pictures and numbers to help students understand the story. This way, the students can see the numbers and focus on
the mathematical process rather than understanding the English vocabulary.
Name____________________________________

Story Problems

1. The first group of students in Mrs. Craddock’s class baked 7 cookies. The next group baked 4
cookies. How many cookies did they bake all together?

Name____________________________________

Story Problems

1. The first group of students in Mrs. Craddock’s class baked 7 cookies. The next group baked 4
cookies. How many cookies did they bake all together?
Name____________________________________

Story Problems

1. Ms. Heier brought out 9 balls to recess. 5 balls were kicked over the fence. How many were
left?

Name____________________________________

Story Problems

1. Ms. Heier brought out 9 balls to recess. 5 balls were kicked over the fence. How many were left?