California State University, Chico s2

California State University, Chico School of Education Special Education Programs

Sample Form B (Lesson Plan Format) "B" Form

STUDENT TEACHER NAME:

DATE OF OBSERVATION: October 1, 2009

GRADE LEVEL: 2nd

SETTING: General Ed.

PUPILS: [X] WHOLE CLASS [_] SMALL GROUP [_] INDIVIDUAL

UNIT TITLE: Subtraction Strategies

LESSON TITLE: Missing Addends

CONTENT AREA: Math

CONTENT STANDARD(S): 2.0 Students estimate, calculate, and solve problems involving addition and subtraction of two- and three-digit numbers: 2.1 Understand and use the inverse relationship between addition and subtraction (e.g., an opposite number sentence for 8 + 6 = 14 is 14 − 6 = 8) to solve problems and check solutions.

ELD STANDARDS: K-2 Beginning Listening and Speaking - Comprehension: Answer simple questions with one- to two- word responses. K-2 Intermediate Listening and Speaking – Comprehension: Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

LESSON NUMBER / DAY: 6

DEVELOPED BY: Macmillan/McGraw-Hill, Melanie Glick, Brittany Tom

ESTIMATED LESSON LENGTH:

(Derived from Content Standards and/or ELD or ELA Standards) [_] IEP [X] GENERAL CURRICULAR

OBJECTIVE: Students will complete a worksheet of addition and subtraction problems by finding the missing addend/number in each number sentence with at least 90% of the problems being correct.

Evaluation/ Assessment of Student Learning: After they have completed their missing addends worksheet, they will participate in a game. This game involves two selected students, with numbers on their forehead, and the numbers being part of their math problem. The whole rest of the class will identify the sum while the participating students must figure out what number they have by using the knowledge they obtain in the missing addends instruction.

Pre-Lesson Assessment Information: Students need to be able to solve simple addition and subtraction problems involving single-digit and two-digit numbers. They also need to know what the terms add, subtract, sum, difference, and addend mean.

Resources/Sources: Macmillan/McGraw-Hill Companies Education Publisher (2009) California mathematics: Concepts, skills and problem solving, 2nd grade. Teacher’s Edition, volume 1.

Background Information: The teacher needs to be aware of basic addition and subtraction facts. He/she will also know that the sum is the answer to an addition problem while the difference is the answer to a subtraction problem. Addition problems can be rearranged to create subtraction problems, and subtraction problems can be rearranged to create addition problems. The teacher will also know that a missing addend is the missing number in addition problem.

Vocabulary/Academic Language: ACADEMIC LANGUAGE LEARNING OBJECTIVES (TPE 1, 7): Students will learn the vocabulary term missing addend, which refers to the missing number in an addition problem/sentence. Other terms that should be reviewed/addressed include sum, difference, and addend. Vocabulary cards provided by the math program can be displayed on the board as they are explained.

Materials/Equipment: Straws or pencils Cards with single digit numbers on them (for game) *double digit can be used if students are at higher skill level

Instructional Strategies: Direct Instruction

Lesson Sequence: *Have class tear out page 97 from book and write name & date before starting. 1) Review previously learned material: Using straws, practice addition and subtraction problems as a whole class. Example: For addition, take out 8 straws, separate into groups of 5 and three, show five and three straw groups, ask how many straws do I have if I add 5 straws and three straws? Repeat with different numbers of straws. For subtraction, start with 7 straws, take away 3 straws, ask how many straws do I have left? Repeat with different numbers of straws. Transition (example of missing addends): Choose 10 straws, place all straws behind back, take 5 straws and show class, ask how many do I have behind my back? Repeat with same sum of straws and take out different numbers. Repeat with different sums of straws. 2) State objectives for the lesson: So what we just did with finding how many were behind my back was finding a missing addend, which is what we are doing today. 3) Present new material: define missing addend – the missing number in an addition problem. (The number of straws behind my back was the missing addend) Do another missing addend example, this time, write out the numbers that are being used on the board/overhead. Go through multiple problems writing it out. 4) Guide practice, assess performance, and provide corrective feedback: Go through the “Get ready” question on pg 97. Explain that the dominoes show part of the addition problem. They are given the sum and must figure out what needs to go in the empty box. It can be solved by subtracting 15 – 9. Go through problems 1 & 2 as whole class as well with same procedure. The students are to draw in the missing number of dots on the domino. Jump to number 15 on p. 98. Read through the problem as whole class, have students underline the facts and circle the question. Ask what do we need to figure out? Look at the number sentence they wrote out, show that the problem can be simplified to 9+__=11. Have students solve. 5) Assign independent practice, assess performance, and provide corrective feedback: Have students complete the rest of the worksheet independently. 6) Review periodically, offering corrective feedback: Monitor students as they work independently, answering questions if they have any. *Game for when students are finished: Similar to Who Am I? Two students are chosen at random (using popsicle sticks in cup). Each student will be given a card with a number on it. Without looking at the card, the students hold the card to their forehead. The participating students can see the number on the other student’s card. The rest of the class then identifies the sum of the two numbers. Using the sum and the number on the other student’s card, each student must identify the number on their own card. Once they do, choose two more students by random and repeat for as long as time allows. Not all students may get a chance at this time because of number of student in the class but they will get a chance the next time we play the game.

Integration/Correlation/Extension: Students who easily grasp the concept could try to solve missing addend problems in which three addends are being added. Ex: 5+2+__=12

Service Learning:

Modifications for Special Students: Students could have number cards with which they could make and manipulate number sentences

Safety Issues: None