Ivy Hawn Lesson Plans – Ringold
Subject: Math Grade: 2 Time: 12:40-1:40 pm Length: 60 minutes Date: 10/2 to 10/6
Learning Goal(s):
Students will:
·  recognize the similarities between the number line and ruler.
·  create a number line to solve addition and subtraction problems within 100. / Standard(s)/Benchmark(s) Addressed:
·  MAFS.2.MD.2.6 - Represent whole numbers as length from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram
·  MAFS.K12.MP.5.1 Use appropriate tools strategically.
·  MAFS.K12.MP.6.1 Attend to precision.
·  MAFS.K12.MP.7.1 Look for and make use of structure.
·  MAFS.2.MD.2.5 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 drawing of rulers) and equations with a symbol for the unknown number to represent the problem.
ESE/ESOL Accommodations: teacher and peer assistance, repetition, visuals / Differentiated Instructional Strategies:
Small Group: N/A / Engaging Student Activity:
·  Daily Calendar Math Binder
·  Subtraction Numberline Scoot
·  Eureka Ribbon Mimio
Materials:
·  Journal/Notebook
·  Pencil
·  Daily Calendar Math Binder
·  Subtraction Numberline Scoot
·  Numberline Subtraction Game/WS
·  Small Group Task WS.
·  Dice
·  Eureka Ribbon Mimio
Higher Order Level Question(s):
21st Century Skills to Increase Rigor:
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility, Flexibility, and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written communication
Accessing and Analyzing Information
Curiosity and Imagination
Teamwork
Other: ______
/ Webb’s Depth of Knowledge Levels:
Level 1 Level 2 Level 3 Level 4
-Recall elements and details -Identify and summarize the major events -Support ideas with details and -Conduct a project that requires specifying
of story structure. of a narrative examples. a problem, designing, and conducting an
-Conduct basic math calculations. -Use context clues to identify the meaning -Use an appropriate voice to the experiment, analyzing its data, and
-Label locations on a map. of unfamiliar words. purpose and audience. reporting results/solutions.
-Represent in words or diagrams -Solve routine multiple-step problems. -Identify research questions and -Apply math model to illuminate a problem.
a scientific concept/relationship. -Describe the cause/effect of an event. design investigations for a scientific -Analyze and synthesize information from
-Perform routine procedures -Identify patterns in events or behaviors. problem. multiple sources.
like measuring length or -Formulate a routine problem given data -Develop a scientific model for a -Describe and illustrate how common
punctuation marks. and conditions. complex situation. themes are found across texts from
-Describe the features -Organize, represent, and interpret data. -Determine the author’s purpose and different cultures.
of a place or people. describe how it affects the story. -Design a math model to inform and solve
-Apply a concept in other contexts. a practical or abstract situation.
Unit 1: Topic 3: Relating addition and subtraction to length
Lesson Activity/Experiences:
·  Monday:
o  Play Number Line Scoot. Each student will get a card on their desk and a piece of paper they will take with them to every desk. Explain that they will have 1 minute to solve the problem before they have to SCOOT. They will leave the card there and go to the next desk. Then they will answer the next card, record their answer, etc. Practice rotating, first. You will want to plan the route ahead of time. Review answers. Have them change papers with a partner, who will grade it. Using a marker, they will put a check mark if it is correct and an X if it is wrong.
o  Centers
·  Tuesday:
o  Display Slide 1 from the LearnZillion Solve Length Problems PPT. Using their math journals, students will apply what they have learned about using a number line to add/subtract and solve the problem using a number line. Tell students they can orient their number line horizontally or vertically (review the two terms). As students solve and share their solutions, record to show students the problem can be represented and solved in different ways.
o  Review number line attributes using Slides 2-4.
o  On Slide 5, remind students that number lines do not have to begin at zero. They can begin at any given point and end at any point, as long as we remember the attributes of a number line.
o  Review the question from Open/Engage by showing Slide 6.
o  Display Slide 7. Ask students to turn to a partner and explain Matt’s solution on the slide. Where did he begin on the number line and why? Partners should explain each move on the number line.
o  Display Slide 8 and tell students that this shows the equation that represent how to find the solution and the solution to the problem. Students discuss with their partner whether they used a similar strategy as Matt did. What was alike? What was different?
o  Display Slide 9 and ask students questions about their understanding. What is the question asking? What do you know? What do you need to find out? (Discuss with a partner at their table.)
o  Display Slide 10 and challenge pairs to solve the problem two different ways. Once both partners have solved the problem, pairs should compare/contrast their strategies and thinking. Circulate to observe specific strategies students use. When sharing strategies and solutions aloud, call students with simpler strategies first and then move to students who used more complex strategies.
o  SMALL GROUP WORK – Give each group a small groups ws. Have them take turns trying to solve the problem. They must show and be able to explain what they did. When problems have been solved, ask the class if it is possible to solve these problems in other ways, without a number line?
o  Centers
·  Wednesday –
o  Use Eureka Ribbon Mimio to show work. Mr. Peterson decorated with 15 meters of ribbon in the morning. He decorated with 8 more meters in the afternoon than in the morning. How many meters of ribbon did Mr. Peterson use to decorate in the morning and afternoon? Have students describe the situation by sharing what is happening, what do they know, and what do they need to find out? Students share their observations about what they know about the problem. How many meters of ribbon did Mr. Peterson use to decorate in the morning? (15 meters.) When did he decorate again? (In the afternoon.) Did he use more or less ribbon in the afternoon? (More!) How many more meters? (8 more meters.) What are we trying to find? (How many meters of ribbon he used in the morning and afternoon.) Pose the next question but encourage them to think of multiple strategies they could use to solve the problem. The red colored pencil is 17 centimeters long. The green colored pencil is 9 centimeters shorter than the red colored pencils. What is the total length of both pencils? Give each student an interactive notebook template and instruct that they use it to solve their problem and paste into their notebook.
o  Centers
·  Thursday:
o  Today we are going to review what we have been learning about the past few weeks – how to solve problems using a number line. Watch: Number Line Word Problem - 1st and 2nd grade. We have found out how to solve problems adding AND subtracting on the number line. We also saw how he used other strategies to solve the problem he had with the straws. Now we are going to work together and solve problems together and discuss what strategy would work best! Take out the Take from a Result Unknown task cards. Do a few together. Can use Eureka Ribbon Mimio board for a numberline.
·  Friday:
o  Math Summative Assessment: Add and Subtract Assessment
CENTERS
Math Facts – Daily Math Practice 2nd Grade – Week 8 (M: Group 1, 2)
At Teacher’s Table – Number Line Subtraction WS
Technology – iXL (Measurement, Numberlines)
Hands On – Find the Missing Addend (2 Sets so can be worked in pairs).