Mathematics Sample Lesson Plan
Backgrounds or Context
Brief description of group: Grade 2, ages 78, 19 students (7 boys and 12 girls) Students of varying levels, though none are on IEPs for math instruction 4 students fall “below grade level” according to testing
General Goal(s)/Overall Purpose of Lesson and Relationship to Theme or Unit: This unit is focused on building students’ addition and subtraction fluency.
Why does this learning matter?: Addition and subtraction fluency is essential to future math skills. Students will need to be able to use different tactics to quickly add and subtract in order to be successful with future math activities.
Lesson Plan
Massachusetts Curriculum Frameworks and Learning Standards(s): Standard 2.0A.1 Represent and solve problems involving addition and subtraction; Standard 2.MD.8 Solve word problems involving money; Standard 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
Specific, Immediate or ShortTerm Lesson Objectives: To develop the strategy of using 10 as a benchmark to add and subtract nearby numbers—numbers that are close to 10; To use 10 as a benchmark to solve addition and subtraction problems.
Core Vocabulary: Students are fairly familiar with this lesson’s vocabulary terms: add, subtract, ten. They will continue to be used in context during this lesson to help students form new associations with the terms to further their understanding.
Materials: play dimes and pennies, baseten blocks, white board
Minilesson (Introduce and Model New Knowledge): 15 minutes
Students will be seated at their desks with manipulatives available while I am teaching on the white board. I will remind students that they know how long 1 minute is and tell them I will let them explore with the coins for 1 minute but once 1 minute is up, the coins are part of a math lesson, not a toy.
Connection: Remind students that yesterday, we simplified our addition and subtraction problems by breaking numbers apart to add or subtract combinations of 10 (for example 5+7=5+5+2). Today, we are going to do something like that, but we are going to use the number 10 as our benchmark.
Teaching Phase: (play coins available at student desks)
Review counting collections of dimes and pennies. Display several dimes and pennies and have children count the coins.
Barney has 3 dimes and 4 pennies in his pocket. He buys a sticker for 8 cents. How much does Barney have left? Give students a minute to think about the problem and then guide students through solving it.
How much money does Barney have to start?
What is the number sentence that would describe how much money is left in Barney’s pocket if he paid with a dime?
The sticker costs 8 cents, how much change does the cashier give him back?
Now, how much money does Barney have left in total?
(348=26 or 3410+2=26)
Write 24+8=___ on the board. If I was the cashier and I had 24 cents in the drawer…
What number sentence describes how much money the cashier has right after the customer pays with a dime?
How much change do I need to give Barney back?
How much money will be in my drawer after I give him the change?
What is the number sentence that describes what happened?
(24+8=32 or 24+102=32)
Active Involvement: 10 minutes
“Let’s try a few number sentences using 10’s as our benchmark”
38+8=___ 57+8=___ 21+8=___ 14+7=___ 2612=___ 489=___
Link: So, why is it easier to do these problems with 10 than it is with other numbers?
What do I need to do to numbers that are a little bit smaller than 10 if I want to add or subtract with them?
What do I need to do to numbers that are a little bit bigger than 10 if I want to add or subtract with them?
Guided Practice: 20 minutes
Guided practice will be in pairs. These pairs are chosen based on math proficiency (pairing basic level students together, on level students together, and above level students together). Students will have attached differentiated worksheets that consist of practice problems and 1 word problem for leveled problem solving. Students will be aware that they are free to use coins or base ten blocks if they choose to. Students will be asked to show their work: write a number sentence, and then explain how you solved it (either with further number sentences, pictures of coins, or drawings of baseten blocks). I will be circling the classroom and checking in with the pairings to listen in to assess and also conferencing with each pair at least once depending on needs.
Share/WrapUp: 5 minutes
Share answers to the word problem, explaining that each group played a different part in solving a variety of word problems all surrounding the same statement. Ask students what they thought about using 10’s as a benchmark. Do you feel like you are getting better at quickly adding and subtracting, even big numbers sometimes? Suggest they might even use this tactic for adding or subtracting time on the clock.
Formative/Ongoing Assessment:
I will collect the guided practice work from students. While circling the room during guided practice I will also be taking notes on my checklist rubric, and conferencing with students to check for understanding.
Summative/End of Lesson Assessment:
Students will have a math activity worksheet to complete for homework this evening. This worksheet contains an open response where students are asked to explain the process of adding 47+8=___ using complete sentences. Why does this method work or not work for you? This will function as a reflection of today’s learning for students. This worksheet will provide me with evidence if the students were able to retain the lesson from school and bring it home. When correcting these worksheets, I will need to be thinking about a possible review before the next lesson (potentially to go over confusions that many students seemed to have) or potentially a math game to reinforce the concept as the next day’s math activity (possible activity titled “Add Then Subtract” which involves using the 10’s benchmark to get across a number game board).
Possible challenges/Accommodations:
The varying levels will have differentiated worksheets to accommodate their abilities.
A few students have a lot of trouble with adding, even small numbers. These students may need extra wait time to secure answers for whole class guided practice. I should be aware of my wait time and look to these students to see if they are still working or appear to be finished.
The connection between coins and numbers seems to be something students are still struggling with at times. I need to be sure to really reinforce the value of a dime before beginning the lesson.
Talking during partner work. While I do want to group the students depending on level, I want to also be careful not to put students together who will be chatting instead of working. Remind students to selfmonitor their work and voicelevel.
Remind students that if they are called on and do not know the answer they can pass their turn onto someone else (it is their choice of person to pass to). Also remind students not to raise their hands while it is someone else’s turn.
Some students may finish the guided practice activity before others. An extension activity will be available for students. Students can begin working on the “Super Sneaky, Extra Tricky Benchmark10 Word Problems” worksheet.
Brief Plans for Next Lesson: Review. “Add Then Subtract” partner math game. Eventually (whether that be next lesson or 2 lessons form now) extend the knowledge with a lesson on place value and cross number puzzles.
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Name_______________________________ Date____________

Solve each problem using number sentences. If you use coins or baseten blocks, draw pictures of your work.
 Fill in the blanks:
X  26  43  52 

X+9  35 

 22 
 Fill in the blanks:
M  31  43 


M8 

 2  13 
 728=___________ 4. 63+9=___________
5. 2612=___________ 6. 5211=___________
7. Mia is 11 years old. Her cousin Bruno is 10 years older than Mia.
Mia’s sister is 10 years younger than Mia. How much older is Bruno than Mia’s sister? Explain.
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Name_______________________________ Date____________

Solve each problem using number sentences. If you use coins or baseten blocks, draw pictures of your work.
 Fill in the blanks:
X  26 
 28  29 
X+9  35  36 


 Fill in the blanks:
M  31 
 33  34 
M8 
 24 


 728=___________ 4. 63+9=___________
5. 2612=___________ 6. 5211=___________
7. Mia is 11 years old. Her cousin Bruno is 10 years older than Mia.
Mia’s father is twice as old as Bruno. How old is Mia’s father? Explain.
________________________________________________________________
Name_______________________________ Date____________

Solve each problem using number sentences. If you use coins or baseten blocks, draw pictures of your work.
 Fill in the blanks:
X  26 
 28 

X+9  35  36 
 38 
 Fill in the blanks:
M  31 
 33 

M8 
 24 
 26 
 728=___________ 4. 63+9=___________
5. 2612=___________ 6. 5211=___________
7. Mia is 11 years old. Her cousin Bruno is 10 years older than Mia.
How old is Bruno? Explain.
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Conferencing checklist
Student Name  On task and working cooperatively with partner  Using 10 as a benchmark to solve addition problems  Using 10 as a benchmark to solve subtraction problems  Showing work in an effective manner 
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Meets Standards  Approaching Standards  Below Standards 







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Name_____________________________ Date____________
Solve: 47 + 8 = ___ using the 10benchmark
Explain how you solved this problem using complete sentences. Why is this method easier than trying to add 47 + 8 in your head?
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