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Lesson Plan College of Saint Benedict/Saint John’s University Title of Lesson: One Letter Sentences Grade Level: 2nd Grade, AlgebraProcess Standard(s): Problem Solving, Connections, RepresentationNCTM or Minnesota Academic Standards:2.2.2.2: Number Sentence to Real World-Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. -Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true.Objectives: (Avoid activities)What will the students know or be able to do?Students will be able to solve number sentences involving addition, subtraction, and unknowns. Students will be able to set up number sentences involving addition, subtraction, and unknowns. Rationale:1. Why is the lesson important for a ______ grader? 2. How does it relate to prior learning? 3. How does it relate to future learning?1. This is important for a second grader to know because if you have 50 miles to go until you get to your house and you need gas but you only want to put in just enough to get you home and you have 23 miles until empty how many miles do you need to account for? 23 + x = 502. This relates to knowledge of addition and subtraction.3. This relates to being able to solve when dealing with multiplication or division. Materials/Preparation Needed:Snap cubesPuzzlesGlueWorksheetsScratch paperConstruction paperList and define: 1. discipline specific language:Addition- joining two numbers together to get a sumSubtraction- taking a number from a whole to get the other partUnknown- The missing part in an equationVariable- the letter representing the missing partNumber sentences- a math problem Math puzzles- a puzzle that goes together based on the question and answer matchingWord problems- Math problems originated from a situation expressed in a couple sentences2. academic language:Solve- find an answerSet up- place the numbers into a number sentenceZip your lips- be quiet Anticipatory Set: Five minute maximum 1. How will you introduce objectives? 2. How will you motivate?(Avoid: “What did we talk about yesterday?” Checking homework is part of the procedure, not the set.)-I will begin by asking who in the room has played soccer before. I will proceed to ask how many players are on the field at one time during a game. (The correct answer should be 11) Then, I will ask what happens if only 8 players show up. “How many more players do you need to have enough to play the game?” Some students should catch on and be able to say that 3 more players are needed to make 11. If they need help, I will draw the 8 players and count with the students until we get to 11. (3 minutes)-Next, I will bring up a slide that shows the number sentence ‘8+p=11.’ I will ask the students if anyone can tell me what this means. I will be looking for a response like “It means that 8 plus some number is equal to 11.” I may get an answer something like “It means that 8 plus 3 equals 11.” It is important to explain that ultimately yes that is what it means but it can also be said as “8 plus a number is equal to 11.” This will be our goal for the day: to use our knowledge of addition and subtraction to figure out problems that include a letter in them. (3 minutes) Procedure: Indicate time estimate for each part of the procedure.1. Name the instructional strategies for objectives and language.2. Name the transitions (think age + 1 minute).3. Highlight a higher level question.-I will begin the lesson by explaining to the class that when I say so we will split into 3 different stations. Station 1 will include an area where students are reading word problems such as “If 9 players are supposed to be on the field in a baseball game but 3 players don’t show up, how many players do you have on the field?” Students will have the task of completing 2 word problems at this station.Station 2 will have an area where there are snap cubes set out for students to use to solve 4 problems similar to the ‘8+p=11’ that we worked on as a group. They can use the cubes to show one part of the problem and then count how many they need to figure out the “some number” that the letter is equal to. Station 3 will have an area where students are working with math puzzles. There will be either answers or number sentences on each edge of a puzzle piece. The students will have to solve one of the number sentences (20-x=16) and look for the answer (x+4) they will then glue those two pieces down on the sheet of paper. They will continue doing that for the other sides of the piece and for the rest of the pieces they were given to create a picture.-To transition from the explanation to the lesson, I will have students do a silent stretch in their spots on the mat and then stand quietly when they are finished stretching. The row that stretched well and is quietest will be assigned to a station first, where they will need to go and sit quietly until I am able to get them their materials. (3 minutes)-Once the students are quietly at their stations, I will pass out the worksheets with word problems for station 1, counting cubes and problems for station 2, and the puzzle pieces for station 3. When the students get their materials they may begin working. (2 minutes)-Students will spend 7 minutes at each station before rotating after I clap my hands to get their attention. During the times they are at stations, I will be walking around and asking questions like:“How would you set up this word problem?”“Why does it make sense to set it up like that?”“What does the letter stand for?”“How did you use what we learned at the beginning of class to find that those puzzle pieces go with each other?”- for one minute at their last station they will be asked to do a two dollar summary (20 words) of what their favorite part of the day was and what they learned.-After 20-25 minutes at the stations I will say “Two hands up!” and the students will raise their hands off of what they’re working on and zip their lips. I will explain that the quietest station will get to put their supplies away and turn in their worksheets. They will return to their quiet spot on the rug up front after their supplies are away and wait there for our next part of the day. (3 minutes) Assessment of Learning: Assess all objectives using a rubric.1. List tool of assessment. 2. List what you are looking for(Example: 1. Hand signals (tool) sums 1-10 (what you are looking for) 2. Worksheet (tool) solve word problems sums 1-10 (what you are looking for)We will use the worksheet from station 1 to assess their understanding of the concept.1234Students will be able to set up number sentences involving addition, subtraction, and unknowns, they will confuse the unknown as the answer to a subtraction problemStudents will be able to set up number sentences involving addition, subtraction, and unknowns with help.Students will be able to set up number sentences involving addition, subtraction, and unknowns. Students will be able to set up number sentences involving addition, subtraction, and unknowns showing proof of their final answer.Students will be able to solve number sentences involving addition, subtraction, and unknowns, but they will have to rewrite the problem. Students will be able to solve number sentences involving addition, subtraction, and unknowns with help. Students will be able to solve number sentences involving addition, subtraction, and unknowns. Students will be able to set up number sentences involving addition, subtraction, and unknowns showing proof of their final answer. Closure: When? How long?1. How will objectives be summarized? (Giving homework and cleaning up and reminders of upcoming events are part of the procedure, not the closure.)They will asked to do a two dollar summary (20 words) of what their favorite part of the day was and what they learned at their last station. Assignment: Independent or group work assigned to students.There will be no formal assessment. Accommodations:1. How will you support students who struggle academically? 2. How challenge advanced students?3. How will you provide for different learning styles?Students who struggle will be started at station 2 so they can experience some hands on examples before they have to do paper pencil.Advanced students will be challenged by the puzzle, struggling students will be very frustrated and lost at this station but it will be beneficial for all. Hands on learners will benefit from station one and station 3. Paper pencil learners will benefit from the word problems. Reflection ................
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