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Central Focus/Essential Question

The lesson observed teaches 2nd grade students new math vocabulary and how to identify addition and subtraction word problems. Students learn the terms "take away", "join together", and "sets" and use linker cubes to visualize math concepts. Example word problems are used to connect the vocabulary to addition and subtraction. Students complete differentiated worksheets to assess their understanding of using the new vocabulary to determine whether a problem requires adding or subtracting sets.

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97 views

Central Focus/Essential Question

The lesson observed teaches 2nd grade students new math vocabulary and how to identify addition and subtraction word problems. Students learn the terms "take away", "join together", and "sets" and use linker cubes to visualize math concepts. Example word problems are used to connect the vocabulary to addition and subtraction. Students complete differentiated worksheets to assess their understanding of using the new vocabulary to determine whether a problem requires adding or subtracting sets.

Uploaded by

api-299758377
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Observation #2

Name: Julie Torre


Date and time of the lesson: December 3, 2015 at 1:00 p.m.
School: P.S. 20 The Anna Silver School
Grade: 2nd
Cooperating teacher: Ms. Lenahan
Room number: 210
Content area: Mathematics, Adding on and Taking Away Sets

Central Focus/Essential Question


The central focus of the lesson is to teach the students new math vocabulary
and apply it to math problems
Essential question: How do we know when a problem is asking us to add or
subtract?
Goal of Lesson

Students will learn three new math vocabulary phrases (take away, join
together and sets) and they will use these phrases to help them identify how
to solve a problem.
Students will learn to associate join together with addition problems and
take away with subtraction problems.
Students will use linker cubes to help them visualize math problems and
connect them to vocabulary

Common Core Standards

CCSS Mathematics 2.OA.1: Use addition and subtraction within 100 to solve
one and two step word problems involving situations of adding to, taking from,
putting together, taking apart and comparing with unknowns in all positions,
e.g. by drawings and equations with a symbol for the unknown number to
represent the problem
CCSS Mathematics 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.
Prior Knowledge/ Key Misconceptions

Students have been introduced to the concept of linker cubes and how they
each equal 1.
Students know how to add and subtract numbers from 1-100.

Materials & Resources (Standard 3.1)

I will be using the second chapter of the 2 nd grade textbook called Math in
Focus.
Differentiated assessments
Markers
Large Lined Paper

Lesson Development

I will start the lesson by writing the three new vocabulary phrases on the large
lined paper with markers in one column and the words addition, subtraction
and objects in a group in a separate column. (While this is happening I will ask
that the students textbooks are closed)
Next, I will model my thinking for the students and connect the words to the
corresponding phrases.
I will write the following word problem on the paper: Jia has 5 marbles. Her
friend, Benny, gives her 3 marbles. How many marbles does Jia have?
1. I will ask the students to turn and talk to their neighbor to figure out if
this problem is joining together marbles or taking away marbles
I will bring the students attention back to my teaching point and see what
they figured out in their small groups!
Next I will use linker cubes to help visualize how to solve my problem. Next, I
will ask a student to come up to the front to help me and get the students
more engaged. Then I will check my work by subtracting
After this I will write the following word problem from page 106 in the text on
the paper:
1. A florist has 98 flowers. She sells some of them. She has 28 flowers left.
How many flowers
oes she sell?
2. Ask the students what I am doing (taking away or joining together sets).
3. Ask: When we take away, what do we do?
4. Ask a student to tell me what I am subtracting, then solve.
5. Finally, we check our work by adding 70 to 28, resulting in 98. Showing
the inverse of operations to check our work shows the students how to
properly use the operations.
Then I write the final problem on the board: Carlos has 9 stickers. His sister
gives him 3 stickers. His brother gives him 5 more stickers. How many stickers
does Carlos have in all?
1. Ask the students to turn and talk to each other to figure out if they are
joining together or taking away sets.
2. Once subtraction is figured out, they will solve the problem and we will
check our work on the board using linker cubes and number models.
I will ask the students to go back to their seats quietly and start working on
the differentiated assessment sheets using the new vocabulary tools we have
learned to figure out how to solve math problems!

Assessment

The students will complete the specific worksheets for their prescribed math
level and I will be working with the lowest level of students. Since they are in
groups to begin with if they need help they can ask someone in their group.

Are We Joining or Taking Away Sets?


1.
Miss Torre has 12 linker cubes.
She sells 5 of them to a student.
How many does Miss Torre have left?

2.
I have 15 cookies.
My brother gives me 14 more cookies.
How many do I have now?

3.
Miss Lenahan has a big bouquet of 24
flowers.
She gives Miss Xie 18 of them.
How many flowers does Miss Lenahan
have left?

*Lowest level of students

Are We Joining or Taking Away Sets?


1.
Allison counts 154 birthday gifts!
She received 139 more by the end of her
special day. How many gifts did Allison
have in total?

2.
I counted 346 candies in the jar.
My grandma gave me 168 more candies.
How many candies do I have now?

3.
My aunt has 253 cats.
She sells 174 cats to her friends.
How many cats does my aunt have left?
*Intermediate level of students

Are We Joining or Taking Away Sets?


1.
Miss Torre has 197 stickers.
She gives away 104 stickers.
How many stickers does Miss Torre have
left?

2.
William has 96 toys in his toy chest.
For his birthday, William gets 8 more toys.
And for Christmas, William gets 12 more
toys.
How many toys does William have in all?

3.
Anna has 34 pairs of shoes.
She sells 15 pairs to her friend.
Then, gives 7 more pair away.
How many pairs of shoes does Anna have
left?

*Highest level of students

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