Connection/Background
Kaitlyn Love
10-25-11
Lesson Plan
Connection/Background:
Last week Jennifer and I worked on Join and separate change unknown story problems. She is still building these problem-solving skills. Last week we creating number sentences and Jennifer worked on using many different strategies to solve her problems. She did really well with working with using different strategies. This week I want her to try and draw pictures to help her solve the story problems.
Teaching Point/Purpose:
I hope to continue to develop Jennifer’s skills in solving story problems. I want her to practice breaking the story problems into parts. Therefore, I will have her use drawing for her strategy.
The standards I am addressing are:
- MA.2.2 Computation Students solve simple problems involving addition and subtraction of numbers up to 100
- MA.2.2.4 Computation Understand and use the inverse relationship between addition and subtraction.
Active Engagement:
Materials: number line, 100s chart, paper, 10s sticks ones cubes, note cards with numbers and addition and subtraction signs on them.
Before the lesson:
- I will remind Jennifer about the story problems we did last week
- I will ask her if she remembers any strategies or techniques to use when solving story problems
- I will then share with her the materials I brought such as the 100s chart, the cubes and ten sticks and paper
- I will then explain to her that we are going to work on using different strategies to solve the problems
During the lesson:
- I will have note cards on each note card with either be a number or a picture that represents a number of items an addition sign a subtraction sign or an equal sign and some will be blank
- I will lay these note cards out on the floor and create problems with them. I will use the blank note card in different parts of the problem so that Jennifer will be working on different types of problems
- I will have her use different strategies to solve the problems so that she learns different ways and does not always use the number line because that is what she is most comfortable with.
- I will make sure she explains her thinking for every problem she solves by either showing me her work or by explaining to me how she got the answer
After the lesson:
- I will be sure to give Jennifer praise on what she did really well
- I will then talk to her about what we will continue to work on next week and I will leave her with a teaching point that I gained from watching her solve the problems
Jennifer watched 6 cartoons on Saturday how many more does she need to watch to have watched 15 cartoons like her brother?
What operation should you use?
Solve:
Jennifer has 8 pairs of shoes she gave some to her mom. Now she has 3 pairs left. How many did she give to her mom?
What operation should you use?
Solve:
Miss Love has 9 cookies. 5 chocolate chip and the rest sugar. How many sugar cookies does Miss Love have?
What operation should you use?
Solve:
Jennifer had 6 pieces of candy Miss Love gave her 8 more pieces. How many pieces did Jennifer have altogether?
What operation should you use?
Solve:
Jennifer had 5 soccer balls her friend gave her more. Now she has 13 soccer balls. How many soccer balls did her friend giver her?
Jennifer had 14 candy bars she gave some to Miss Love now Jennifer has 6 left how many did she give to Miss Love?
Jennifer had 7 pink soccer balls and 9 blue soccer balls how many did she have altogether?
Jennifer had 6 packs of gum how many more packs does she need to buy to have 13 packs of gum?
Jennifer has 25 socks: 12 red socks, 5 blue socks and the rest are purple how many purple socks does she have?
Jennifer had 9 cookies she gave 5 to Miss Love how many cookies did Jennifer have left?