TEDU 522 – Math Lesson Sequence, Plan, and Reflection

Below is both the lesson sequence that I created for a second grade class, focusing on math, and the lesson plan that I conducted with a second grade, field placement class. Additionally, my reflection for the lesson is also included and helps to offer insight not only into what I had planned to do, but then what actually happened and what I was able to take away from the experience.

Lesson Sequence Assignment:

Strategies for Subtraction – 2nd Grade

Big Idea:

Different strategies that can be used to solve subtraction problems, such as:

• Use a Ten
• Subtract the Parts
• Open Number Lines

Related SOL:

2.6 – The student will

1. a) estimate sums and differences;
2. b) determine sums and differences, using various methods; and
3. c) create and solve single-step and two-step practical problems involving addition and subtraction.

Lesson Plan:

Open Number Line for Subtraction & Addition

Purpose

• Students will gain an understanding of what an open number line is, as well as, how to use one to solve both subtraction and addition problems with numbers containing up to two digits.
• SOL: 2.6 – The student will
1. a) estimate sums and differences;
2. b) determine sums and differences, using various methods; and
3. c) create and solve single-step and two-step practical problems involving addition                                   and subtraction.
• NCTM Process Skills and Mathematical Practices:
• Communication, Reasoning and Proof, Representation
• Model with Math, Looking for and expressing regularity in repeated reasoning

Objectives

• The second-grade students will be able to correctly model using an open number line to solve a subtraction and an addition problem given a subtraction and addition problem, a strip of receipt paper, and a prior review of open numbers lines and operations without error.
• The second-grade students will be able to correctly demonstrate an understanding of different strategies for solving subtraction problems, as they have learned in class, in a number talk given the number talk problem and prompting from the teacher without error.

Procedure

• Introduction:
• Begin the lesson by telling the class that you need their help. Tell them that you want to create a number line but cannot remember what one looks like. Ask them to think about what a number line is and then raise their hands to tell you. Scribe what they say on the board.
• Afterwards, go over the parts of a number line and revise what is on the board if needed.
• A number line is a straight line with two arrows or endpoints, one at each end of the line. It has lines on the actual number line that indicate how much each ‘jump’ is worth.
• Next, tell students that you will be learning how to use a number line to subtract and add. Explain and model that they will use an open number line, which is a number line just without the ‘jumps’/integers. Draw an example on the board.
• Then solve the problems 43 + 36 and 80 – 53 on an open number line, walking the class through the different steps you do to solve it (Model with Math).
• For 43 + 36, start at 43 the make a jump forward of 30 to 73 then another jump of 2 to 75 and a final jump of 4 to 79.
• For 80 – 53, start at 80 then jump backwards 30 to get to 50 then jump back 20 to get to 30 and finally jump back 3 to get to 27.
• Take any questions about using an open number line.
• Development:
• Next, tell students that they will be working on their own open number lines to solve a problem.
• Pass out the receipt paper, one strip to each student, and the index cards with the subtraction and the addition problems on them, one card per table.
• See attached index cards for problems and answer key
• Tell students that everyone will be making their own open number line, but that each person at a table will be working on the same problem. Ask them to do this individually and to start on the subtraction problem. When they finish, they should flip their number line over and try the addition problem on the back.
• Allow students time to work and walk around observing and answering any questions that the students might have.
• Summary:
• When everyone has finished, ask the different tables, one at a time, to stand up in front of their desks and share with the class their original problem and the number lines that they created (Communication and Looking for and expressing regularity in repeated reasoning).
• Be sure to prompt the students to what they did for their number line and why.
• Once each table has gone, thank the class and collect the number lines.
• Then tell them that you have one last thing for them to do and that you would like for them to join you at the front carpet, calling each table to join you at a time.
• Write the problem 47 – 12 on the board and tell students that you will be doing a number talk.
• Go over the rules of a number talk and ask students to think about how they would solve the problem. Tell them that they can use any subtraction strategy they want to.
• Allow them time to think and then ask for some answers. Scribe them on the board and then have students raise their hands and tell you their various methods for solving the problem, scribe these as well (Reasoning and proof and Representation).
• The answer to the problem is 35
• Once students have shared, ask the class for their conclusion and answer and then thank them again for taking part in your lesson.
• Differentiation
• Visual and Auditory learners will have support through the explanation of using an open number line and the number talk.
• Kinesthetic learners will have support through the actual activity of creating their own open number lines
• Students who finish early can be prompted to share with other students, Kagan strategies, about what they think about open number lines.
• Students who finish early can try and create their own problem and solve it on another number line.
• Students who are struggling can have teacher support during their work on the number lines.
• Students who are struggling can have peer support while taking part in the number talk.

Materials

• Teacher
• White board/ Smart board
• Dry erase marker/ Smart board marker
• Index cards w/ each table’s problems
• Students
• Pencils
• Receipt paper strip

Evaluation A

• Student learning will be evaluated by whether or not they have successfully solved their given subtraction and addition problem using the open number line strategy individually and without error.
• Student learning will be evaluated as a class and by whether or not students were able to successfully use, talk about, and explain the different subtraction strategies during the number talk without error.

Lesson Reflection

The math lesson I taught with my second-grade, practicum class went over rather well. My students were very engaged and had a lot of fun making their own open numbers lines, so much so that they were begging their teacher to display them around the room afterwards. But aside from all of the fun, my students were also able to learn from my lesson as well. They not only learned about how to use open number lines to solve both addition and subtraction problems, they also gained more of an understanding that you can use whatever method you want to solve math problems, thanks to the number talk we had. I know they learned how to use open number lines based on the results that I got from each of my students’ open number lines on their receipt paper. My students, of all levels, were able to complete both subtraction and addition problems. Not only that, but they also seemed to realize that they were not limited to just one method for the number talk, though it did take some prompting and a suggestion of my own favorite method while we talked about the problem. Over all, I do feel like my students learned from my lesson and I would love the chance to go back and review subtraction strategies with them to see if it stuck.