Maria Sideri
Wheelock College
Lesson Plan
Grade Level: 2
Date: November 9, 2011
Time: 1:00-2:00pm
Subject Area: Mathematics-Number Sense, Equations, and Number Lines
Materials Used:
Number line examples (mini number lines in class, big number line on rug, and real-life examples)
Solving Equations with Number Line Jumping Worksheet
Bonus Worksheet (number line jumping with subtraction)
Chart Paper
Massachusetts Curriculum Frameworks for Mathematics:
Number Sense and Operations
Grades 1-2 Learning Standards
2.N.7 Demonstrate an understanding of various meanings of addition and subtraction,
e.g., addition as combination (plus, combined with, more); subtraction as comparison (how
much less, how much more), equalizing (how many more are needed to make these equal),
and separation (how much remaining).
Also listening skill standards?
Following Directions?
Learning Goal:
To explore how to use and create number lines through solving addition equations.
Objectives:
•Students will be able to recognize how a number line can be used (we will focus on the use of addition).
•Students will be able to create their own number lines in order to help them add equation.
Prerequisite Knowledge:
Students need to have an idea of ? what a number line is (a sequence or order or numbers) in order to understand how to solve addition equations on a number line.
How will you know if they have an idea?
Assessment:
I will know that the students have reached the learning goal of this lesson when they can solve addition equations through the use of a number line and when they can create their own number lines in order to the solve addition equations on the worksheet and the equations they create.
Implementation:
1. Start off the lesson by asking the students what a number line is. Then on chart paper, write down their definitions as well as mine: “numbers standing on a line in order!” Then, go over examples of number lines they’ve seen in the classroom, or in everyday life. This will lead into the hook and hold-did you know that you can create your very own number lines!?...but first in order to create your very own number line, you have to figure out what it should be used for.
On the exercise sheet?
What? have numbers to help you solve problems: smallest to the
biggest?
How? Use them for counting and for solving equations. You may
not have meant to say this, but it was a fair question.
2. Next ask the students how a number line can be used in mathematics. List these examples on chart paper. Explain to the students that in this lesson, we are focusing addition or (jumping on the number line). I will explain that in order to use addition, we will be solving equations!
Perfect segue into next section.
“Your way is interesting. I know that the answer is 10, but how did you
get there? Purpose is to see how you solve the equation.
Do we see that? Let’s do 2-3 more together.
3. Next, on the long number line practice jumping with equations. I will have five examples and pick 5 students to come up on the rug and jump using the long number line and a close pin. We will use 1 digit number equations and 2 digit number equations for these examples.
Ezra (sp?) was ‘poking’ to count. He discovered that 7+5=12
Start with the biggest number.
4. I will then go over with the students particular methods that the students used to jump (if they went one by one, by two, or by 5 or how they knew which number to start jumping with). Then, I will explain to them that when we complete a worksheet or solve equations, we won’t have a giant number line like this to use, or maybe the one we are provided with won’t have the numbers we need. This is how you can create your very own number line!
5. Next, I will go over the worksheet with the students I created. The worksheet will include single digit as well as double digit equations. In order to solve these equations, I want to see a number line created for each of the equations. The key to making these number lines is that the number lines can start with the smallest number in the equation. We will do one example together as a class (1:20-1:25).
Good refocusing. Explanation of work sheet. Teacher at each table. Solve the equation using the # line.
“Good misconception” Interesting choice of words here, but it sounds positive and encouraging. Your voice is encouraging.6. I cut off the procedure here, but you asked if “everyone feel
Comfortable? Thumbs up? Any questions? Again, you transition to next activity.
7. Even though the table work ran a bit long, you still were able to have
closure to the activity. This is important for each and every lesson. It
gives you a sense of who “might” have gotten it, and gives you a
jumping off point, connection to the next lesson.
Differentiated Instruction:
I believe that some students may struggle with creating a number line on their own based on the equation. Some may need to practice with a traditional number line starting from 0 and on. Therefore, I may provide such students with one to start to get used to adding on a number line, and then have them try starting at the lowest number in the equation and counting to the bigger number. Also, for students who finish quickly, I will provide a bonus worksheet that requires the students to show number lines using subtraction.
Good use of behavioral strategies that we spoke about in earlier lessons.
• Shhh
• Call out name
• ‘We all need to pay attention’.
• ‘We need to pay attention so we can do this at our seats’.
• ‘I don’t want too many questions when you get to your seats’.
• Calling table by color alleviates chaos.
• Use of chimes is very effective.
First children were done by 1:36. Could you have used an enrichment activity (differentiated instruction) for those who were finished, after you quickly looked at their work?
2:45 noise level up substantially. Signal to call them back to rug. That needs to be tightened up. What about returning to rug by table names again?
2:56 Quickly, what did you think of lesson? Of course they all say easy. It would be interesting to see how many of them id it right.
Perhaps asking if someone could repeat one of the steps they learned
today?
And then another?
‘Solving equations in your head and b y using your fingers works sometimes,but using the number line is even better. We are going to do a lot of practice with this?’ (Are you? Did you?)
Overall, a good lesson. Some tightening up of behavioral issues is something that can be worked on with each lesson you teach, if you are aware that you need to do this.
Worksheet was an excellent tool. Use it to review or transition to the next lesson.
Think about the “fair jar” or the popsicle sticks for calling on students randomly.
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