Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Jacob Tvedt
Grade Level: 2nd Grade
School: Rustic Acres
Date: 9/19/18
Time: 9:30
Reflection from prior lesson:
Students did a which one does not belong and used their math thinking skills. Students
determined the difference between shapes and numbers. They had a worksheet to fill
over which one doesn’t belong and they gave reasoning behind them.
Lesson Goal(s) / Standards:
[Link].4 - Understand the relationship between numbers and quantities; connect
counting to cardinality.
[Link].5 - Count to answer “how many?” questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 1–20, count
out that many objects.
[Link].1 - Represent addition and subtraction with objects, fingers, mental
images, drawings2, sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations.
[Link].2 - Solve addition and subtraction word problems, and add and subtract
within 10, e.g., by using objects or drawings to represent the problem.
[Link].1 - Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart,
and comparing, with unknowns in all positions, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to
represent the problem.
[Link].2 - Solve word problems that call for addition of three whole numbers
whose sum is less than or equal to 20, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to represent the
problem.
[Link].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 using drawings and equations with a symbol for the unknown
number to represent the problem.
[Link].8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ and ¢ symbols appropriately
[Link].3.1 Recognize technology as a tool to help complete a task.
[Link].2.1 Collaborate with others to complete a teacher-directed task.
[Link].2.1 Collaborate with others using technology tools.
Lesson Objectives:
Given word problems, students will be able to solve addition and subtraction problems
with 100% accuracy.
Given word problems, students will be able to solve word problems involving money
with 100% accuracy.
Materials Needed:
Smartboard
Worksheet
Base Ten Blocks
Contextual Factors/ Learner Characteristics:
13 ELL Students
Math is in the morning
After German school
A. The Lesson
1. Introduction (5 minutes)
How many of you know what a gumball machine is? Well we all know what gum is. So,
a gumball machine is a machine with gumballs in it. If you have a quarter, you can stick
your quarter in it and you receive a gumball. Today we will be doing gumball math. We
will be counting gumballs, adding, subtracting, and for the second graders we will have
some money involved. Our learning target today is I can solve word problems in a way
that makes sense to me.
2. Content Delivery (30 – 40 minutes)
We are first going to count the number of gumballs for each color.
How many red gumballs do we have? 3
How many orange gumballs do we have? 4
How many yellow gumballs do we have? 5
How many green gumballs do we have? 5
How many blue gumballs do we have? 4
How many purple gumballs do we have? 6
Now that we figured out how many gumballs we have for each color, what color has the
most gumballs? Purple. And what color has the least number of gumballs? Red.
The first one we will do together and then I am going to ask you to help me out.
The first questions is: Amy bought 4 blue gumballs, then Amy bought 3 yellow
gumballs. How many gumballs does she have all together?
o What are we doing here? Adding or subtracting? Adding
o And what are we adding? What two numbers? 4 and 3
o So who can tell me what 4 and 3 make? 7
Good job! We are going to move on and work on these together. I want
kindergartners to focus one these first few questions. (During these questions, I
will be asking students questions such as: is this adding or subtracting? What do
I need to write down first? What do I need to do? How did you solve it? Can you
repeat that?)
o Fisher bought 5 purple gumballs. Then he bought 4 orange gumballs. How
many gumballs does Fisher have all together? 9 gumballs
o Samuel bought 2 red gumballs. Then he bought 4 blue gumballs. How
many gumballs does Samuel have all together? 6 gumballs
o Julie bought 6 green gumballs. Then she bought 3 yellow gumballs. How
many gumballs does Julia have all together? 9 gumballs
Good job kindergartners! Okay now first graders, these next questions are for
you. (During these questions, I will be asking students questions such as: is this
adding or subtracting? What do I need to write down first? What do I need to do?
How did you solve it? Can you repeat that?)
o Slade had 8 purple gumballs. He gave 4 gumballs to Corey. How many
gumballs does Slade have left? 4 gumballs
o Emily had 6 blue gumballs. She gave 1 gumball to Monica. How many
gumballs does Emily have left? 5 gumballs
o Leah has 5 green gumballs. She wants 15 total gumballs. How many more
gumballs does she need? 10 more gumballs
o John has 10 orange gumballs. He gives 3 to James How many does John
have left? 7 gumballs
o Sarah has 10 total gumballs. She buys 9 more gumballs. How many does
Sarah have total? 19 gumballs
Good job first graders! Now second graders, these last questions are for you.
They involve money. (During these questions, I will be asking students questions
such as: is this adding or subtracting? What do I need to write down first? What
do I need to do? How did you solve it? Can you repeat that? Demonstrate that
with coins.)
o Kim has $1.25. Each gumball is 25 cents. How many gumballs can Kim
get? 5
o Jason has $0.15. Gumballs are 25 cents. How much more money does
Jason need to get a gumball? 10 cents, 1 dime.
o Jacob has 21 cents. Jacob wants 3 gumballs. A gumball is 25 cents. How
much more money does Jacob need? 54 cents, 2 quarters and 4 pennies
3. Closure (10 minutes)
Now that we are done with Gumball math, I have a worksheet for you. The worksheet is
like what we just did. You will have similar problems for the questions you answered.
Work on it and I will walk around if you have any questions.
B. Assessments Used
Formative Assessment - Students will have a worksheet to fill out a worksheet over
what we did in class.
C. Differentiated Instruction
Printed out problems will be there for students if they don’t want to look at the board.
I will say each question out loud.
Students can draw to show their work.
Students can use base ten block if they need to.
Students can use coins to show their work.
D. Resources
[Link]
