LESSON PLAN TEMPLATE TITLE: The Answer is 20 Cookies. What is the Question? CONTENT AREAS (What areas of mathematics does this lesson cover?): addition, subtraction, interpreting solving, and writing story problemsGRADE LEVEL: 2nd MATERIALS NEEDED: paper, markers/crayons, base 10 blocks KEY CONCEPTS: interpreting, solving and writing story problems, basic math operations (addition and subtraction), understanding math in a real life context EALR'S and GLE'S (Make the connections clear and specific) 1. The student understands and applies the concepts and procedures of mathematics.Learning Goals: (What do you expect students to learn and be able to do from this lesson?) Students will be able to apply addition and subtraction to real life contexts. Students will get practice with interpreting, solving, and writing word problems. PROCEDURES: - Introduction/Preassessment Check on students’ addition and subtraction skills. Introduce story problems to do together as a class. Ask students what clues they look for in interpreting and solving story problems. What do words tell them?Ask how they know what kind of math they will need to solve the problem. - Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) Come up with 2 new story problems (that use addition or subtraction) and write it out using things like bugs or cookies to represent the numbers. Then draw a picture or use blocks to represent your problem. Write the story problems as number sentences also (for example, 9 + 5 = 14). - Closure Turn to a partner and solve each other’s problems. Then explain how you got the answer to your partner. Accommodation Plan: Note how the following are accommodated in lesson (race/ethnicity,language, gender, class) Each must include reference to Trentacosta text. 1. race/ethnicity – Confront any racist statements made in reference to the problems or the class.2. language - Talk about how students write differently and how there are different ways torepresent different problems. Get translators for students that don’t speak English.3. gender - Try to call on equal number of students from each gender.4. class – Confront any classist statements made in reference to the problems or the class.POST-ASSESSMENT (How does your post assessment evaluate progress toward learning goals and EALRs and GLEs?) Review the story problems as a class to see if the students were able to come up with problems that made sense. Think of real life examples. TEACHER REFLECTION (What went well and what would you do
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