Lesson Plan Format-Annotated Version

Name: Joey Trimmel

Lesson Title: Sum of Equal Numbers Time Allotted: 30 Minutes

Unit Title (if applicable): Lesson Number w/in Unit:

Grade Level(s): 2nd Grade

Subject Area(s)/Subject Content: Math

I. LESSON FOUNDATION

Standard(s)/Anchors: Standard – CCSS 2.OA.3: Determine whether a group of objects (up to 20) has an odd or
even number of members

Essential Question(s): How can equal groups help me add?

Instructional Objective(s): Following the lesson the students will be given 12 sums and be able to identify if it
can be broken into equal addends 10 out of 12 times.

Formative Assessment:

Lesson Pre-Assessment: The students have gone over equal groups in previous lessons. Prior to the start
of the lesson they will be asked if they can tell what equal groups are and give an example.

During-instruction formative assessments: The students will be given multiple opportunities to practice
the skills after modeling the correct process by the teacher. They will also have the opportunity to
complete problems on their own with immediate feedback from the teacher. Following the lesson, the
students will be required to complete multiple questions for homework.

Summative Assessment:
Lesson Post-Assessment: The students will complete practice problems on their own in front of the
teacher. Following the completion, they will be gone over to check for correctness before moving on.

Unit Summative Assessment (if applicable):

II. LESSON BODY

TEACHING PROCEDURES:
1. Introduction: We will review what equal groups are and how they help us with adding. I will
introduce the vocabulary they will need to know for the lesson.
2. Description of Method(s) Used to Present Subject Matter/Modeling:
a. First, I will introduce the vocabulary in depth words such as sum and addend.
b. Then, I will use my counters to explain the example problem. I will show them 6 counters
and explain how we can break them into equal groups.
c. Next, I will model with the students when given the sum of a problem how to draw out
that many circles on their page and to circle equal groups.
 3. Guided Practice: The students will have the opportunity to complete multiple problems under
direct supervision as well as following the modeling of the teacher to correctly break addition
problems into equal groups.
4. Independent Practice: Following the modeling of the teacher the students will be given problems to
complete on their own before going over with the teacher allowing for error correction to occur.
5. Closure: I will review equal groups and the vocabulary. I will explain again how this idea will make
addition easier for the students.

III. LESSON ESSENTIALS

Differentiated Learning Activities: The students will be given problems in written form. The teacher will then
read the problems aloud to the students before working through them. The students will be given extra time
at the end of class as well as the opportunity to work on practice problems outside of class. The students will
be working collaboratively with the teacher through the first couple problems allowing the student to model
the way the teacher sets up the problems as well as receive immediate feedback from the teacher. The
students will also be told that they can circle or draw circles to represent the numbers in different colors
allowing them to see each group. Students can also be presented with a chart that they can copy giving the
equal addends for numbers up to 20.

Accommodations/Modifications: Extra time, scaffolding

Instructional Resources, Materials, and Technology: Laptop, Math Workbook

IV. POST-LESSON REFLECTION

Analysis of Student Learning: Prior to this lesson the students were introduced to the idea of equal groups and
how this helps with adding. The students had very little understanding of what an addend was as well as what a
sum was. During the lesson the students were repeatedly exposed to what each of these topics were allowed
them to gain understanding. When they were asked at the end of the lesson what each word meant the
students had the understanding of the vocabulary. The students had the opportunity to complete problems with
me giving error correction the first two problems there were minimal errors but at the end of the lesson when
we were completing the problems the students were able to complete the problems with no errors and no
prompting from me. The students completed the problems following the process that was gone over as well has
had the ability to identify the parts of an addition problem.

Analysis of Teaching:
1. Planning and preparation- One of the main planning things I can think about for future lessons is to
have a way of accountability for the students. With the number of students in the class and only
having the ability to see nine students it is important to have a way to make sure I call on all students.
This serves two purposes, first knowing the students are following along with the material as well as
giving more students the opportunity to answer the questions.
2. Classroom Environment- With the students being virtual it is important to make sure the students
are in a quiet work environment. Another thing that is important is to make sure the students have
the books and necessary materials to complete the lesson nearby that they do not have to walk away
from their computer possibly leading to them becoming distracted or missing an important part of
the lesson. Making sure the students are muted is also a very important classroom environment
technique. This leads to less distractions caused by background noise from other students.
3. Instruction- One thing that is important with the number of students is that there may be different
levels of students in the class. Making sure to repeat important parts of the lesson assuring the
students hear them multiple times is important. Also going over each problem the same way that the
students can learn the steps to complete the problems in the same way each time. Another way to
assure understanding is to have a quick check in prior to the students completing the problems on
their own, this lets me know the students understand the process before they attempt the work on
their own leading to less errors on their work.
4. Professional Responsibilities as Related to Instructional Objectives or Standards- Something to make
sure I pay attention to is that I am building off the previous lessons as they are all related. Reviewing
the previous days lesson assures me that the students have the proper foundation for learning the
new days information. Also making sure that my objectives are measurable so I can measure the
students understanding on the topic before moving forward. Also knowing what topics are coming up
in the chapter so I can build my objectives, so they are properly scaffolded.