Student Teacher: Marissa Glogowski

School: Springville Elementary School

Date: Friday, October 21, 2016
Period/Time: 9:00 9:45
Grade: 2nd
Subject/Topic/Activity: Pull-out Math/Number Strings/Model Connecting Cubes & Drawing Lines Strategies
1. Standards:
Add and subtract within 20.
CCSS.MATH.CONTENT.2.OA.B.2

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all
sums of two one-digit numbers.
2. Objectives: SWBAT solve number strings with multiple addends by using various strategies and showing
their work.
3. Materials: 2 Number strings worksheets (2 copies each), number strings flipchart, connecting cubes,
whiteboards, dry-erase markers, tissues/erasers, clipboards (if needed), pencils
4. Procedures:
Preparation:
Materials set out on the table (worksheets, connecting cubes)
Have active board calibrated and flipchart projected
Students will transition into classroom
Put belongings on desk
Collect homework
Wait for morning announcements/flag salute
Introduction:
Have students retrieve whiteboards, markers and tissues
Invite students to sit on carpet
So far this year we have been practicing our adding and subtracting
Yesterday we tried something new with our adding
Learned about what an addend is
Review: What is an addend? (the numbers that are being added together)
What is it called when we have an equation with multiple addends? (number string)
What are some strategies we can use to solve problems with multiple addends/number strings?
Count touch points (emphasize - not drawing touch points anymore)
Build a model (manipulatives - connecting cubes)
Draw lines to make smaller addition problems
Body:
Yesterday focused on how to build equations using word problems
Today going to focus on practicing how to solve equations

 Model solving number strings

Read number string on active board
How many addends are there?
What can we use to model? (connecting cubes)
Highlight the addends in different colors representing different colored cubes
Have a student count out the cubes for each color and build model together
How can we solve? (make a number string)
Write number string on the board
What is a strategy we can use? (drawing lines to connect/add numbers)
Which numbers should we add first?
What did you choose those numbers first? (using what already know, adding smaller numbers, etc.)
Draw lines and add numbers
What do we need to do next? (add final number)
How do we know that we used all of the numbers?
What is the answer to our number string?
Guided practice
Going to solve the same types of equations
Work together as a pair
Next equation on active board
Would like for you to make a model to solve the problem
Students count out how many connecting cubes and build model
Students write number string and solve on their whiteboards together
Remind students to show their work
Share answer and explain how reached answer
Ask to explain thinking - How did you get that? How do you know?
Continue guided practice as a pair (may not have time to finish all problems)
Independent practice on worksheet
Number string equations - solve using same strategies (model, draw lines, etc.)
Look at the whole problem, then start by using what you know first
Make sure to show all of your work
Circle your answer
If numbers are too small, can rewrite on looseleaf or printer paper
Choose 3 problems to do, then have them checked
Can work anywhere in room
Retrieve clipboards if needed
When finished with 3 problems, choose 2 more or receive more difficult worksheet
Closing:
Regroup at table
Collect worksheets
Next week going to continue working on number strings
What is an addend?
What is a number string?
Ticket out the door
What are some strategies we can use to solve number strings?
Each student states one strategy (model, touch points, draw lines, etc.)
Collect belongings to leave
5. Assessment:

 Students will be assessed on accurately solving number string equations with multiple addends on a
worksheet independently.
Students will be assessed on their ability to successfully produce models of number string equations
using the connecting cube manipulatives.
Students will be assessed on successfully using touch point and drawing lines strategies to solve number
string equations by showing their work.
6. Management Issues, Transitions, and Differentiation:
Cues (verbally saying name, tapping desk in front of student) and token system is used to encourage
students to be aware of their behaviors, to help refocus and keep on task.
The word problems on the flipchart and directions on the worksheets will be read aloud when necessary
to eliminate any misunderstandings caused by the negative impact of reading deficits.
Utilizing multiple methods to present and practice the content (flipchart on active board, whiteboards,
worksheets) will increase engagement and motivation.
The use of manipulatives (modeling with connecting cubes) provides a hands-on experience to
compensate for inattentive behaviors related to ADHD.
The content will be presented across multiple modalities (visuals on flipchart and whiteboard, hands-on
manipulatives and student whiteboards, discussions and explanations of strategies) to meet student needs
in terms of multiple learning styles.
Two versions of the number strings worksheet are available for the students if they finish the first
worksheet early, or if they need to be challenged with more difficult problems (bigger numbers/more
addends on the second worksheet).
Students may rewrite the worksheet problems on looseleaf or printer paper if they prefer for the numbers
to be enlarged to aid in counting touch points and/or adding.
Students may use multiple entry points to solve the number strings and are given a variety of strategies
to use (model with connecting cubes, using touch points, drawing lines, adding facts that they know or
smaller numbers first, etc.).
Solving number strings involves the use of prior knowledge and connects to previous units of study
(touch points, adding single-digit numbers, adding a 2-digit and a 1-digit number).
Students may continue using touch points to solve the addition problems, but are encouraged to count
the points without physically drawing them on the numbers.
Moving to different areas of the room throughout the lesson (carpet for model/guided practice, choice
for independent practice, table for regroup) provides a kinesthetic aspect that will aid with focusing
student attention by allowing breaks for movement.
Incorporating student choice (choose worksheet problems, different strategies to solve problems, where
to work independently in the room) encourages students to be facilitators of their own learning.
Simple and clear directions will be provided for the retrieval/replacement of materials for smooth
transitions.
7. Self Reflection and Evaluation of Lesson: Attached.
8. Comments on Lesson by Cooperating Teacher:

Signature of Student Teacher_________________________________________ Date: ______________

Signature of Cooperating Teacher_____________________________________ Date: ______________

Number Strings Flipchart