Beyond rote memorization

Name: Lisa Maughan

Date of Lesson:

January 10, 2026

Lesson __3__of __5__

Grade: 2nd

Content: Mathematics

Unit Title : Addition and Subtraction within 100 – Real World Problem Solving

National/ State Content Standard(s):  Montana Common Core State Standard: 2.OA.B.2 – Fluently add and subtract within 20 using mental strategies and understand addition/subtraction within 100 (Montana Office of Public Instruction, 2021).

Math Practice Standards:

·         MP1: Make sense of problems and persevere in solving them (NCTM, n.d.).

·         MP3: Construct viable arguments and critique the reasoning of others (Smith & Stein, n.d.).

Objective/Learning Target:

Students will be able to solve two-digit addition and subtraction problems using strategies such as place value, number lines, and drawings in real-world contexts, while explaining their reasoning to peers (Gojak, 2013).

Essential Question(s):

1. How can we use place value strategies to add and subtract numbers in real-life situations? (Apply/Analyze)

·         Misconception: Students may think they always have to line up numbers vertically without thinking about place value.

·         Addressing: Demonstrate multiple strategies (number line, manipulatives, drawings) (Howlette, 2022).

1. Why does checking your answer help you be confident in your solution? (Evaluate)

·         Misconception: Students may skip checking if the first answer “looks okay.”

·         Addressing: Model how estimation or inverse operations can verify answers.

1. How can working with a partner help us solve challenging math problems? (Analyze/Evaluate)

·         Misconception: Students may rely on the partner too much or argue about methods.

·         Addressing: Teach accountable talk and structured collaboration strategies.

1. If you had to plan a snack for your classroom, how would you figure out how many snacks are needed if some are eaten? (Evaluate – higher-order thinking)

·         Misconception: Students may not translate the real-world situation into a math problem.

·         Addressing: Use visuals and manipulatives to represent the problem before solving

 

Lesson Summary:

This lesson focuses on solving two-digit addition and subtraction problems in real-world contexts, such as planning classroom snacks or distributing toys. It is Lesson 3 of 5 in a unit on Addition and Subtraction within 100. Students will engage in hands-on problem-solving, collaborate in pairs, use number lines and place value strategies, and explain their reasoning to peers. The lesson integrates literacy (reading word problems), communication, critical thinking, and collaboration, making math meaningful and interdisciplinary.

Student Factors (Community, School, and Classroom):

• Students include ELLs (Arturo, Diana, Eduardo, Fatma), students with IEPs (Brandie – ADHD, Fredrick – Dyslexia, Wayne – Dyscalculia, Wendell – Autism), and diverse SES backgrounds.
• Planning Implications: Use visuals, manipulatives, sentence frames, and scaffolds for ELLs; provide structured peer collaboration to meet social-emotional needs; allow multiple ways to demonstrate understanding (drawings, oral explanation, number line).
• Assessment Implications: Formative assessment with technology (Padlet) and exit tickets; small-group support for Tier 2/3 students; differentiated tasks for advanced learners (Maria, Yung, Beryl).
• Culturally Responsive Teaching & Equity: Use real-world scenarios relevant to student experiences (classroom events, snacks, local games). Differentiation ensures equitable access for students with diverse SES, communication styles, and learning needs (Howlette, 2022).

Sequence of Instruction

(Check the appropriate box(es) for each row.)

Time (min.)

Sequence of Instruction Descriptions

(What will the teacher do? What will the students do?)

Differentiation: Universal Design for Learning (UDL)

 

Multiple Means of…

Engagement/Process

Representation/Content

Action & Expression/Product

Material(s)/Resources

Anticipatory Set

 

☐Direct Instruction

☒Engagement Strategy/Activity

☐Transition

☐ Assessment

☐ Extension/Home Connection

5min

Anticipatory Set: Teacher shows a short video of a class party where students bring snacks. Teacher asks: “How many snacks do we need if some are eaten by friends?” Students discuss with a partner.

Engagement/Process: :

Video appeals to visual/auditory learners. ELLs scaffolded with sentence starters: “I think… because…”

Video clip, projector, whiteboard

☒Direct Instruction

☐Engagement Strategy/Activity

☐Transition

☐ Assessment

☐ Extension/Home Connection

10min

Teacher Modeling: Teacher solves a two-digit addition/subtraction problem on the board using number lines and base-ten blocks. Students explain steps aloud.

Representation/Content: Model multiple strategies (drawing, manipulatives, number line). Action & Expression: Students answer orally, with drawings, or manipulatives.

Base-ten blocks, number line, chart paper

☐Direct Instruction

☒Engagement Strategy/Activity

☐Transition

☐ Assessment

☐ Extension/Home Connection

15min

Guided Practice (Think-Pair-Share): Students solve 2-3 word problems in pairs. Teacher circulates to scaffold.

Engagement/Process: Pairs balance strengths; peer discussion supports ELL and Tier 2/3 students. Representation/Content: Visual prompts on worksheets.

Action & Expression: Students  explain thinking verbally or with drawings.

Worksheets with real-world problems, manipulatives, dry-erase boards

Closure

☒ Closure Assessment

 

20min

Closure: Students complete

Independent Practice (2–3 problems individually, optional challenge problems for advanced  students),

Formative Assessment (post answers on Padlet or share orally; teacher highlights strategies and misconceptions).

Exit Ticket (solve one addition/subtraction word problem independently; teacher collects).

Tier 3 students: simpler one-step problems.

Gifted students: multi-step challenge problems.

 ELLs: word banks and sentence frames.

 Engagement/Process: Multiple ways to show understanding; technology allows low-pressure sharing. Supports self-assessment.

Individual worksheets, pencils, manipulatives, Padlet, projector, whiteboard, student devices, exit ticket sheets

 

Total:

50min

 

Assessment and Technology

Interdisciplinary Content and Skills

• Formative Assessments: Padlet posts of word problem solutions, exit ticket.
• Technology Integration: Padlet is used as an interactive digital tool that allows students to share their thinking in a low risk way and receive immediate feedback. This supports student voice, increases engagement, and helps the teacher quickly identify misconceptions to guide future instruction.
• Use of Data: Teacher analyzes strategies used, identifies misconceptions, and groups students for targeted support. Data informs next lesson (reteach place-value strategy or challenge advanced learners).
• Ethical/Equitable Practices: Technology allows anonymous sharing for low-stakes participation. Differentiated tasks ensure accessibility for ELL, IEP, and RTI students (Gojak, 2013).

 

• Vocabulary & Literacy: Key terms: add, subtract, total, difference, estimate. Reading and writing word problems support literacy.
• Real-World Context: Using classroom snack and party scenarios connects math to students’ lives.
• 21st-Century Skills: Collaboration through pair work, communication via explanations and Padlet, critical thinking by choosing strategies, creativity in drawings/representations.
• Cross-Content Connections: Literacy (reading word problems), Social Studies (classroom community events), Science (counting objects).

 

Reflection:

This lesson focused on helping students work through challenging math problems using different strategies, which supported Montana standard 2.OA.B.2 and Math Practices MP1 and MP3. Using real-life examples, like planning classroom snacks, helped students stay engaged and see how math connects to their everyday lives. Working with partners also encouraged students to explain their thinking and learn from each other.

Students showed what they understood through Padlet responses and exit tickets. These tools helped me see which strategies students used and where they still needed support. Differentiation was important in this lesson because it allowed all students, including ELLs, Tier 2/3 students, and students with IEPs, to participate and be successful.

For future lessons, I would add a short review of place value before independent work to help students who struggled with two-digit subtraction. I would also continue using visuals and sentence frames to support ELLs.  In future lessons, I would use exit ticket data to form small groups for reteaching or enrichment based on student needs. Overall, this lesson showed how hands-on activities, collaboration, and clear supports can help students build confidence, understanding, and important skills like communication and problem-solving and critical thinking.