Lesson #8

Name: Haley Williams

Content Area: Math

Date:

Grade Level: 2nd

11-6-15

Goal(s):

2.OA.2
o Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from
memory all sums of two one-digit numbers.

Planning:

Leading up to this lesson students will be working with addition number strings. The students are
working to understand that when using addition, order does not matter. Numbers can be added together
using any combination of numbers in the string. However, the goal for these students is to be able to add
two numbers together first, which will make the third combination easier to add. For example, if the
string is 8+5+2, the students would do 8+2=10 and then 10+5=15. In doing this students will also be
practicing with their mental math, use of doubles combinations, and the strategy of counting on. This
lesson will involve the introduction of a game that does work with number strings. The students will
need to put a three-number number string together to get as close to 20 as possible. I do think that with
their work on addition number strings throughout the week, the students will have the skills necessary to
play this review game successfully. This game may be a struggle for students who are behind on their
addition mental math. Not recognizing numbers that can be doubles combinations or numbers that
require easy mental math will make it tricky for certain students to choose the right numbers to add
together in their number string to get as close to the number 20 as possible. Those students may need
extra assistance in their counting skills and it will take them longer to play the game. This game does
require students to partner up to play. I am aware that sometimes the students can lose some focus when
they get to work with partners. For this reason, I will be prepared to draw the group together to do
something as a whole if the students working together is not successful. Some misconceptions about
playing this game will be that the number string chosen needs to add up to exactly 20. However,
students will learn that the number string just needs to come as close to 20 as it can. Students may also
think it is necessary to choose all of the highest numbers to equal 20. In the group demonstration the
students will see that this is not the case.

Objective(s)::

Students will use known combinations to add more than two numbers.
Students will compare a number to 20 to find the difference.

Vocabulary: count on, doubles combinations, difference

Assessment:

Informal:
o For this lesson the students will be using a Close to 20 recording sheet. On this paper they will
write down the numbers from the three cards they choose that add up closest to 20. This
worksheet will allow me to see what numbers the students chose and if the sum of those numbers
is close to 20, or if they wrote down the difference from 20 correctly. These worksheets will also
give me an idea of what numbers the students could easily mentally add to 20, through doubles
combinations, counting on, etc. This worksheet also has a number line on it, so I can see how the
students are using that tool to either add their numbers together or to find the difference of a
number from 20.
o Much of the informal assessment for this will be student observation and note taking. Observing
the students playing the game will allow me to see a variety of behaviors. These include: Can
students correctly add three numbers? Can they find the difference between the sum and 20? Can
the students use a number line accurately? What strategies do the students use when they add
their cards together-doubles combinations, counting on, etc.? I can also watch how students are
specifically playing the game. For example, do they select three numbers at random? Do they
choose the highest numbers and compare those to 20? Do they add two numbers, compare that
sum to 20, and then choose a third number? Do they just use combinations they know? Do
students try many combinations or just go with the first ones that they try? I can use all of this
data to see what kinds of addition strategies are being used, or which ones need to be reviewed. I
will also be able to see how accurate students mental math is or what I can do to enhance their
understanding and use of mental math. I can also observe students understanding of a number
line and how to correctly jump up or down from a number or if that needs to be re-taught.

Formal:
o There is a future assessment that the students will need to complete called, Number Strings. In
this assessment the students will get 4 problems that include making 10, and using doubles and
near doubles combinations to solve the number string.

Materials Needed:
Rules Anchor Chart
Number line (drawn or smartboard)
Student game recording sheets
Cubes
Number cards
:

Procedures:
Introduction (3-4 minutes)

Engage the students in a review about number strings and order when doing addition. Remind the
students that this week they have been working on equations that add up more than two numbers. Write

a number string on the board. (8+5+2). Ask the students: Does order matter when we are doing
addition? (No) We can add up numbers in any order that we want. This means that we can add up
numbers in the way that we choose is easiest for us. So, how might one of you add up these three
numbers, in any order, to get the answer? (Some students might just count on from 8. Others may say
they would add 8+2 to get 10, and then add on the 5 because they know that would be 15). We just
added up this number string and saw that we could put the numbers out of order, but still get the right
answer. Tell students the goals of todays lesson. Today we are going to play a game that is going to let
you practice adding up more than two numbers, in a number string. You will also practice finding the
difference of a number from 20.
Demonstration/Participation (10-15 minutes)

Tell students that they are going to learn a game called Close to 20. The object of the game is to find
three cards that, when added together, come as close as possible to 20.

Play a demonstration round with the students, like you are the class partner. Explain to them that they
will also be playing this game with a partner. They will be using the cards to choose their numbers.
Draw a number line on the board. Mark 20 on that line. Explain to the class that it will be your turn to
pick cards first. Deal yourself 5 cards and write those numbers on the board so the students can see them
better. (5,9,4,8,5)

So, when it is your turn you draw 5 cards. Lets look up at the cards that I chose. Now, you need to pick
just three cards that will get you as close to 20 as possible. The best option would be to make exactly 20,
but that will not be possible each time. So, you will need to make a number that is a little less than 20 or
a little more than 20-just so you are as close to 20 as you can be. I think that I want to start by using my
8 and 9 cards. Sometimes you will need to choose a couple of different combinations to get you close to
20. What do I have if I add 8 and 9? How do you know?

Students may count on, think about 8+10-1, or use a doubles combination they know (8+8 or 9+9). If
students do not suggest using a doubles combination, share it yourself.

I used a doubles combination. I know that 8+8 is 16, so 8+9 is 1 more, and that is 17. Show students that
you are writing your work here, so it is okay if they want to use a piece of paper to help them add their
combinations.

When you agree that the total is 17, circle or mark 17 on the number line and ask students how many
more you need to get to 20. Ask students to share their ideas, and demonstrate counting the three jumps
from 17 to 20.

We agree that I need three more to get to 20. I dont have a three, so Im going to use my 4 card because
that will get me as close to 20 as I can get. That makes 21.

Demonstrate counting from 17, making 4 jumps to 21 on the number line.

Show the students the demonstration recording card and how you would write everything down on that
sheet.

You write in the three cards you used, the sum of those three cards. Then, in the score column you write
in how many you were away from 20.

Explain that your score for this round is one because you were one away from 20. To represent your
score, take one cube. Explain to the students that they will be writing their score here, but also using
cubes to keep score.

Next, deal five cards to the class. Write these numbers on the board. 7, 9,7,6,5

Ask for two or three ideas for combinations of numbers, each time reminding students that when they
have a combination, they should look for one that could get them closer to 20. Use the number line to
model the possibilities and to help students think about the distance of any total from 20.

After the class agrees on the best possible hand, demonstrate again how to record the three numbers used
and the total amount on the score sheet. If students chose a combination of exactly 20, explain that
score.

If you score exactly 20, then your score is zero and you do not take any cubes. In this game the person
who has the least amount of cubes at the end of the game is the winner. After your turn you discard the
three cards you picked into a pile and use new cards.

Finally, explain that the game is made up of five rounds for each person. The person with the fewest
cubes after all five rounds in the winner. Remember you want the lowest score because you are trying to
get as close to 20 as possible.

Decide how you want to put the class into partners. When students choose, they will more likely choose
someone at their ability level.

Have students get into partners. Choose where they sit. Hand out supplies and draw attention to the
board once again for a quick recap of the directions. Have students read the rules.
o 1. Decide who goes first
o 2. Draw five cards.
o 3. Make a combination of ONLY three cards that gets as close to 20 as possible.
o 4. Use the number line to help you see how far away from 20 you are.
o 5. Count your score. Write it down.
o 6. Take cubes if you need to.
o 7. Next persons turn.

Practice/Closure (20-25 minutes)

Allow students to begin playing.

Walk around the room and observe the playing, assist, and take notes.

Strategies for students requiring additional assistance:

Anchor charts with game rules will be provided to remind students how to play if they forget/get stuck.
I will be doing two model games with the students to demonstrate how the game is played.

Special education students will receive intervention from an aid during this time. I will converse with
her if it is necessary to modify this lesson for those students. (Possibly adding up to a number smaller
than 20.)
Students will be able to work with a partner who may be able to provide assistance. I will also provide
assistance.
Students can use the number line and/or a piece of paper to help add their combinations.