Developing a 2nd Grade Math Lesson Plan for Problem Solving

This document presents a detailed lesson plan designed for 2nd-grade mathematics, focusing on problem-solving within the context of measurement. The lesson centers around teaching students how to accurately measure the size of a room to determine the dimensions of a carpet. The plan includes a lesson summary, classroom and student factors, national/state learning standards, specific learning targets, key vocabulary, and required resources. Section 2 outlines the instructional planning, including anticipatory sets, multiple means of representation, engagement, and expression, along with extension activities and homework. The plan incorporates differentiated instruction to cater to diverse learners, including English language learners, students with special needs, and gifted students. The reflection section emphasizes the importance of effective teaching practices, incorporating concrete materials and visual aids, and connecting math to real-world scenarios. It also includes a list of references for further study.

Section 1: Lesson Preparation
Teacher Candidate
Name:
Grade Level: 2nd Grade
Date: 18th March 2020
Unit/Subject: MATHS
Instructional Plan
Title:
Content area of Problem solving.
Lesson Summary and
Focus:
In this lesson I will be teaching Grade 2 pupils how to discuss and come
up with a means of accurately measuring the size of a carpet that needs to
be placed on the floor of a given room. The pupils will be learning how to
effectively communicate amongst each other and come up with
meaningful solutions to different sets of questions.
Classroom and
Student
Factors/Grouping:
The most vital issues that need to be placed into consideration while
enacting these lesson include the fact that the classroom is made up of a
wide variety of kids, as in, these kids come from different social
orientations, do not share the same personalities, go through different
experiences at home and have varying learning abilities and skills. Putting
all these aspects into deep consideration, there is a deep-rooted need to
come up with a wide variety of learning and teaching strategies that will
enable each student to adequately acquire the requisite knowledge by
grasping all the information that I instill in class.
National/State
Learning Standards:
At the end of the lesson the grade two students must have achieved the
following learning standards:
i. CCSS.MATH.CONTENT.2.MD.A.1
ii. CCSS.MATH.CONTENT.2.MD.A.2
iii. CCSS.MATH.CONTENT.2.MD.A.3
iv. CCSS.MATH.CONTENT.2.MD.A.4
Specific Learning
Target(s)/Objectives:
The grade two pupils will learn various aspects of mathematics ranging
from algebra and mathematical operations pertaining to addition and

subtraction, numbers and operations in base 10, measurement and data to
geometry. They will be able to learn how to measure the size of a carpet
needed for a given room size and record the measurements in the requisite
standard units.
Academic Language Key vocabulary
 Estimate
 Inch
 Foot
 Yard
 Longer
 Meter Stick
Forms
Numeral
Expanded
Word
Standard
Edge
The ability to comprehend and classify the key terms that are listed above
will enable the students to break-down, internalize and intellectualize key
math concepts that are taught during the lesson. I will use the discussion
approach in teaching these terms whereby, the pupils will be required to
discuss these terms amongst themselves and give there meanings. I will
then give them the meaning of the terms as indicated by the syllabus.
Resources, Materials,
Equipment, and
Technology:
Tape measure, paper clips, markers, Math Ed tech games

Section 2: Instructional Planning
Anticipatory set
 I will use a visual of a room and ask the pupils to describe how they would
commence and carry out the process of measuring the floor of the aforementioned
room.
 I will record the pupil’s thoughts on the white board and ask more questions
about the process of measurement and recording of data obtained from
measurement exercises.
5
minutes

Multiple Means of Representation I will design one example of measurement on the whiteboard just to illustrate
how to use the available tools of measurement before allowing the pupils to carry
out the measurement exercise with their group partners.
I will differentiate materials for each group of learners as follows:
 English language learners (ELL):
I will come up with content that is understandable for all pupils, as in, I shall provide
ELL’s with alternative means of acquiring and grasping the main content using books
written in the learners’ first language and giving them access to simplified texts.
 Students with special needs:
I will employ the use of assistive tech solutions such as talking dictionaries and talking
word-processing apps.
 Students with gifted abilities:
I shall plan the lesson on varying stages of difficulty and sophistication
 Early finishers (those students who finish early and may need additional
resources/support):
Before commencing the lesson I shall ask the pupils to come up with reasonable
activities to do when they finish their worksheets. I shall then list the most appropriate
activities that the pupils will be required to carry out on completion of their assigned
tasks.
20
minutes
Multiple Means of Engagement
I will employ a variety of choices within the tasks design while placing the pupils’
interests into consideration.
I will differentiate the engagement activities for each learning group as follows:
 English language learners (ELL):
Considering the fact that math concepts are not global in nature, I shall authenticate
foreign systems of mathematics and prior knowledge of mathematics that ELLs in my
10
minutes

classroom have in order to pick their interest in the lesson.
 Students with special needs:
I will incorporate interesting technologies such as Ed tech games into the learning
process in order to hold the pupils attention in the lesson.
 Students with gifted abilities:
I will assign more difficult and interesting tasks to this group of pupils and also employ
the use of tasks cards.
 Early finishers (those students who finish early and may need additional
resources/support):
Collaboration and discussion skills are key aspects in mathematics learning, so once I see
a pupil as completed an assigned task, I will have them help someone else therefore
making the activity more interesting for the early finisher.
Multiple Means of Expression
The pupils will carry out a measurement task individually and answer compounded
choice questions whereby they shall be required to give diminutive and straight to the
point replies.
I will differentiate assessments for the groups as follows:
 English language learners (ELL):
I will incorporate testing accommodations in order to give English learners a viable
opportunity to demonstrate what they have learnt during the lesson.
 Students with special needs:
I will incorporate some tiny changes in the model of the assessment and make some fair
accommodations such as allowing some extra time on the assessment.
 Students with gifted abilities:
I shall assign higher level assessment task to this group of pupils.
 Early finishers (those students who finish early and may need additional
resources/support):
I will increase the test parameters for this group of pupils.
15
minutes

Extension Activity and/or Homework
The pupils will conclude their reflections and notes in their notebooks quietly.
The kids are required to measure the size of their beds at home and hand in their work for
marking the next day.
5
minutes
Part 2: Reflection
When you are in the teaching profession, it is very crucial to acquire the ability to
establish whether the pupils are grasping the information that is being imparted on them. Back in
the day, the instructions given to trainee teachers and children in lower classes was mainly
fixated on empowering them to excel in school but currently, the key focus of education is to
enable leaners to acquire various skills and knowledge that are required during their lives after
school (Schmoker, 2018). The new way of teaching and learning aims at empowering learners to
be able to build their own power of comprehension, be able to apply the acquired knowledge and
skills in tackling their day to day challenges and tasks and to understand the value of what is
being taught in class. As a mathematics teacher, my goal is to enable all the pupils in my class to
be knowledgeable in mathematical aspects so as to prepare them for life in a universe where
mathematics is becoming the norm in an extensive variety of fields.
As a maths teacher, I would confidently say that the process of teaching mathematics
especially to young children can only be said to be highly effective when it has affirmative
influence on their learning. It is a well-known fact that various teaching practices can have
adverse impacts on learning outcomes (Sleeter and Carmona, 2017). A lot of investigations in the
area of mathematics have revealed that the best mathematics teachers are those that are able to
competently incorporate a wide array of instructional methods and resources in order to attain the
requisite and dissimilar needs of their leaners. In order to become a very effective teacher, I need
to:
 Be fully aware of the pedagogics that define the manner through which my pupils
can grasp my teachings effectively.
 Be aware and fully comprehend the different pieces of content that my pupils
need to understand as outlined in the standards framework.
 Have in-depth knowledge of my pupils, as in, their individual strengths and
weaknesses.

 Be in a position to come up with relevant learning practices for my pupils by
making use of expressive frameworks.
 Be able to test each learner at a personal level.
As a mathematics teacher, I am fully aware of the value that rests on the ability to make
use of concrete materials and visual illustrations in fostering my pupils’ deep-rooted
comprehension of the maths subject. As such, I will apply the following strategies in my lesson:
Associate Mathematics to individual Interests and routine illustrations
By connecting the process of learning mathematics to the pupils’ personal interests and
everyday scenarios, for example in this case, the kids will be learning how to measure the size of
a carpet I will definitely be aiding the kids in grasping key concepts.
Engage the kids in playing a Math- fixated form of Tic-Tac-Toe
Subject to my preference, engaging the learners in a game will challenge the extensive
variety of learners via their groups of practice.
Come up with learning postings, without imposing compulsory rotations on the
learners
I will come up with 5 stations with a goal of finding solutions to identical math problems
in the context of measuring the floor size of the classroom. By coming up with distinctive
learning stations across the classroom without imposing compulsory rotations, I will be able to
generate segregated math learning chances for my pupils.
Use Mathematics EdTech that modifies itself to each learner
Luckily for me, most EdTech games are free and affiliated to CCSS, TEKS, and MAFS
for grades 1 to 8. I will modify the questions, area of emphasis towards enhancing the lesson and
homework while at the same time, running reports to examine each student’s advancement in
math learning (McInerney, 2019).
List of reference
McInerney, S. A. D. (2019). A Study of Curriculum Customization in the Era of Standardization
of Education (Doctoral dissertation, Seton Hall University).
Schmoker, M. (2018). Focus: Elevating the essentials to radically improve student learning.
Ascd.

Sleeter, C., & Carmona, J. F. (2017). Un-standardizing curriculum: Multicultural teaching in the
standards-based classroom. Teachers College Press.