Related Facts – A Co-Teaching Lesson Plan Co-Teaching Approaches A “(Y)” in of the following list items indicates the approach is outlined in the lesson. An“(N)” in front of the following list items indicates the approach is not outlined in the lesson. (N) Parallel Teaching (Y) Team Teaching (Y) Station Teaching (N) One Teach/One Observe (N) Alternative Teaching (Y) One Teach/One Assist Subject Grade 2 Mathematics Strand Computation and Estimation Topic Recognizing Fact Families SOL 2.5 The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. Outcomes The student will recognize and describe the related that represent and describe the inverse relationship between addition and subtraction. Materials Demonstration tool (e.g., document camera, digital display) or a chart if board is not accessible 3 Different Ways graphic organizer (attached) “Related Facts” anchor chart Markers (blue, red, black, purple) Chart paper
mathematics buddy (shoulder partner) what they think they will be doing for the mathematics lesson today based on the statement (remind students to use their “math words” during discussion). Monitor student discussions. what they discussed with their math buddy. The teacher leads quick discussion on expectations of today’s lesson. Lesson Activities/ Procedures Team Teach & One Teach/One Assist GE will hand out the 3 Different Ways graphic organizer for students to place their strategies. GE posts strategies that students share on the classroom’s related facts anchor chart. GE will write the number of boys on chart paper using the blue marker and the number of girls using the red marker. GE will write down students’ responses on the interactive board/chart. Write the students’ number sentence(s) on the board/chart. GE will write the number sentence on the anchor chart, labeling the numbers (addends, sums) and the symbols. Teacher will write the total number of students in the class using the purple marker. Have different students come up to the (Lead instructor) Have students brainstorm different ways to find out how many students are in the class using the 3 Different Ways graphic organizer. Have students turn to mathematics buddy (shoulder partner) for a peer discussion on different strategies they came up with. different strategies are offered and recorded, ask for all the boys to stand up. Have students count the boys in the classroom. Count the boys and record the number. Have the boys sit and repeat the procedure with the girls. Have the students brainstorm how those two numbers can be used to find the total number of students in the class. students in writing a number sentence to match each strategy. Have a discussion with the students about the addition and/or subtraction,
interactive and have them share other strategies used to check their answers (Make sure the students use the red marker for the number of girls, the blue marker for the number of boys, the black marker for the addition and equal symbol, and the purple marker for the total.) Have students turn to their mathematics buddy (shoulder partner) for a peer discussion about starting the number sentence with the total and take away the boys. Record the number sentence on the paper, using the designated colors. 21 − 14 = 7 Record the number sentence on the chart paper, using the designated colors. 21 − 7 = 14 GE will draw arrows to accentuate the pattern on the chart paper. GE will write the four key points on the chart paper. equal symbols and their meanings. On their dry-erase boards, have students write the number sentence using the number of boys and girls to find the total number of students in the class. Ask the students to check their answer by using the strategies mentioned at the beginning of the activity. Discuss writing the number of boys and girls in different position of the number sentence. Ask students what would happen if we started with the total and took away the number representing the boys, leaving only the girls in the class. Have students write the problem on their dry erase boards. Students need to check their answer with the teacher’s answer. Ask the students to do the same with taking away the number of girls. Have students write the problem on their dry erase boards. Students need to check their answer with the teacher’s answer.