Lesson Plan Format
School of Education
The College of New Jersey
1. Inverse Operations
2. Lesson Essential Question(s): How can we find out how many students (in 2LR and all of Grade 2)
are buying lunch each day if we already know how many students are bringing a home lunch.
What information do we need to have before solving the problem? What kinds of strategies are
we using to solve these problems?
3. Common Core Standards (PYP): Taken from Grade 2 Expanded Curriculum:
Conceptual Understanding: Subtraction is the inverse operation to addition
--Related Skills: Use addition and subtraction equations to find unknown quantities,
explain one’s reasoning and show one’s thinking in different ways when problem
Learning Objectives Assessments
● SWBAT: demonstrate understanding Individual/team challenges completed and
between addition and subtraction thinking space shows how students arrived
at their answer (will assess more on
explanation rather than accuracy of
● Lunch challenge worksheets
6 . Pre-lesson assignments and/or prior knowledge: On Friday, this new unit was introduced and the
students were given a simpler version of the challenge that they will receive today. To activate prior
knowledge, I will ask the students who remembers the challenge from Friday and once we all
remember, I will ask them what strategies that they used to solve the challenge. I will then introduce
the new challenge for the day!
7. Lesson Beginning: I will explain to the students that George heard how much we were able to help
admissions last week in determining how many new students could come into second grade. Now he
wants our help with finding out how many students are buying lunch!
8. Instructional Plan
● I will introduce the lunch challenge with the 2LR sheet projected onto the screen.
● I will read the instructions and then we will answer the first question as a class: What
information do you need to know before solving the problem?
● Once we have our answer, I will dismiss the students one at a time to go to a one person spot to
solve the challenge reminding the students to utilize the strategies that we talked about at the
beginning and what they used last week.
● After 10-15 minutes have elapsed and students start finishing, I will then tell students that
George also needs our help with all of the grade 2 lunches! I will bring the students back to the
carpet to show them the next challenge and find the information we need to know before
beginning it. For this challenge, they will be allowed to work with partners.
● Students will then be dismissed to begin working again and can continue to work on the first
challenge if they have not finished it yet.
o Differentiation: Students can use a myriad of strategies to solve problems and use what
works best for them. Early finishers of the second challenge can complete the final
challenge at the bottom of the worksheet which would ask them for the grand totals of
how many are buying school lunch for the entire week!
▪ How can we solve addition/subtraction problems in different ways?
▪ What information do we need before beginning these problems?
▪ How can we show our work when thinking through these problems?
o Classroom Management:
▪ echo clapping
▪ “volcano” hand symbol
▪ students called to carpet/dismissed from by table number/carpet row color
▪ “Flat tire” “shhhh”
▪ Attention grabbers used to gain whole class attention
▪ Dismissed to and from carpet by rows or tables
9. Closure: Depending if most students have finished at least the first challenge, 5-10 minutes before
the conclusion of the period I will bring the students back to the carpet to discuss some of the strategies
that they used for these challenges. I will then collect the work of students who have finished and for
those who have not they will be able to put their work in their drawers to finish later during the week.