Brandy found 8 red leaves and 6 yellow leaves as she was walking through the park. She also found 2 pine cones. How many leaves did Brandy find in all?

CUBE

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Zahyier went to the zoo on a school field trip. He saw 19 owls in a tree. He also saw 4 rabbits in the grass. All of the sudden, 7 owls flew away. How many owls were left in the tree? CUBE

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Roberto planted 6 pumpkin seeds in the ground. Tommy planted 4 pumpkin seeds in the ground. Roberto also planted 9 watermelon seeds in the ground. How many pumpkin seeds did they plant?

CUBE

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Standards:X 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.X 2.OA.B.2 - Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbersObjective:SWBAT Use addition and subtraction within100 to solve 1 and 2 step word problems.Procedure:1. Bring up word problems from the prior days Jumpstart math warmup. Have students think, pair, share about some of the strategies they used to solve the problem. Call on students to come up to the board and explain their thinking with the class. *Why did they choose to leave certain numbers out of their solving of the problem? *What part of the word problem causes them to become confused? *Who can tell me a strategy they used to solve the unknown number? 2. Introduce the CUBE strategy and place the laminated anchor chart on the wall as a resource. Go over what each of the letters stand for. Discuss why it is helpful to take apart a word problem to in order to solve. 3. Model/Think aloud using the CUBE strategy with a word problem which has been placed on the SMARTboard. ****Use a different color for each of the steps as solving to make the steps clearer for visual learners. 4. Pass out a CUBE strategy page. The students will cut out and place in their personal math reference journal. (Model where/how this should be completed.)5. Place the two word problems on the SMARTboard. Read the problem aloud. Let students work in pairs to discuss how they would solve the problem using the CUBE strategy. *For example: Students what does the C stand for in the Cube strategy? Now work with your partner to decide what you would circle. 6. Using the SMARTboard random picker, have students come up to the board and help complete each step. The students will use a different color each time on the SMARTboard.7. Have partner groups give a thumbs up or thumbs down if they think the student is right. Discuss each step and how students came up with their ideas as a whole class. Continue with the next letters in using the same method. 8. Let each student choose a word problem from the MATH MIX UP BAG. 9. Working individually, let students write the word problem and solve it using the CUBE strategy on their mathematician worksheet. 10. Students will turn in their completed worksheet. Materials: CUBE anchor chartSmall CUBE sheet for the students math journals (enough for each student)Word problems for the SMARTboard Mathematician worksheet (enough for each student)MATH MIX UP word problem (enough for each student)Assessment: ObservationsCompleted mathematician worksheet

ReflectionDuring the morning jumpstart math warm up, I noticed many students struggling with what information they needed in order to solve a word problem. Some students were just taking every number in the problem and adding it together in hoping the answer was right. There were some students who were unsure of what the problem was really asking them to solve when written in word form. I began to look up strategies which I could incorporate to help the students feel more confident in working through word problems. The CUBE anchor chart and notebook cutout provided visual students with a resource during and after the lesson. Using the SMARTboard to let students work through the problem in the we do portion, kept students engaged and on task in hopes they would get called up to write. Additionally, working in pairs during group work gave students the opportunity to listen to their partners thinking. At the end of the lesson, students were really excited about the CUBE method. They immediately started to use it the next day during jumpstart. The completed word problem worksheets gave me the opportunity to assess students understanding of the strategy, and their ability to effectively solve two step work problems according the second grade math standard. The students enjoyed reading the questions to see if I could stump them with the information which needed to be eliminated. This strategy was so successful; I decided to use the worksheets as part of the class bulletin board.