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Revised Lesson 4

This lesson plan summary outlines a 2nd grade math lesson on two-digit addition with regrouping. The objectives are for students to be able to convert groups of ones into tens, outline steps for regrouping in addition, and show regrouping through drawing. The lesson begins with a formative quiz on previous addition strategies. Then an interactive video is used to introduce regrouping addition. Examples are demonstrated using a document camera. Students then practice regrouping addition in their textbooks while the teacher monitors.

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128 views

Revised Lesson 4

This lesson plan summary outlines a 2nd grade math lesson on two-digit addition with regrouping. The objectives are for students to be able to convert groups of ones into tens, outline steps for regrouping in addition, and show regrouping through drawing. The lesson begins with a formative quiz on previous addition strategies. Then an interactive video is used to introduce regrouping addition. Examples are demonstrated using a document camera. Students then practice regrouping addition in their textbooks while the teacher monitors.

Uploaded by

api-340802940
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Natalie McDonald


Date

Subject/ Topic/ Theme

Two-Digit Addition

Grade 2nd

I. Objectives
How does this lesson connect to the unit plan?
Lesson 4
Model two-digit addition with regrouping. When do you regroup in addition?
cognitiveR U Ap An E C*

Learners will be able to:

U
R
Ap

Convert groups of ones into tens.


Outline steps for regrouping in addition.
Show regrouping through drawing.

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
2. NBT. B. 5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Place value
Pre-assessment (for learning):
Formative (for learning):

I will monitor as students work on practice pages


Outline assessment
activities
(applicable to this lesson)

Formative (as learning):

Video
Textbook Practice
Note Booklet
Summative (of learning):

Quiz in which students demonstrate their ability to apply the strategies for two-digit addition learned
thus far
I will review practice pages
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Visual instruction in video


Watch instruction on doc cam
Practice with teacher
Take notes
Practice alone
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of


Action and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Watching video
Following instruction
Taking notes (Discussion)
Practice problems
Provide options for expression and
communication- increase medium
of expression

Provide options for sustaining


effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Quiz with open notes and


choice of which strategy to use
Provide options for
comprehension- activate, apply &
highlight

Demonstration
Notes

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Quiz helps me monitor their


progress and understanding of
learned material

Students are asked if they have


any questions. Have to check in
with themselves to see where
they are at in understanding
material.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Quiz
Computer
Projector
Doc Camera
Textbooks
Note Packet
Desks arranged in table groups

How will your classroom


be set up for this lesson?

Students sit on carpet for video.

III. The Plan


Time
10:0015:00

Components

Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
To start math today we are going to have a quiz.
There are two two-digit addition questions on the
quiz. So far we have learned two strategies for
doing two-digit addition.
Can anyone tell me what they are?

Students respond make a ten and break apart.

Awesome!
Lets practice those strategies using the examples in
our note packets.
Demonstrate how to use each strategy.
The quiz will tell you what strategy to use for each
question. You may use your note packets to help
you.

Students work quietly at their seats on the quiz.

Hand out the quiz.


Please turn the quiz over when you are done.
Lets learn a new strategy for two-digit addition! It
is called regrouping.

30:00

Development
(the largest
component or
main body of
the lesson)

Gather on the carpet.

Play the interactive video.

Students watch and help answer the prompted


questions during the video.

Lets return to our seats and pull out our math


textbooks and our note packets.

Students return to seats and get out their textbooks


and note packets.

Use the doc cam to demonstrate.


Make the connection between regrouping and
making a ten because they are very similar.
If Brandon has 24 books and his friend gives him

33

8, how many does he have in all?


Draw this by showing 2 tens and 4 ones, and a
separate 10 with 8 colored in.
How many tens are there in all?

How many ones?

12

Can we move some ones to make a ten?

Yes, we can move 6 of the ones from the 8 to add


to the 4. That will make a ten.

Then how many tens are there now?

How many ones?

What is the total?

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Ask students if there are any questions. If there are


provide more examples.

Allow time for student questions.

Lets discuss this new strategy by looking at our


note packet.

Students follow along in note packet.

Step 1: How can we make a ten? Move the ones to


make a ten.
Step 2: Regroup: trade 10 ones for 1 ten.
Step 3: Count the tens blocks and the ones blocks.
Demonstrate with the example 25+48
Ask students to complete the practice questions in
their textbooks.

2:00

Closure
(conclusion,
culmination,
wrap-up)

Students work quietly at their seats.

Students turn in completed work to me.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
The main challenge I faced in this lesson was the quiz. The quiz was presented in an unfamiliar format so the students were very
confused. As soon as questions were presented, instead of guiding students through and modeling I just did the entire quiz for them
on the board. This was a huge mistake on my part. I robbed them of a learning opportunity that they were more than capable of had I
given them the proper instruction. In this revised version of the lesson you can see that I talk the students through the content of the
quiz before handing it out and even model similar problems. This is a far more appropriate and helpful approach.

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