Holly Dixon

Math Methods
Lesson Plan

Core Decisions of Lesson Design

What
I will be teaching students how to do two digit addition(with sums less than 100) that require regrouping. My learning goals for my students are for them to be able to break down the addition
problem into parts and explain what and why they are doing what they are doing. I believe it is
really important to scaffold students understanding using many strategies. This helps me and the
students understand their thinking and identify where support is needed. For this reason I am
teaching this content using a video, drawing, manipulatives and the standard algorithm for completing two digit addition. I want my students to be able to draw connections between these
modes of processing addition to deepen their understanding of numbers. I also will asking students to explain their process as we move through each step in the problem. I will know more
about their understanding if they can explain to me what they are doing.

How
This lesson is based around a step by step breakdown of processing two digit addition with regrouping. I am going to help support students as we move through the lesson by asking them their
thinking, questions, noticings, strengths, weaknesses and suggestions. I want students stay engaged throughout the whole lesson so I will be checking in with them as I facilitate the lesson.
The norms within the classroom are fortunately a supportive and collaborative environment so
this will be a great platform to share strategies, ideas and support among peers. I am going to use
a video and prior survey and student concept understanding to teaching them based on their individual levels. Students will be engaging in hands on, visual, auditory and kinesthetic learning
through video, writing, drawing, playing with blocks, writing and discussing.
Why
I have chosen this content for this lesson because students have been recently introduced to this
content as a whole class. Many students got lost in the cracks during these lessons and could use a
lot of support breaking down the process of two digit addition using regrouping. I wanted to off
an opportunity to reteach this content to a small group of students who may benefit from the
breakdown of a few problems while processing said problems using multimodal strategies. I recognize all my needs as a learner and realize this means that each students has at least that many
needs of their own on individual levels. Because of this, I want to make certain I am teaching a
way that is supportive to all learners in their preferred mode of learning while helping them improve their use of those lesser used modes. This content also aligns with the second grade standards for the Pennsylvania State adopted Common Core. I will be required to plan according to
these standards as a teacher and want to make sure I familiarize myself with their goals as much
as possible.
Lesson Plan Template

Goals / Objectives
Students will try to be able to do two digit addition using regrouping to reach sums under 100.
Students will use quick pictures, manipulatives and the standard algorithm for computing two
digit addition.
My goal is to provide students with a logical understanding for why regrouping(carrying the one)
works.
Standards (and Assessment Anchors, if applicable)
CC.2.1.2.B.3
Use place
value
understanding and
properties of operations
to add and subtract
within 1000.
CC.
2.2.2
.A
.1
Represent and solve
problems involving
addition and
subtraction within 100.
CC.
2.2.2.A
.2
Use mental strategies to
add and subtract within
20.
Materials and preparation
pencils
paper
erasers
dry erase boards
markers
lap top video
manipulatives
Learning environment and management issues
Briefly describe the physical arrangement of the class with respect to managing your plans in the
particular space:
1. This lesson will take place outside of the classroom at tables in the hallway. These
tables are available for small group work throughout the day and offer a quiet alternative to teaching a small group in the classroom.

2. Students will come to the lesson with their pencils and an eraser although I will be
prepared with spares in case pencils break. Other materials borrowed from the classroom will be set up in the middle of the work table prior to the activity.
3. I will begin by having students remind me of important behaviors or rules for being
respectful in the hallway. Students are also in close proximity to a bathroom, a water
fountain and their classroom. This makes it easy for me to redirect a student who
made be getting fidgety, frustrated or disengaged. I find that offering them an opportunity to take a break even if it is for a minute, allows them space to recharge and return to the activity.
Plan
1) the hook
1:00 pm -Students will come to their seats at the tables in the hallway and then be directed to complete a simple two digit addition problem that does not require regrouping( 20 + 15)
This is a problem I am certain all the students as a result of prior formative assessment and work
with the children. Students will show me their answer on their piece of paper(giving me a thumbs
up when they are finished). I will go around and check and high five students, narrating the work
they did. Nice work! I noticed that you really understand this two digit addition! You started in
the ones place and added the 0 and the 5 and then wrote 5. Then it looks like you moved to the
tens places and added the 2 and the 1 to get three. Then you knew that the sum was 35! I will
collect the papers and post them on a chart that says, Our number news. This is a place to highlight the students work and competence in math.
The hook of this lesson will begin by having students remind each other of tips for being
respectful students in the hallways. I will jot down the main ideas shared out by the group and
then have the students sign it at the bottom. The agreement will be posted in students line of vision to refer to throughout the lesson. Then I will introduce the topic for the day by reviewing(anonymously) questions students had in their brain breakfast or morning meeting about two
digit addition with regrouping. I will then share with them how it can get confusing for a lot of
people and because of this there are a lot of great teachers out there working to help teach their
students in better ways. I will tell them that sometime that helps me is to see it, hear it, draw it,
play with it and do it. From here I introduce them to a short video that models two digit addition
with regrouping using numbers and quick pictures.
http://www.youtube.com/watch?v=Ci52wFV9nJk This portion of the video will
just be to watch. We will not be doing anything but watching in these 3 minutes.
This is the see it and hear it portion of the lesson.

2) the body of the lesson

1:10 pm- As I begin the body of the lesson I will stop with students and reflect on the video we
just watched. I will asked them questions like, what did you notice during the video? What
strategies did the teacher use to solve the problem?
1:15
Students will then be instructed to draw a line down the middle of their dry erase board. One side
will be for writing the problem and the other side will be for drawing the problem out. I will then
restart the video, stopping it once the written problem appears on the screen. Students will write
38 plus 27 on their dry erase board. I will say since these are big numbers we are going to

do what our friend did in the video and draw these numbers using tens and ones. Lets all
do that right now(students are very familiar with this concept)
1:20
I will then ask students to tell me what they know about the problem already. They will likely
say, There are two digit numbers and you have to add. I will then say, Right and since there
are two digit numbers. Lets draw quick pictures of these numbers so we can see the tens and ones
we have in each number. That will help us understand the regrouping.
From there I will acknowledge their correct answers and then asking them, What do you think
we should do first if we want to start solving this problem? (students will be instructed to raise
hands). The goal of this first part is to get students to tell me that they need to start in the ones
place to add. Once they say this I want them to be able to talk about why we need to start there
first. I will then play the video for the portion that talks about the importance of adding the ones
first.
1:25
I will then say to students, It looks like you are ready to add. As they add I will have students
figure out what 8 + 7 is and write it down on the bottom of their board. I want students to then
know that they must put the 5 from the 15 in the ones place and carry the one. I will play the beginning of the video to go over this concept. This may lead to a brief discussion because this is
one of the hardest parts of the problem for the students I am working with. After this discussion,
together we are going to put the 5 in the ones place under the equal sign and then carry the 1. I
will also play this part of the video to watch this happen.
The next part of the problem my students slip up on is their adding of the tens place. Students
often forget to add one of the digits because they get confused with seeing the carried one. I will
break down this process with them showing how we can draw little arrows from number to number to add the tens. We will do this together and then watch the last part of the video again.
New problem
1:30
I will then present students with a new problem for them to work on but instead of drawing the
quick picture here I want them to play with tens and ones manipulatives to represent the new
addition problem, 54+26. After students do this we will walk through the steps we did in the first
problem(without the video) and write it using the standard algorithm. If students feel comfortable
I will encourage them to do a new problem as a challenge without the help of manipulatives or
quick pictures. Since this we are early in the stages of this material I dont want to rush the students into doing the problems without the extra visual and kinesthetic help.
I will give students a 5 and then 1 minute warning to prepare them for ending the lesson
and wrapping up.
3) Closure
1:40- 1:45
This lesson will close by me reviewing with students what we learned.
1. We did 2 digit addition with regrouping.
2. We drew quick pictures to show our numbers tens and ones.
3. We used manipulatives to make groups of tens and ones.

4. We learned that when we add we also start with the digits in the ones place.
5. When we regroup we always write the ones place digit under the equal sign in the ones place
column. Then we carry our tens place.
6. When we added the tens place we drew arrows to track our addition.
If there is time I will informally assess students by asking them how they felt about regrouping.
What do they need help with? What did they like about the lesson? What would they change?

Assessment of the goals/objectives listed above

I will be gauging student understanding throughout the lesson using a series of assessment surveys or procedures. Prior to beginning the lesson I will have students complete a brain breakfast problem using two digit addition with regrouping. Students have been introduced to this
concept in the past week but are not proficient in their understanding. I will also have students
participate in a survey that asks them how they feel about regrouping and what they would like to
work on with regrouping. (glow and grow share during morning meeting. Students share out what
they are good at and what they would like to work on). This data will help me adjust my frame of
mind before beginning the lesson. I also want to use it as a foundation for connection with the
students. I will acknowledge then by saying things like, Kayla, I noticed that you said in morning meeting that you still have a lot of questions about regrouping. I will try to work through
those questions during our lesson today. I am excited to work with you because I know you can
do this! You already are off to a great start because you knew to start your adding in the ones
place!
During the lesson I will take the temperature of the lesson by asking the students to show
me using thumbs up, in the middle or down for how comfortable they are feeling in the moment
with regrouping(students will put their heads down so answers are anonymous!).
At the end of the lesson I will collect student work, review video of lesson, and survey
the students on where they are at in their comfortability with regrouping.
Anticipating students responses and your possible responses
a) The beginning of the lesson will establish behavior norms for the lesson and a group
agreement to follow it. I will support students with reminders, re-directives and narration of not
icings during the lesson. For example, I am noticing people really taking care of the materials and
their school by being safe in their seats. I am noticing that you are all experts when it comes to
making quick pictures of tens and ones! It seems like you are really determined to get this. You
will get this problem in no time! What might you do next? Show me what you should be doing.
b) Response to content of the lesson
I am anticipating students having difficultly understand why regrouping works. I expect a
lot of them to forget what to do first because there are so many numbers. I will better understand
their thinking after their brain breakfast survey.
Accommodations
a) Students who feel overwhelmed by the material will be supported according to their
level. A student who is having difficulty with two digit addition might benefit from practicing
problems using single and one digit numbers. I can scaffold their understand towards two digit
addition here by asking them to explain their process as they add. They may use quick pictures
and manipulatives to work on their problems, breaking them apart like the other students are with
2 digit addition.
b) Students who finish early may practice doing more of the same type of problems to
reinforce their understanding. If the concept seems to be too simple I can present students with a

challenge by having them explain their process in writing. Their job would be to explain the steps
of regrouping and why each step works or is important.