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 2
Use compensation to develop flexible thinking for two-digit addition.
cognitiveR U Ap An E C*

Learners will be able to:

U
Ap

Rewrite addition problems to make more manageable addends.

Modify addition problems to make tens.

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.

How can you make an addend a ten to help solve an addition problem?
Pre-assessment (for learning):
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

I will monitor as they work on their practice pages

Formative (as learning):

Video
Textbook practice pages
Note Packet
Summative (of learning):
I will review their practice pages
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

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

Students will be on the floor for the

video and at their desks for
instruction and practice.

What barriers might this

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

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Make sure students understand

the words sum and addend.

Students will be able to participate

by responding to questions orally or
coming up to the board and
demonstrating their understanding.
Provide options for expression and
communication- increase medium
of expression
Students will draw the numbers
with sticks and dots to represent
tens and ones.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

They will also write the digits that

the drawings represent.
Students come up to smart board
during the video to help solve
problems.

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Provide options for comprehensionactivate, apply & highlight

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

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

Computer
Projector
Doc Camera
Textbooks
Note Packet
Students will sit on the floor to watch the video.

How will your classroom

be set up for this lesson?

Students will sit at their desks, which are arranged in table groups, for instruction.

III. The Plan

Time
5:00

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.
Ask students if they know the meaning of sum and
Allow students to answer.
addend.
Clarify definitions if students are unsure.
Today we are learning a new strategy to help us
add two-digit numbers.

Learners will begin by sitting on the carpet.

Yesterday we talked about taking ones from one

addend to make the other addend a ten.
Lets review! For example, if I have 18 marbles and
my friend gives me 4 more and now I want to
know how many marbles I have in all.
One way I could solve this is by determining how
many I need to make a full ten and then add what is
left.
How much do I need to get to 10 from 8?

Student responds 2

Then how many do I have left?

Student responds 2

So now I know I have 2 tens and 2 ones what is my

total?

22

Do you see how it helps us to think in terms of

making tens?

35:00

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

Now we are going to practice this with some bigger

numbers!
Now lets watch the video!

Students follow along during the interactive video.

Call students up to answer the question prompts.

Students come up to the board and answer

questions.

After the video prompt students to return to their

Students go to desks and open textbooks.

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desks and open their textbooks.

Using the doc camera go over the first page of
sample problems with students.
Demonstrate how to solve the problems by
modeling with drawings.

Students answer prompted questions.

In our first sample problem we can see that we

need to add 37 + 25. In the video we learned that
one way to do this is by making a ten.
How many more ones does 37 need to make
another 10?

Allow students to respond. 3

Very good! 3, so now that we added 3 more to 37

what is it now?

40

Now what is left of the 22 after we took 3 away?

22

So we have 40+22. Does anyone know the sum?

62

Very good! Does anyone have any questions? Can

everyone see why it is helpful to make a ten when
we do two-digit addition?
Continue with more examples if students seem
confused or have questions.
Hand out note packets.
Using the doc cam, show what students should
right in their notes to remember the Make-A-Ten
method.
1. Take ones from one addend to make the
other addend the next tens number.
2. Count up the remaining ones.
3. Count up all the tens.

Students should be copying down the steps into

their notes.

Demonstrate with the example 25 + 48

Students work quietly at their desks.
Remind students they must show their drawings
when they do the practice questions themselves.
Direct students complete the practice pages in their
textbook.
Monitor students working.

2:00
Closure
(conclusion,
culmination,
wrap-up)

When students are done they turn in the practice

pages to me.

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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.)
I had to make adaptations to todays lesson. I had initially intended on allowing students to write the steps for each the strategy in
their note packet. I realized that it would have taken too much time to have the students copy down the notes. The hope is that the
note packets will allow provide students a resource to look back at to help them complete future assignments and refresh them with
step by step instructions as well as examples. At this stage, the students would be more focused on correct spelling and formatting
rather than content, and that is not the goal of the notes. Instead I made copies of my completed note packet and gave them to the
students. I also revised this lesson by allowing students to use the M&Ms and pretzels again today to model their addition. It went
so well in the first lesson and helps them to stay on task. During the instruction portion of the lesson we did majority of the practice
page questions together, so the material I collect will not be an extremely accurate depiction of student understanding.

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