Teacher Education Lesson Plan Template

Teacher: Olivia Shedd Date: 11-20-19

Title of Lesson: 2 Digit Addition with Cooperating Teacher: Julie Flores

Regrouping: Day 3; Differentiation Groups

Core Components
Subject, Content Area, or Topic
Math
Student Population
2nd Grade: 24 students; 11 boys, 13 girls

Learning Objectives
- I can add 2-digit numbers together with regrouping using strategies by stacking, drawing using base
ten blocks, and explaining my thinking in writing.
Virginia Essential Knowledge and Skills (SOL)
SOL 2.6b
determine sums and differences, using various methods

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
1. Brainpop on addition with regrouping
2. Dry erase boards for review
3. Dice
4. Addition with regrouping worksheet for “Teacher Table”
5. “Spin and Solve” laminated sheets with spinners
6. “Pumpkin Math Puzzler”
7. “Regroup or Don’t Regroup” addition sort
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
N/A

Time
(min.) Process Components
*Anticipatory Set
5-6 *BEFORE LESSON* TTW print and laminate all needed materials for groups
min.
- TTW show Brainpop review video on addition with regrouping (to drill in concept
once again after previous 2 days of learning the objective)

*State the Objectives (grade-level terms)

1. I can add 2-digit numbers together with regrouping using strategies by stacking, drawing
using base ten blocks, and explaining my thinking in writing.

*Instructional Input or Procedure

5-6 - TTW write a few 2 digit addition problems on SMART board for review and draw
min. sticks for students to come solve. TTW model solving first addition problem to
refresh students’ memory.
- TTW review chant: “Add the one’s place. Ten or more? Carry next door! Nine or
less? Let it rest. Add the ten’s place”

*Modeling
(part (shown above)
of
above)
*Check for Understanding
(check for independent understanding during guided practice with Teacher Table)

*Guided Practice
“Teacher Table” (intervention and remediation group): TTW have the Group #1
10-12 students come to back teacher’s table.
min. -TTW go over addition problems with regrouping by showing strategies by stacking and
carrying, as well as using base ten blocks. TSW use manipulatives to help understand
concept.
- TTW play “roll and add” by having students roll dice to make numbers and see if they
need to regroup or not. (TSW take turns rolling the dice)
-TTW introduce addition worksheet and guide students through first few before letting
them work independently.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Independent Practice
10
min. Group #2 (fairly often understanding and application of objective): “Regroup or Don’t
Regroup” sort:
-TSW use “Regroup or Don’t Regroup” (headers) worksheet to cut out addition problems
and sort under headers on colorful construction paper. TSW complete every addition
problem, using addition chart if needed.

Group #3 (consistent understanding and application of objective): “Pumpkin Math

Puzzler”
-TSW start by cutting out “puzzle pieces” with numbers on sheet #1. Then add each
problem on sheet #2 and find the matching sum on the puzzle piece and glue in place.
Once completed, TSW color in completed pumpkin.

Group #4 (gifted and enrichment group): “Spin and Solve”

-TSW get in pairs and take turns spinning wheel to create numbers to add. Once entire is
page is full, the students will erase and continue practicing.

 After first 10 minutes, students will rotate stations.

Group #1 (Teacher Table)  Group #2 (“Regroup or Don’t Regroup”)
Group #2 (“Pumpkin Math Puzzler)  Group #3 (“Spin and Solve”)

- Additional math game: “Kaboom! Math Sticks” –Students who finish can gather in
group to practice math facts playing this game
Assessment
- TTW monitor students at teacher table to assess understanding.
- (No formal assessment this day)
*Closure
2 min. TTW close by having students clean up materials and place completed worksheets in
cubbies or designated folders.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Each station is differentiated for enrichment to remediation (4 groups = 4 math levels)
Classroom Management Issues (optional)
If students get distracted or too loud, TTW move some students to work alone.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015