Lesson Plan

Instructor: Anna Hocking Class: 2H Date: March 22, 2017

Lesson: Guided math double digit Subject: Math
addition
Objective: Manitoba Mathematics Outcomes

2.N.1
Say the number sequence from 0 to 100 by
2s, 5s, and 10s, forward and backward, using starting points that
are multiples of 2, 5, and 10 respectively
10s using starting points from 1 to 9
2s starting from 1

2.N.4
Represent and describe numbers to 100, concretely, pictorially, and
symbolically

2. N.9
Demonstrate an understanding of addition (limited to 1- and 2-digit
numerals) with answers to 100 and the corresponding subtraction by:
using personal strategies for adding and subtracting with and
without the support of manipulatives
2.N.10.
Apply mental mathematics strategies, including
using one more, one less
using two more, two less
building on a known double
using addition for subtraction to develop recall of basic addition
facts to 18 and related subtraction facts.

Learning Students will develop more strategies to add two digit numbers together
Result:

Anticipatory (lead In) Materials:

Whiteboards
Whiteboard markers
Base 10 manipulatives
Number cards
Ten frames
Computers
Math games
Math Patterns box
Step By Step Procedure: Total Class Time: 60 mins
Centres

1. Teacher students work on below lessons with teacher

2. Mathletics on computers students work on various assignments on mathletics

3. Math games students choose different math games to play (snakes and
ladders, Four in a row subtraction, ten more, eleven more, fact fluency games)
Students may play a game by themselves or with a partner

4. Patterning students use the pattern box and create patterns with froot loops on
number lines. Students must create a pattern core, extend the pattern, and then
predict the 36th element of the pattern. Students may challenge a partner to
figure out the core, extend the pattern, and predict an element.

Students divided into 4 groups and rotate through 3 centers except for one group.

Groups
A Group focusing on number sense and strengthening mental math (meet
everyday)
B- Group who is average and focusing on manipulatives to add two-digit numbers
(meet everyday)
C1 and C2- Group focusing on regrouping (group split in two and meets every other
day)

Rotation for the day

A Teacher Mathletics Patterning
B Patterning Teacher Mathletics
C1 Mathletics Patterning Teacher
C2 Mathletics Patterning Games
5 mins

Teacher explains centers and where each group will be going and when.

Teacher with Group A (3 students) 15 mins

1. Give students number cards for them to order from least to greatest
2. Students arrange numbers
3. Students take turns reading numbers forward and backwards
4. Teacher says two consecutive numbers each student says the next two
numbers. (teacher says 34, 35; student says 36, 37)
5. Teacher shows student 5 counters and puts them under a screen, write
number on screen. Teacher shows student 6 counters and puts them
under another screen. Teacher asks students how many counters
altogether
6. Teacher repeats for each students
7. Teacher shows students 13 counters and puts them under a screen.
 Teacher removes 3 counters and asks students how many are left under
the screen.
8. Teacher repeats with different numbers
9. Teacher shows students 9 counters. Teacher asks students what number
parts they see (4 and 5, 6 and 3, etc). Students say number parts and
demonstrate number parts with ten frame and different coloured
counters.
10. Teacher gives students base ten blocks and asks students to make the
number 25, 34, and 45.

Teacher signals for center change. Students clean up center and change 5 mins
centers. Group B goes to table to work with teacher.

Teacher with Group B (6 students)

1. Teacher poses 32 + 10 to students.

2. Students figure out the answer and then share in group how they came 15 mins
up with their answer
3. Teacher poses 42 +10 to students
4. Students figure out answer and share their strategies
5. Teacher asks students what they notice about 32 +10 and 42+10
6. If students do not notice anything teacher points out connection
between the two
7. Teacher poses 53+10 to students and asks what students predict the
answer will be. Teacher assesses who is understanding
8. Teacher will pose one more question 34 + 10
9. Students will state answer and explain thinking
10. If students do not understand connection teacher will work with them
for a few minutes showing with manipulatives the connection

Teacher signals for center change. Students clean up center and change
centers. Group C1 goes to table to work with teacher. 5 mins

Teacher with Group C1 (6 students)

1. Teacher poses 5 + 8 to students.

2. Students figure out the answer and then share in group how they
came up with their answer
3. Teacher poses 15 + 8 to students
4. Students figure out answer and share their strategies 13 mins
5. Teacher asks students what they notice about 5 +8 and 15+8
6. If students do not notice anything teacher points out connection
between the two.
7. Teacher asks students to predict what 25 +8 will be based on the past
two questions
8. Students will explain thinking
9. IF students do not show an understanding teacher will work with them
for a few minutes reviewing each question
Teacher asks students to clean up and meet on carpet for final recap and 2 mins
review.

Accommodations: Check for Understanding:

- Students grouped in math levels
- headphones available for students who
need to hear the written instruction on the
computer
Reflection space for teacher:
What went well?
-formatively assess students in small math
groups
-look at assignments from mathletics and
achievement levels

What did not?

What can you do next time to make it go

better?