Math 10:20-11:30 Friday, October 19, 2018 Number of Students: 24

Chapter 3: Add 2-Digit Numbers Lesson 4: Add Two 2-Digit Numbers

Goals (Learning Target): I can add two 2-digit numbers.

Rationale: Having the ability to add two-digit numbers is not only a foundational math skill, but
a skill that is important as students continue to develop their mathematical reasoning, number
sense, and algebraic skills. Outside of the classroom, adding 2-digit numbers is relevant in many
situations. In many tasks where an individual is hoping to find the total amount of two or more
items added together, two-digit addition is employed. For example, a person who is at the store
looking to purchase multiple items and wants to know how much he will be spending, will need
to employ addition skills—likely, this task requires the addition of two-digit numbers and
regrouping.
Objective: By the end of this lesson, students will be able to complete 2-digit addition problems
with and without regrouping.
Standards:
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of
operations.1
1
Explanations may be supported by drawings or objects.
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
Materials:
 McGraw-Hill My Math Curriculum Guide and Student Workbooks
 Base ten blocks: tens and ones
 Tens and ones place value mat
Instructional Plans
Introduction:
 Whole group review of previous lesson (adding a 1-digit number to a 2-digit number with
regrouping)
o Model the example 18+4=___
o Model changing horizontal alignment to vertical alignment to add
o Model and think aloud as you solve 18+4 using base ten blocks on ones/tens mat
o Model and think aloud as you solve 18+4 without using blocks (using the
addition)
o Remind students of the steps of addition (these steps are applicable to both
concrete and abstract models)
 Step 1: Add the ones column
 Step 2: Decide if we need to regroup and regroup in needed
 Step 3: Add the tens column
 Indicate to students today’s learning target (I can add two 2-digit numbers with and
without regrouping.)
 Model the example 15+27=___
o Use the same type of modeling as the example above—model concrete and
abstract ways of solving the addition
o When reviewing the steps of addition, ask students to supply the steps; after a
student supplies a correct step, ask the entire class to also repeat the step
 Dismiss students back to their seats to begin guided practice
Body:
 Explore and Explain—Guided Practice (pg. 185)
o Read the story problem aloud to the class
o Have the students write the problem horizontally and then practice rewriting the
problem vertically to add
o Model and think aloud solving the problem (I did not use base ten blocks,
however this is up to the discretion of the teacher—at this point in the chapter, I
felt most students were understanding the regrouping concept well enough to
solve the problem abstractly. In previous lessons, all students worked with the
manipulatives. In this lesson, only the small group that works with me during
independent practice will work with the blocks.)
 See and Show—Guided Practice (pg. 186)
o Work through problems 1-5 as a whole class, ask students to provide/explain the
steps to solving the problems
o Repeat the steps for each problem that is worked through as a class—Repetitive
nature is important in helping students learn the procedure of solving 2-digit
addition problems!
  Problem Solving—Guided Practice (pg. 188)
o Work through the problem solving questions in the same manner as above—ask
students to provide the steps and explanation to solving the addition number
sentences
 One My Own—Independent Practice (pg. 187)
o Dismiss students to work on the On My Own independently—give students
instructions of what to do when finished with work
o Work with a small group of students at the carpet (pull the students who need the
most support)
 At the carpet, give students base ten blocks, a tens/ones mat, and clipboard
to write on
 Guide students step-by-step in solving a 2-digit addition problem using
base ten blocks—really emphasize the concept of regrouping 10 ones as a
ten in the tens column (I teach this by asking students to regroup ten ones
into their hand, holding their hand out, saying, “I am regrouping 10 ones
as a ten in the tens column,” and placing a ten in the tens column.)
 Do several problems with concrete models
 Do several problems without blocks
Closure:
 Pull class back together as a whole group
 Quickly restate today’s learning objective and what students learned today; give a brief
preview of what tomorrow’s math lesson will look like
Differentiation Plans: Differentiation is provided throughout this entire lesson. The examples
that were modeled to the whole class were shown with concrete models, supporting students who
are still developing the concept of regrouping, and with abstract models, supporting students who
have already developed a strong sense of the regrouping concept. Further, during independent
work, differentiation is provided to struggling students by working in a small group. In the small
group, students receive more direct instruction and have the opportunity to work with concrete
addition models. Additionally, there are a few very high math students in my class. I noticed that
the math lessons were not engaging for them because they already had mastered the skills. I
allow these students to attempt solving 3-5 of the On My Own questions before instruction is
given. If they are capable of answering the questions correctly, they have the opportunity to work
independently on an Enrich worksheet that is provided by the curriculum. These worksheets
allow students to practice the same skills, but at a more challenging level. After students have
finished the worksheet, they will work on Khan Academy completing the lessons and practice
that I have assigned them. For this chapter on addition, I have assigned Khan Academy work that
deals with addition skills, but will provide a more challenging way for them to practice addition.
Assessment: Informal, formative assessment—As students complete the independent practice,
check over their work. Checking their work serves as an informal assessment and indicates their
mastery or progress towards the skill. A check my progress, assessment will be given in the
middle of the chapter to indicate students’ progress in the chapter thus far. A summative
assessment will be given at the end of the chapter.

Reflection:
I feel that this lesson was successful. Perhaps, the aspect of this lesson that I am most
proud of is the amount of differentiated instruction that was provided. In the introduction of this
lesson, I think it is critically important that I modeled solving addition problems with and
without the base ten blocks. Modeling, both, concrete and abstract addition with regrouping
problems provides students, with varied levels of understanding, opportunity to learn because
instruction is given at a variety of levels. I also liked pulling a small group of students to work
with me during independent work time because this increases the amount of direct instruction
that struggling students receive. Further, in the small group I was able to provide more targeted
instruction for the learners. For example, when I was teaching this lesson to the whole group, I
did not show all of the examples with base ten blocks because most students have a good
understanding of the regrouping concept, so the concrete models were not necessary. However,
for students still beginning to understand the regrouping concept, completing addition problems
without the manipulatives was not beneficial because the level of understanding was too high.
When a small group is pulled, I am able to work with students using the manipulatives and this
allows instruction to be delivered at a level within their understanding. I believe the
differentiated instruction embedded in this lesson was effective because it provided students with
at different ability levels the opportunity to learn and have appropriate challenge when working
independently.

If I was teaching this lesson again, one of the things I would change is the amount of time
that I was teaching and completing guided practice. I feel the length of time spent giving
instruction was too long because some students were becoming disengaged. The next time I
teach this lesson I would like to shorten the amount of instruction I give and move students into
independent practice sooner. This would allow students who have a good understanding of the
skill to work at a pace that was more appropriate for them and give me the opportunity to pull a
small group of struggling students sooner. Though addition with regrouping is a brand-new topic
for most second grade students, it is important to remember that students of this age should not
be expected to sit through long lessons. Giving students time to practice skills independently is
also important.

Another minor improvement I would make the next time I teach this lesson is having all
students participate in repeating the steps of addition. When I taught this lesson, I had one
student supply the next step of the addition process. To increase student engagement and help
solidify the procedure of addition, I could have had all students repeat the steps. For example, I
could still call on a student to supply the next step, but I could have all students repeat the steps
back. This increases student engagement and keeps everyone working with me.