Sarah Vinluan

EDUC 665-90-3
Week 6 Written Assignment - Adapted Lesson Plan

Lesson Plan Template: Universal Design for Learning

CAST’s UDL LESSON BUILDER

Lesson Overview
Title: Lesson 10.8 - Consolidating Addition with Three-Digit
Numbers
Author: Stepping Stones Core Mathematics - Origo Education
Subject: Math
Grade Level(s): Grade 2
Duration: 60 minutes
Subject Area: Addition
Unit Description: Consolidation addition with three digit numbers
Lesson Description for Day: Students will be using addition strategies to add one-, two-,
and three- digit numbers to three-digit numbers.
Common Core State Standards: CCSS.MATH.CONTENT.2.NBT.7 ​Add and subtract
within 1000, using concrete models or drawings and
strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction;
relate the strategy to a written method. Understand that in
adding or subtracting three-digit numbers, one adds or
subtracts hundreds and hundreds, tens and tens, ones and
ones; and sometimes it is necessary to compose or
decompose tens or hundreds.
Goals
Unit Goals: The goal of the unit is for students to use strategies to add
three-digit numbers.
Lesson Goals: The goal is this lesson is for students to be able to use two
specific addition strategies to add one-, two-, and three-
digit numbers to three-digit numbers. The strategies that
students will be using are number lines and base ten blocks.

Learner Disability (ies)

Description of Student Strengths: In the group of learners, there is a student with Asperger
Syndrome and a few students who are English Language
Learners.
The strengths of the learners include:
● Responds well to visual aids and hand-on activities
● Cooperative learning
● Adequate number sense
● Have a good understanding of place value (one,
tens, and hundreds)
CAST​©​2006 Adapted from ​http://lessonbuilder.cast.org

Description of Student Needs:
● For ELL students - their understanding and
comprehension of English is more advanced than
their ability to speak the language
Student with Asperger Syndrome -
● Staying on task and focused
● Organization
● Difficulty with social interaction

English Language Learners -

● Using academic language and vocabulary
● Comprehension of verbal and written content and
instruction

Methods
Anticipatory Set: *Before the lesson, the teacher will display an anchor chart
at the front of the room. The anchor chart will have the
academic vocabulary for the lesson and a definition and
image for each word. The vocabulary words will be -
number line, base ten blocks, place value, and addends. The
teacher will inform the students that these are the math
vocabulary words that they will be using during the lesson.

At the beginning of the lesson, a number line will be

projected on the board (shown below). The number line has
the number 100 labeled and a jump that begins before 100
and ends after the number. There are no numbers indicating
specifically where the jump beings and ends.
The teacher will tell the students to think-pair-share with
their partner. First, they will individually think of what
number could be the start of the jump and what number
could be the end. Then, students will pair with their partner
and share ideas. Lastly, the students will share their ideas
with the class verbally or go up to the whiteboard and write
their answers. The class will discuss the possible numbers
and what the size of the jump could be.

CAST​©​2006 Adapted from ​http://lessonbuilder.cast.org

 Introduce and Model New Next, the teacher will write the addition sentence
Knowledge: 327+138=___ on the whiteboard and project a blank
number line. The teacher will tell the students to turn to
their partner and talk about how they could find the answer
using a number line. The students will have the opportunity
to share their ideas with the class, then the teacher will
model how jumps can be drawn on the number line to
demonstrate how to count on the parts of the addend to find
the total amount. For example, first the 1 hundred will be
added, then the 3 tens, and then the 8 ones.

The teacher will then say “A way to check this strategy

would be by writing addition sentences showing each step.”
The addition sentences that are written will be projected on
the board. The teacher will explain the sentences written
and the cumulative totals that are used in each subtotal is
used as the first addend in the next sentence.

Next, the teacher will ask the students to think-pair-share

about how they could use place value and base ten blocks to
solve the equation. They will first individually think, then
discuss with their partner, and then share ideas with the
class. The class will discuss answers and then the teacher
will model the place-value strategy using base ten blocks.
The teacher will explain that writing addition sentences is a
way to check the answer for this strategy too. The addition
sentences are projected on the board and related to the
blocks.

Provide Guided Practice:
For guided practice, the addition sentences 738+24=___,
456+134=___, and 292+125=___ are projected on the
board. To solve these problems, students can use a number
line or base ten blocks. Next, students will write number
sentences to match and describe what they did.
Students will complete this activity in pairs. For students
who are struggling with the concept, the teacher can pair
them with a student who is at grade level and is
understanding the lesson. For students who finish quickly
or are not challenged by the problems presented, they can
create their own addition sentences using three-digit
numbers or the teacher can give them a more challenging
problems. During this time, the teacher will be walking
around, monitoring student progress, and addressing
misunderstandings.

When the majority of students are finished with the three

problems, the teacher will choose pairs to go up to the

CAST​©​2006 Adapted from ​http://lessonbuilder.cast.org

 whiteboard to write the answers and show their work.

Provide Independent Practice:
For independent practice, students will work in their
Stepping Stones Student Journal. They will complete the
pages for lesson 10.8. Students will be drawing number
lines in their workbook and will able to use the base ten
block manipulatives during this time.

*During the independent practice, the teacher will display

an anchor chart (previously created) that shows the steps of
the two strategies just learned. Students can use this anchor
chart as a reference.

Assessment
Formative/Ongoing Assessment: One of the formative assessments will be the verbal
answers that are given during the introduction and guided
practice portion of the lesson. While the teacher is walking
around during guided practice, she will also be doing a
formative assessment based on written and verbal answers
to the practice problems. The teacher will address any
misunderstandings or errors when they occur or are noticed.

Summative/End Of Lesson The summative assessment will be the lesson 10.8

Assessment: workbook pages in the Student Journal.

Materials
Materials students will need:
● A set of base ten blocks (ones, tens, and hundreds)
● A sheet of blank number lines, or a math composition book (needed to draw number
lines)
● Stepping Stones Student Journal
Materials the teacher will need:
● Stepping Stones Lesson 10.8
● Computer and projector
● Anchor charts of vocabulary words and strategies
● A number line
● A set of base ten blocks
Accommodations/ Modifications
Anchor charts of vocabulary words and strategies​​ - These charts are visual references to
support students in their progress of learning the topic. They help to make academic concepts and
teacher expectations clear and visible to all students. Anchor charts can be hung around the
classroom so that students can use them as references throughout the year. Anchor charts are
CAST​©​2006 Adapted from ​http://lessonbuilder.cast.org
 especially beneficial to English Language Learners. They provide visual clues to academic
concepts and vocabulary. Anchor charts usually have visuals, such as drawings, that relate to the
content.
The vocabulary anchor chart was displayed before this lesson began. The purpose of this is to
support ELL students in using academic vocabulary throughout the lesson. The chart serves as a
visual reminder of this language. At the end of the lesson, the anchor chart of strategies was
displayed, which provided step-by-step instruction of the strategies. ELL students, along with
their peers, will be able to use this as a reference if they are struggling.

Think-Pair-Share ​- This cooperative learning strategy gives the opportunity for students to
work with a partner. It not only encourages students to think individually but to also share and
build on ideas with peers.

For ELL students, this helps them to build their oral communication skills and use of academic
language. The choice or assignment of partner can be of use in this strategy. A student who is
well spoken in English can provide a good model of speech for the ELL student. If an ELL
student is struggling with English, they can also be paired with another ELL student of the same
native language. Together they could use bits of their native language to help explain math
concepts and ideas. This would be a way to bridge language barriers and mathematics.

For the student with Asperger Syndrome, this strategy will encourage social interaction between
the student and their peers. Although many children with this syndrome are high-functioning,
one of their challenges is social interaction. Through think-pair-shares, this student will be able
to work on interacting and communicating with a peer. This peer will provide a good model for
speaking and interacting as well. In addition, by interacting with their partner, it will help to keep
them in task and focused on the subject. The teacher can also assign the partner to help this
student with written portions of this lesson.

Manipulatives​​ - The base ten blocks in this lesson are math manipulatives to help make the
concepts more comprehensible. This is very beneficial for English Language Learners because
the manipulatives can make abstract math concepts into physical models. Students will be also be
able to test reasonings and ideas using these manipulatives. This can also be true for students
with Asperger Syndrome. Students with this syndrome tend to be disorganized and manipulatives
can help them to organize their reasoning and thinking. In addition, it will make the lesson more
engaging and provide a hands-one element, which can help them to stay focused on the task.

First-Then Cards​​ - Although this is not mentioned in the lesson outline, I would use first-then
cards with the student diagnosed with Asperger’s. This strategy will help the child to stay
focused on the task. Math may be very challenging for the child or a non preferred activity. The
“first” card will show that math needs to be completed before a reward. The “then” card would
be a reward for the student, such as time to go on the computer, free draw, or a preferred activity
by the child. This will be an incentive for the child to stay focused on the lesson.

CAST​©​2006 Adapted from ​http://lessonbuilder.cast.org

 Reference
This web site was developed by CAST, Inc. through a subcontract agreement with the American
Institutes for Research's K-8 Access Center: Improving Outcomes for All Students. Funding was
provided by the U.S. Department of Education's Office of Special Education Programs (OSEP) under
cooperative agreement #H326K02003.

References

Alday, E. (2016). ​Anchor Charts: Let the Walls Teach. ​The ELL Edvocate. Retrieved from
http://www5.esc13.net/thescoop/ell/2016/02/02/anchor-charts-let-the-walls-teach/

Bresser, R., Felux, C., Melanese, K., Sphar, C., Willig, C. (2009). ​10 Ways to Help ELLs Succeed in
Math.​ Scholastic Inc. Retrieved from
https://www.scholastic.com/teachers/articles/teaching-content/10-ways-help-ells-succeed-math/

Educating The Student With Asperger Syndrome. S​ askatchewan, Canada: Saskatchewan Education
Special Education Unit. Retrieved from
https://www.aspennj.org/pdf/information/articles/educating-the-student-with-asperger-syndrome.
pdf

Think-Pair-Share. ​Reading Rockets. Retrieved from

http://www.readingrockets.org/strategies/think-pair-share

CAST​©​2006 Adapted from ​http://lessonbuilder.cast.org