Math

Name: Rosie Gibbons

Grade Level: 2nd Number of Students: 3
Instructional Location: Gaines Elementary Date: Feb. 5th, 2019

Lesson Goals
Central Focus of Lesson:
What
Students will review math standards that were previously taught so far in this unit (Unit
4 -- addition and subtraction).

Standard(s) Addressed:

MGSE2.NBT.6 Add up to four two-digit numbers using strategies based on place

value and properties of operations.

MGSE2.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 sometimes it is necessary to compose or decompose tens or hundreds.

MGSE2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally

subtract 10 or 100 from a given number 100–900.

MGSE2.NBT.9 Explain why addition and subtraction strategies work, using place
value and the properties of operations.

Lesson Objectives and Demands

Learning Objectives:

Students will be able to:

● add at least four two-digit numbers correctly
● use addition and subtraction strategies like modeling (drawing out hundreds,
tens, and ones) and mental math
○ HTO Chart
○ add/subtract 10 or 100 to a given number mentally (i.e., skip counting)
● use addition strategies such as place value (adding like-places) or expanded
form and/or standard algorithm (setting up the problem vertically to solve it).
We have not officially taught the latter, standard algorithm, yet. So it is okay if
students choose not to use this strategy or need help using it correctly.

Student Language

● add/give
● subtract/take away
 ● hundreds place
● tens place
● ones place
● plus
● minus
● equals

Key Vocabulary in Lesson:

● place value
● addition
● subtraction
● expanded form

Lesson Considerations
Materials:
● Unit 4 Math Review Worksheet
● pencils and erasers
● expo markers
● dry-erase boards
● manipulatives if needed

Prior Academic Learning and Prerequisite Skills:

● Students must be able to add and subtract two-digit numbers

● Students must draw from what they were taught yesterday (Monday) on how to
add and subtract within 1,000 (three-digit numbers)
○ Students must be able to interpret an addition sign (+) as a signal to
add the given numbers in a number sentence together.
○ Students must know that a minus sign (-) signals the action to subtract,
or take away one value from another.
● Students will be encouraged to use/draw an HTO Chart to help them solve any
problems they get stuck on, so they must know how to draw it out and fill it in
correctly with hundreds cubes, tens sticks, and ones circles.

● Students must be able to use mental math when prompted to add/subtract 100
or 10 to/from any given number (they must be able to skip count by 10 and
100)
● Students can write numbers in expanded form (add the place values together)
○ ex: 45 + 36 → 40+30 and 5+6
Misconceptions: Sometimes students add when they are supposed to subtract, and
vice versa. I must remind them to pay close attention to the signs (+ or -)
● Students will be asked to Fill in the pattern:
546, 556, 566, _____ , ______ , ______ , _______ , _______
Some students might get stuck after 596. They will probably have gathered that
the pattern is adding 10 each time, but many students in the past have gotten
confused when they see a 9 in the Tens place because they know they must
add one Ten, but the next number cannot be 5106. To show them that adding
10 more to the Tens place in 596 will bump up the number in the Hundreds
place and knock the Tens place back to zero (I can also say exactly that to
them), I will ask students to draw out an HTO chart. By modeling the number
596, and demonstrating how ten Tens creates a bundle of ten, and that bundle
of ten becomes one hundred.

Lesson Plan Details: Write a detailed outline of your class session including
instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed
enough that another teacher could understand them well enough to use them.
Include what you will do as a teacher and what your students will be doing during
each lesson phase. Include a few key time guidelines. Note: The italicized
statements and scaffolding questions are meant to guide your thinking and planning.
You do not need to answer them explicitly or address each one in your plan. Delete
them before typing your lesson outline.
*Include what you and the students will be doing
Lesson Introduction - “Before”:
Set the Purpose:
- “In this Math center we are going to do some problems to review some of the
things we have learned in this unit. You will all get a review sheet. There are
only 5 problems, so I KNOW you all can finish the entire sheet, even if it takes
a little longer. Do not speed through them, though. I am here to help you if you
get stuck.”
- Today’s center is very important because it is a review. It will show Ms. Cagle
and me what you have learned so far, and what you still need some help with.
Pique Interest or Curiosity:
- “Be confident! The first 3 problems are problem types you have already done
before, so they should seem familiar to you. Remember the strategies we
have used to solve them.
- The last two problems are based on what we learned just yesterday and
today, so it is alright if they are more difficult for you to do. That is why I am
here to help.”
- students will then begin working independently
Activate and Build on Prior Knowledge:
- This center is all about practicing some of the things we have learned so far in
Unit 4.
 - The first problem requires mental math/the ability to skip count by 10 and 100.
We practiced problems like this one a lot last week. I will remind them to think
back on the work we did last week.
- some students will start to draw out the numbers. They should not do
this because we have taught them how to skip count by 10 and 100. If
a student tries to draw out the numbers, I will remind them that when
we skip count by 10/100, we are adding one to either the Tens place
or the Hundreds place. The other numbers stay the same.
- “You can do this in your head.”
- Problem #3 focuses on this same skill.
- Problem #2 is the same type of problem/is based on the skill we taught all of
last week; therefore, students should have it fresh in their minds how to add
and subtract four two-digit numbers
- “Remember learning how to do this last week? We showed you
several ways to do this kind of addition problem. You can…
- draw one big HTO Chart
- draw two small HTO charts
- draw out ten sticks and ones
- stack your numbers (standard algorithm), but ONLY if you
know how to do this already
- add the place values/like-places (add the tens, then the ones)

Introduce and explain this strategy/skill so that students will understand the how
and why:
- We always have to review what we have learned, otherwise we might forget.
Reviewing, or practicing what we’ve learned, is especially important in Math
because we learn so many different ways to solve problems in math.
- In this Unit alone, we learned more than one way to add two- and three-digit
numbers. Choose the strategy that works best for YOU.

Learning Activities - “During”:

Engage students in active meaning making of key concepts and ideas:
- I might ask some of these Essential Questions as we work through the
worksheet:
- What strategies can help us when adding and subtracting with
regrouping?
- How can we solve problems mentally? What strategies help us with
this?
- What happens to the value of a number when we add or subtract 10 or
100 from it?
- What digits change? What digits stay the same? Why?

Model Strategies or Skills:

- I will model how to set up/draw an HTO chart. Students should already know
this since this is a review, but I will demonstrate where to draw hundreds
squares, tens sticks, and ones circles in the chart.
- I will remind students that when we are skip counting (using mental math), you
must pay close attention to the sign (is it asking you to add or subtract?)
 - I will remind students that when we skip count by 10/100, we are adding one
to either the Tens place or the Hundreds place. The other numbers stay the
same.

Provide opportunities for guided practice:

- I will be sitting with this small group of three students and offering my help to
each student throughout the entire lesson. Some of their questions may be
unique to the individual, and some questions might be shared amongst the
whole group. I must balance helping individual students and the whole small-
group.
- If more than one student is struggling with the same question(s), I will call the
attention of the entire group and work through strategies to solve the problem
as the entire group follows along (draws what I draw on their whiteboards or
paper)

Independent Practice:
** the entire worksheet is intended to be completed as independent practice by each
student, but they are encouraged to ask each other and then myself for help when and
if they need help as they work.
- Students will draw HTO Charts when adding more than two two-digit numbers
together.
- They will show how they kept track of numbers as they counted by
- using HTO charts
- drawing out hundreds squares, tens sticks and ones circles
- using skip counting
- using what they know about mental math to keep a pattern going
(problem #1 and #3)
- use dry erase markers and their desks or whiteboards to “draw it out”
when appropriate
- Students might use their fingers to keep track as they count
- write numbers in expanded form to add them together more easily

Planned Supports:
- For the several students in my class (these students may or may not be in my
small group on the day I teach this center/lesson), I will offer these supports:
- encourage them to draw out almost every problem OR I will draw it out
for them/with them. That way, they can SEE exactly what is going on in
the problem. They need to see numbers being moved around and
borrowed in the HTO charts. They need to see why only one place value
changes when we skip count by 10 or 100. They simply need more
visual support.
- I might allow them to use Unifix cubes or Tens Sticks to model numbers
being added or taken away

Closure - “After”:

How will students share or show what they have learned in this lesson?
● Students will not only have written as many correct answers as possible on the
worksheet, they must also show their work/demonstrate their understanding by
 drawing HTO Charts, writing out number sentences, drawing tens and ones,
etc.

Restate the Teaching Point & Clarify Key Concepts:

● “This was a review, or an opportunity to show what you have learned and
practice what you have learned. It is totally okay if you still feel unsure about
something. We will have more opportunities to practice adding four two-digit
numbers, adding within 1,000, and using mental math when skip counting by 10
or 100.”
● “By completing this review with me here, I have seen what you are good at and
what you may still need help understanding. That is a victory in and of itself. Be
proud of the work we have done today!”
● Formative quick checks throughout the lesson/groups to check students’
understanding.
● Revisit the essential questions and discuss what we learned about (reviewed)
today:
○ See EQ’s in the “During” section above.

Worksheet below.

Name: _______________________________ Date: ___________

1)

+ 100 -10 -100 + 10 + 100

408

2) 56 + 19 + 24 + 62 =

3) Fill in the pattern:

546, 556, 566, _____ , ______ , ______ , _______ , _______

4) 876 - 348=

5) 376 + 287 =