Andrea Hjorten

Spring 2020
  Paraprofessional Plan
 
 

Common Core Standards CCSS.MATH.CONTENT.1.NBT.C.4

Add within 100, including adding a two-digit number and a one-digit number …

Primary learning target Student will use a strategy to add and subtract a two-digit and one-digit or two-digit number without
regrouping.

Primary Lesson Objective When given 3 problems and the steps, the student will add a double-digit number plus a single-digit
number (sums over 20) without regrouping, with 100% accuracy on one occasion.

Student-friendly learning What: Adding a two-digit and a one-digit number together

target Why: To gain more math knowledge
How: I will use a set of five steps to add a two-digit number and a one-digit number together

Materials

Materials:
-­‐‑   White board, marker, eraser
-­‐‑   Pencil and paper for student
-­‐‑   Steps poster/checklist

Time/setting

Setting:
-­‐‑   Small group/one on one
Time:
-­‐‑   Lesson is 30 minutes long including administering the assessment and the lesson closing and opening

Opening

What the teacher does What the student does

Say what is in blue:

Behavior Expectations:
•   Eyes and ears on speaker
•   Raise hand before speaking
Review/Engage/Prior knowledge:
“Today we are going to practice our 5 steps that help us do addition. By the end of this lesson, we can
Student says 5 and shows 5
answer the question 85 + 2 = __, can you believe that! 82 is such a big number! “you already know fingers
how to add a one-digit number plus a one-digit number, like 2 + 3 for example. What is 2 + 3? Show
me with your fingers and say it, yes that’s 5. So now, we are going to step it up a notch and we are
going to learn 5 steps that will help us add a two digit plus a one digit number like 82 + 2”
Learning Target:
What: Adding a two-digit and a one-digit number together
Why: To gain more math knowledge
How: I will use a set of five steps to add a two-digit number and a one-digit number together
Vocabulary:
-­‐‑   Digit: a number 0- 9
 Andrea Hjorten
Spring 2020

-­‐‑   Ones place: 23, 3 is in the ones place, representing 3

o   For the number 35, what number is in the ones place? Yes 5 Student says 5
-­‐‑   Tens place: 23, 2 is in the tens place, representing 20
o   For the number 35, what number is the tens place? Yes 3 Student says 3

Demonstration

Say what is in blue:

“1-Look at this problem here (24 + 3 = ___) [problem written horizontally on whiteboard], when I see
this problem I think oh my goodness I have some steps that I can use to help me solve this problem.
Let’s take a look at those steps.
2- The steps are 1- circle the numbers in the ones place 2- Add them 3- circle the numbers in the tens
place 4-Add them 5-Circle the correct answer
2-Let’s try these steps out! First, I am going to find the numbers in the ones place. Okay I found it.
(point to 3 + 4)
3- The next step is add the numbers together. Okay so 3 + 4 is what? Show me with your fingers and
say it, Yes 7, so I am going to write that down in the ones place. Student says 7 and shows 7
4-The next step is find the numbers in the tens place. Okay so I found the tens place (2 + ___), give me finger
a thumbs up if I found the numbers in the tens place, yes I found the tens place Student puts thumb up
5-Then, I add the numbers in the tens place together, okay 2 tens plus nothing, is 2 tens so I am going to
write that down in the tens place in my answer.
6-Finally I am going to circle my correct answer
7-WOW I just did it! Let me see if I can do it again”
8-Repeat the same steps for 32 + 5 and 21 + 4

Guided Practice

Say what is in blue:

“1-Okay it looks like you need to have a chance to practice these steps! So let’s do it together
2-Look at this problem here (23 + 2 = ___) [problem written horizontally on whiteboard], when I see
this problem I think oh my goodness I have some steps that I can use to help me solve this problem.
Let’s take a look at those steps.
3-First, what do we do? Yes we circle the numbers in the ones place. Okay can you find the ones place. Student says “circle the
Yes you found it. (point to 3 + 2) numbers in the ones place”
4- The next step What? Yes we add the numbers together. Okay so 2 + 3 is what? Show me with your Student points to the ones place
fingers and say it, Yes 5, so I am going to write that down in the ones place. Student says “add them”
5-The next step is circle the numbers in the tens place. Okay so I found the tens place (2+ ___) Student says “5”
6-What is the next step? yes, I add the tens place together, okay 2 tens plus nothing, is 2 tens so I am Student says “add them”
going to write that down in the tens place. Student says “circle the correct
7-The last step is to what? Yes circle our correct answer answer”
8-WOW we just did it!”
9- Repeat for 36 + 2
“10- Let’s do one last one, 44 + 2 = ___ [problem written horizontally on whiteboard], Let’s walk Student walks teacher through
through the steps together, can you tell me the first step? Okay and what do I write here? And then the the steps and tells them what to
next step? Okay and the next step? And what do I write here? Then the next step? And what do I write?
write
And then my final step? And finally we are done!”

Check for Understanding: ‘Shake your head yes or shake your head no” Say or write on the whiteboard
-­‐‑   The first step is add the numbers in the tens place (no) Student shakes head no
-­‐‑   The first step is find the numbers in the ones place ( Student shakes head yes
-­‐‑   The final step is add the numbers in the ones place Student shakes head no
 Andrea Hjorten
Spring 2020

Independent Practice

Give the student the assessment that includes 3 problems and the steps and have the student solve
each problem. Let the student complete the problems independently.
Student completes the problems
Problems are: 32 + 4 = , 36 + 2 = , 43 + 5 = independently

Closing of the lesson

Say what is in blue:

Learning target:
“What: Adding a two-digit and a one-digit number together
Why: To gain more math knowledge
How: I will use a set of five steps to add a two-digit number and a one-digit number together”
Review:
“Today we practiced set of 5 steps that we can use when we need to add a double-digit and a single-digit number together. The steps we
learned were 1- circle the numbers in the ones place 2- Add them 3- circle the numbers in the tens place 4- Add them 5- Circle the correct
answer.”
Check for Understanding: Say or write on the whiteboard (True or False)
-­‐‑   The first step is to find the numbers in the ones place (student says true)
-­‐‑   34 + 2 = 22 (student says false)
o   “How do we make it true?” Student should work with you to get the answer that should be 24
Transition:
“Thank you so much for your hard work with math today. We are going to go back to class now.”

Additional Practice

More problems:
-­‐‑   43 + 4 =
-­‐‑   32 + 6 =
-­‐‑   Also could take away the steps and have the student complete more problems
Re-teach:
Use the extra problems and model with one and then do another one together. Then have the student practice one again independently.
 
Assessment: Steps Visual for teaching: