Lesson Plan for November 4, 2020

SPED 435

Topic: Adding Two 2-Digit Numbers (with regrouping)

Standards:
 CCSS.MATH.CONTENT.2.NBT.A.1: Understand that the three digits of a three-
digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones.
 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.

Objective: Students will be able to regroup to add two 2-digit numbers.

Student-Friendly Objective: I can regroup to add two 2-digit numbers.

Assessment Plan: Orally and through observation. Students will be assessed from their
questions about the lesson concept. Students will also be assessed through observation
to make sure that they understand the lesson concept and how to regroup to add two
two-digit numbers. The worksheets will be collected at the end of the lesson. Students
will also be observed during guided practice to make sure they are correctly regrouping
to add two two-digit numbers.

Materials Needed:
 Student practice page 94
 Center 28: Place Value Addition (Add Within 100)
 Center 30: Expanded Form Addition (Add Within 100)
 Extension-Center 29: Place Value Addition (Add Within 100)
 Pencils
 Whiteboard and dry erase markers
 Base 10 blocks

Key Vocabulary:
 Sum: the total amount from adding two or more numbers.
 Regrouping: making groups of ten when adding 2-digit numbers, to rearrange
groups in place value to carry out an operation like addition.

Anticipatory Set (Gain Attention/Motivation/Recall Prior Knowledge):

 Say, “When we add a 2-digit number, where do we start? What is regrouping?
When do we need to regroup?”.
 Ask students, “Do we need to regroup to solve 45+34? What about 68+23?”.
 Write 58+36 on the whiteboard. Work with students to solve this problem.
Instructional Inputs:
 Students will sit on the mat during modeling and guided practice. They will go to
their math groups for the independent practice and closure.
 Students will listen and follow instructions.
 Students will wait for instructions before using the Center 28, 30 and 29 cards.
Modeling:
 Say, “Today we are going to learn more regrouping strategies”.
 Write the following problems on the whiteboard
o 49+32
o 81+13
o 65+26
 Model solving the first problem with expanded form with a tens and ones chart.
 Work together to solve the other two problems.
 Say, “Now you are going to practice regrouping to add. Remember to start by
adding the ones, and then compose a ten when you have more than 9 ones.
Guided practice:
 Send students back to their home base groups.
 Give the instructions for Center 28: Place Value Addition (Add Within 100) and
give an example, then pass out the cards, giving two or more cards to each
group.
o Instructions:
 Flip a card over.
 Separate the tens and ones.
 Add across then down.
 Add the tens, ones, and then the sums.
o When students finish with their cards, have the paraprofessional come
up with other numbers to keep the students practicing regrouping to add
two 2-digit numbers.
 Give the instructions for Center 30: Expanded Form Addition (Add Within 100)
and give an example, then pass out the cards, giving two or more cards to each
group.
o Instructions:
 Write each number in expanded form.
 Add the tens together and the ones together.
 Add the new numbers.
o When students finish with their cards, have the paraprofessional come
up with other numbers to keep the students practicing regrouping to add
two 2-digit numbers
Include checking for understanding during guided practice.
 I will check for understanding by walking from group to check on how the
students are doing with the Center 28 and 30 cards.
Closure:
 With five minutes left, have already written on the board: 47+15 and 37+24.
Say: “Who can tell me the answer to this problem?”.
 Work through each problem as needed.
Independent practice/application:
 Have students go to their math groups.
 Give students the practice worksheet (pg. 94).
o Instructions:
 Solve the problems.
 Show your thinking with numbers, words, or pictures.
 Can use base 10 blocks, if needed.
 Answer questions and/or give correction when needed.
Differentiation
 Extension practice-Center 29: Place Value Addition (Adding Within 100)
o Instructions:
 Flip a card over.
 Separate the tens and ones.
 Add across then down.
 Add the tens, ones, and then the sums.
 Letting students use base 10 blocks to show the number of tens and ones for
each 2-digit number.
 At each table, work through each problem at the same time using a small
whiteboard and different colored markers to show the tens and ones place
values.
Transition:
 When a teacher rings a bell, students will put base 10 blocks and/or other
materials used away, clean up their work area, put their folders and worksheets
away, wash hands, and line up to go to lunch.

Reflection:
 What went well…
o The students were able to correctly add two 2-digit numbers without
regrouping. They were able to add two 2-digit numbers with regrouping
with a lot of modeling and guided practice. I think that they will need to
practice this concept more before it becomes familiar.
 Suggestions for improvement…
o This was a hard topic to teach to the students. I improvised during the
lesson because things that I had planned were met with blank stares.
Because of this, I do not think that the lesson went very well, despite
what the other teachers told me. If I was teaching this lesson again, I
would learn how to use appropriate vocabulary to teach this to the
students and use other models to concretely show the students how to
add two 2-digit numbers with regrouping.