KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Megan Gregoire Date: 3/16/21-3/17/21

Cooperating Teacher: Melanie Schappell Coop. Initials: MS Group Size: 24

Allotted Time: about 30 min live instruction 15 min independent work

Grade Level:2nd Subject or Topic: Math- Addition with double bundling

Section:015

STANDARD:
● CC.2.2.2.A.1- Represent and solve problems involving addition and subtraction within
100.
● CC.2.1.2.B.3- Use place value understanding and properties of operations to add and
subtract within 1000.

I. Performance Objectives (Learning Outcomes)

 ● Second grade students will be able to use math drawings on a place value chart or the
vertical form to solve addition problems involving double bundling by accurately solving
problems on whiteboards during the lesson.
● Second grade students will be able to solve vertical form addition problems with double
bundling by accurately completing a seesaw activity.
● Second grade students will be able to solve problems involving addition within 100 by
accurately completing a level on Zern.
II. Assessment/Evaluation plan
Formative:
● White boards
○ Allows the teacher to assess all students’ understanding, not just
those who volunteer.
● Zearn
○ The teacher can see the students’ progress on Zearn as they
progress through the levels. All students are working towards level
19.
● Thumbs up and down
○ Allows the teacher to quickly assess and check for understanding
during the math lesson. The teacher can assess if the students are
comprehending the lesson or if they need to slow down or reteach
any concepts.
● Turn and Talk
○ Allows the teacher to hear students thoughts and ideas during the
lesson and check their work.
● SeeSaw Activity
○ Allows the teacher to see the level of mastery of each individual
student on the content learned.
○ Graded with 3 to 1 scale:
■ 3: three or more problems correct with minor errors
■ 2: two or less problems correct with minor errors
■ 3: one or less problems correct with major errors
Summative: none needed for this lesson
III. Instructional Materials
● Google Classroom
● Zearn
● 24 Whiteboards and markers
● Computers
● Zoom White board (for teacher)
● Zoom annotation tool
● Google Slides for Math Practice:
○ https://docs.google.com/presentation/d/1X6fcDL2n3igofGgEZ8Ucirx_3XqiyjqpS
dMtnXCTy7c/edit?usp=sharing
IV. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
Prerequisite skills:
● Knowledge of addition facts
● Be able to write numbers
● Be able to add a number sentence
● Ability to add two digit numbers with a place value chart with regrouping/bundling from
the ones to the tens
● Ability to add two digit numbers vertically with regrouping/bundling from the ones to the
tens
● Ability to add three digit and two digit numbers with regrouping/bundling from the ones
to the tens
● Knowledge of addition of three digit and two digit numbers with regrouping/bundling
from the ones to the tens and tens to hundreds.
Key vocabulary:
● Three digit number: a number containing a number in the hundreds, tens, and ones
place value.
● Two digit number: a number containing a number in the tens and ones place value.
● Place Value chart: the value represented by a digit in a number on the basis of its
position in the number.
 ● Vertical addition: a method of adding where the numbers are lined up in columns
according to their place values.
● Bundling: putting smaller units together to make larger units.
● Regrouping: putting smaller units together to make larger units.

New Content: (Review)

● Addition with double bundling
● Using a place value chart for addition with double bundling
○ Step 1: Read the equation
○ Step 2: Set up place value chart
○ Step 3: Draw hundreds, tens, and ones to solve the addition problem
○ Step 4: Regroup if needed
○ Step 5: Add the leftover hundreds, tens and ones to solve and write your answer
● Addition with double bundling the vertical way
○ Step 1: Read the equation
○ Step 2: Add the ones and regroup if needed
○ Step 3: Add the tens and regroup if needed
○ Step 4: Add the hundreds
○ Step 5: write your answer
Big idea:
● Addition with double bundling
V. Implementation
A. Introduction
3/16/21:
● Yesterday we learned how to add by double bundling which means we will have to
bundle from our ones to our tens and then from our tens to our hundreds place.
● Before we do more practice with that we are going to solve an application problem.
● Instruct students to get out their whiteboards and markers.
○ Application problem:
■ There are 35 note cards in one box. There are 67 note cards in another
box. How many note cards are there in all?
 ● Ask for a volunteer to read the story application problem.
● Help students to set up the problem then give them time to solve
independently.
● Ask questions like, “what words tell us if we are adding or
subtracting?”
● Remind students to write their label and a sentence.
○ Have students turn to a partner and see if their answers match.
○ Have a volunteer share their answer then go over how to solve to get that answer.
■ Answer: There are 102 note cards in all.

B. Development
3/16/21:
● Review and practice addition with double bundling
○ Use the steps from new content to model the problem:
■ Using a place value chart for addition with double bundling
● Step 1: Read the equation
● Step 2: Set up place value chart
● Step 3: Draw hundreds, tens, and ones to solve the addition
problem
● Step 4: Regroup if needed
● Step 5: Add the leftover hundreds, tens and ones to solve and write
your answer
■ Addition with double bundling the vertical way
● Step 1: Read the equation
● Step 2: Add the ones and regroup if needed
● Step 3: Add the tens and regroup if needed
● Step 4: Add the hundreds
● Step 5: write your answer
● Pull up Google Slides for math practice:
○ https://docs.google.com/presentation/d/1X6fcDL2n3igofGgEZ8Ucirx_3XqiyjqpS
dMtnXCTy7c/edit?usp=sharing
 ○ Practice Problems review the first two together:
■ 119+72=191
■ 28+91=119
○ Practice problems to solve independently but we will review how to solve after
each problem. (Use turn and talk and student as teacher to review)
■ 97+35=132
■ 168+42=210
■ 68+75=143
■ 135+95=230
○ Show students this problem 75+25=100 that is already done and ask students to
see what is wrong with the way it was solved. (Answer: the answer should be 100
they forgot to regroup from their ones to their tens.)

C. Closure
3/16/21:
● Today we reviewed how to solve addition problems with double bundling where we have
to bundle from the ones to the tens and from the tens to the hundreds.
● Now I want to see what you know so go onto SeeSaw and complete the four addition
problems on double bundling. Make sure you complete all pages and show your work!”
○ Problems: (138+93, 75+46, 84+27, and 147+56)
● To get more math practice go onto Zearn and work towards getting up to level 19.
 ○ Some of us are at different levels and that is okay, so for today work up to level
19 and if you are not on level 19 that is okay just work on completing the level
you are on.
D. Accommodations/Differentiation
● Student J will have a one on one paraeducator working with him for math. He will also
have a number line on his desk that he could refer to when solving his problems.
● Students could solve the addition problems vertically or by drawing a place value chart.
3/17/21:
● Asynchronous- directions given during morning meeting
● Directions, “Complete the four addition problems and show your work.
○ Problems: (84+36, 157+43, 92+49, and 126+45)
VI. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives (Reflection on students
performance written after lesson is taught, includes remediation for students who failed to
meet acceptable level of achievement)
3/16/21:
● 16 out of 24 students met the objective with a 3 on the rating scale
● 3 out of 24 students met the objective with a 2 on the rating scale
● 2 out of 24 students met the objective with a 1 on the rating scale
● 2 out of 24 students were absent
3/17/21:
● 19 out of 24 students met the objective with a 3 on the rating scale
● 3 out of 24 students met the objective with a 2 on the rating scale
● 1 out of 24 students were absent
3/16-3/17:
● Overall Areas of Strength: addition with double bundling and showing work when
solving a math problem
● Overall Areas of Need: Making sure to carry over the extra 10 when adding.
● Remediation: Student B and L will be taken into a break out room and worked with on
carrying the extra 10 when adding.
B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to
questions recorded after the lesson is taught.

● How could this lesson be improved?

○ This lesson could be improved by utilizing more turn and talks and having
students self-correct.Next time I taught this lesson during the application problem
I would underline the important words and circle the number we are working with
to help the students who are more visual learners.
● Did I have to change instruction while teaching?
○ No, I did not have to change instruction while teaching, as I was able to get
through all of my planned instruction, problems, have a turn and talk, use students
as teachers, and have students complete a seesaw all in the allotted time frame.
● Was my hook effective?
○ Yes, my hook was effective as it got students engaged and involved in doing a
math problem in a different form than they are used to so it grapes their attention
and helps them to think critically.

VII. Resources

● Seesaw. (n.d.). Retrieved March 6, 2021, from https://web.seesaw.me/

● Standards Aligned System. (n.d.). Retrieved March 6, 2021, from
https://www.pdesas.org/
● Zearn. (n.d.). Retrieved March 03, 2021, from https://www.zearn.org/
SeeSaw Activity 3/16//21

SeeSaw Activity 3/17/21