Sherry Black Lesson Plan #3 Objective/Purpose: Given base ten blocks, the student will be able add two

numbers together (numbers up to 20 with regrouping with !"# accurac$% &aterials: 'hite board/marker Plastic counters (ddition problem worksheets Place )alue *hart +ase ,en +locks -ail$ .eview (check past comprehension and set background knowledge : ,o review and to ensure over learning o/ addition with single digit numbers (001 , 2 will ask the student to add single digit numbers together on the addition worksheet% 3or e4ample, 562, !67, etc% ,he student ma$ need to use plastic counters /or assistance, so he can visuall$ see his answer be/ore writing it down% (lso review place value (ones and tens , in order /or the student to have this concept /resh in his mind /or using the place value chart /or the lesson% 'rite each o/ these numbers on the marker board one at a time (75, 27, 7! and have the student point to the tens and ones place in each number% Presentation: ,ra$s numbered 7 through 8 7% .eview single digit addition/place value 2% &odel adding with base ten blocks 8% 9tudent practices adding with base ten blocks 9teps 7% +egin b$ e4plaining the purpose o/ the base ten blocks /or addition and showing the student what each unit is worth (one small cube or unit:one, and one rod or long:ten % ,hen ph$sicall$ show the student that the rod is actuall$ worth ten b$ la$ing 70 unit cubes ne4t to the rod% 2% ;e4t, show and e4plain to the student how $ou can e4change one rod /or 70 units since the$ are both e<ual amounts% 8% 'rite an addition problem on the marker board (7"6=: and e4plain to the student that $ou will be using the base ten blocks and the place value chart to solve the problem% 5% ;e4t, e4plicitl$ model placing 7 ten and " ones onto the place value chart to represent 7" in the problem and e4plain this relationship o/ the number and the base ten blocks to the student% "% ,hen e4plain to the student that $ou need to add = more cubes to the place value chart to solve the problem, and count = cubes and place them in the ones column% =% Once both addends> cubes are placed on the chart, tell the student that $ou

are going to count the ones and see i/ $ou can make a new 70% *ount to ten and sa$, ?2 have 70 cubes 2 am going to trade them in /or 7 rod because it is also worth ten%@ !% Place the new 70 in the tens place value column and e4plain $our reasoning /or doing so% A% ,hen count the remainder o/ the cubes in the ones column (7 and then the number o/ tens in the tens column (2 % B4plain to the student where $ou place each o/ these numbers under the line on the initial problem and state the answer% 1% 2n order to help the student grasp this concept o/ regrouping 2 will count each o/ the blocks on the rods and the cubes to show him that the answer is 27% 70% .epeat the previous steps /or several addition problems with regrouping% 716!: 7!65: 7861: 7A68: 7261: 7561: 7761: Guided Practice (ctivities (also include non worksheet activities : Once the student has a strong understanding o/ using the base ten blocks, guide the student in practicing using the base ten blocks and the place value chart to solve some addition problems with regrouping% 'rite each problem on the marker board and provide as much sca//olding and prompting as needed to help the student add the two numbers together using the base ten blocks% Problems: 786A: 7"6!: 7A65: 716": 7=6A: 786!: 756!: 7!6=: 2ndependent Practice (ctivities (also include non worksheet activities : ,he student will independentl$ complete a " problem addition with regrouping worksheet using the base ten blocks provided% 3ormative Bvaluation (student demonstration o/ the objectives : 2 will monitor the progress o/ m$ student closel$ throughout the lesson and make judgments about what needs to be retaught b$ the amount o/ sca//olding and prompting that is needed throughout the guided practice% 2 will determine his progress with this objective at the end o/ the lesson and ma$ need to reteach using the base ten blocks /or addition or /ind another strateg$ 2 think would work better to teach regrouping% ,he worksheet the student completes /or independent practice will allow me to determine his master$ o/ the objective%

*riti<ue: .e/lection on the lesson 0 /ollows instruction%

0 'ill $ou reteachC Des, 2 will reteach this lesson because 2 was unable to teach the whole lesson as the student was unable to remember the place value spots in a two digit number% 9ince the student could not remember the place value spots, 2 spent much o/ the time that was allotted /or m$ lesson reteaching the student about place value% 2 believe the student would bene/it /rom this skill being placed on a maintenance schedule, so he is able to maintain this skill as it is ver$ important when using base ten blocks% 0 EowC 2 will use base ten blocks again to teach this lesson because the student was picking up on the concept o/ using base ten blocks ver$ <uickl$ with the /ew minutes 2 had to introduce them% 0 &ove to ne4t objectiveC 2 will not move onto the ne4t objective until the student can success/ull$ use the base ten blocks to add two numbers together with regrouping% 2 believe a/ter the student understands addition with regrouping using the base ten blocks, 2 will move to adding two numbers together with regrouping without using manipulatives% 0 'hat went wellC ,eaching the student how to determine which place in the number he is working with went ver$ e//ectivel$ /or two digit numbers% &odeling how to use the base ten blocks also went ver$ well a/ter the student understood the concept o/ place value% ,he student also responded ver$ well the positive praise 2 gave him /or accuratel$ stating the places (ones and tens in several numbers% ,he student also sta$ed ver$ engaged in the lesson because 2 allowed him to take a break b$ going to get a drink and getting up to go choose a marker to use on the marker board% 0 'hat should be revised/discarded and wh$C 2/ 2 were to teach this lesson again, 2 think the steps used in modeling using base ten blocks to add two numbers together could be more thorough because 2 noticed when 2 was teaching the lesson that 2 added more steps to make the lesson more understandable /or the student% 'hen teaching this student, 2 have noticed that the steps in the process need to be ver$ speci/ic and e4act in order to ensure understanding o/ the concept% 0 -id students meet the goals and objectives o/ the lessonC ,he student did not meet the objective because 2 had to reteach the concept o/ place value and we did not have enough time to complete the whole lesson% ,he student did not engage in an$ guided practice due to his prior knowledge lacking place value, so 2 did not have an$ data to compare to the objective o/ adding two numbers together with regrouping% 0 'hat is $our ne4t step or objectiveC ;e4t, 2 plan to reteach this lesson because m$ student understands the tens and ones places in a two digit number, which is ver$ important when using base ten blocks and a place value mat%