Lesson Plan Guide

Teacher Candidate:
Grade and Topic:
Mentor Teacher:

Mio Namba
2nd grade, Mathematics
Jennifer Townes

Date: November 22, 2015

Length of Lesson:

60 min

School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson plan is part of a unit plan to introduce American currency.
LESSON OBJECTIVE:
Given examples from the class discussion, TLW discuss the purpose of place values and regrouping.
(Understanding)

Given several problems to complete in a small group, TLW construct their own similar addition
problems that require regrouping. (Creating)

STANDARDS ADDRESSED:
CCSS.MATH.CONTENT.2.NBT.A.1.A
100 can be thought of as a bundle of ten tens called a hundred.
CCSS.MATH.CONTENT.2.NBT.A.1.B
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven,
eight, or nine hundreds (and 0 tens and 0 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.
CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties of operations.
CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.
ISTE Standard(s):
1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology.
2. Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
MATERIALS:
Dienes blocks
Two different colored dice for each group
Dry erase boards

 Dry erase markers

Construction paper
Place Value Chart
Markers
Computer with Internet access:
http://www.math-play.com/addition-games.html
Technology Integration:
Students will use the website stated above as practice to master addition problems using whole
numbers.
BACKGROUND and RATIONALE:
The key concepts of this lesson are to teach students to understand the importance of place values and
regrouping with numbers up to 999.

Considered academic language includes: identification and production of addition, place value, and
regrouping.

In previous lessons, students have been familiarizing themselves with the different place values (ones,
tens, hundreds) and have grasped the process of addition.

Students will continue using place value math in subsequent lessons by applying the same technique to
subtraction.

Differentiation for instruction and assessment will include a printed copy of each verbal material for the
hearing impaired student. Student with visual impairment will have an enlarged printed copy of each
handout. Students with math disabilities will receive extra assistance and special prompts from the
teacher. Students with writing disabilities will receive special prompts from the teacher as well as a
number bank to use for answering. Students with speech disabilities will have the services of the Speech
Pathologist during the writing portion. Student with physical disability will be accommodated to his/her
needs

The students in this class will make personal connections during this lesson to the use of their own
scenarios to create their unique addition problems.

PROCEDURES AND TIMELINE:

Introduction: (10 minutes)
TTW: Ask students what they recall from last weeks lesson with place values.
TTW: Refer to the Place Value Chart that is posted on the front board. This will allow the students to
refresh their memory on last weeks lesson.
TTW: Inform students that they will be utilizing the importance of place values with the usage of
addition.

TTW: Visit the online website http://www.math-play.com/addition-games.html to look for examples and
to get the students engaged and excited.
TTW: Inform the students that learning about the relationship between place values and addition will
make math easier and more enjoyable.
As a hook, TTW demonstrate a magic trick showing how eleven dollar bills can be minimized to just
two bills (a dollar bill and a ten dollar bill.) TTW explain that although the number of bills has
changed, the value has not. TTW demonstrate regrouping by taking 10 one dollar bills and trading them
for 1 ten dollar bill. It is much easier to handle two bills rather than eleven!

Procedures: (45 minutes)

TTW: Continue playing helpful games on http://www.math-play.com/addition-games.html, TTW ask
students to express the correct answers on their own dry erase boards which will be provided prior to the
beginning of the lesson.
TTW: Recognize the students understanding or misunderstanding by observing the students responses
on the dry erase boards.
TTW: Divide students into pairs, and TTW provide each pair with several Dienes blocks and two
differently colored dice.
TTW: Explain to the students that the different colors of the dice represent different place values. [blue
die=ones place and red die=tens place]
TTW: Describe the Rally Coach indirect strategy to the class. TTW explain the obligations student A
holds and what responsibilities student B holds. Student A solves the problem/ answers the question.
Student B watches, listens, checks, and praises Student A.
TTW: Assign each student their position based off of which side of the desk they are sitting on. [right
side= student A and left side= student B]
TTW: Signal Student A to roll the dice, and TLW write down the produced number on their dry erase
boards.
TLW: Roll the dice again to produce a second number, and TLW write that number directly below the
first number on their board. TLW draw a line below the computation to represent an addition problem.
Ex. 21
+
50
________________
TLW: Model the written numbers with the same amount of Dienes blocks.
TLW: Add the two sets of numbers with the help of the Dienes blocks.
TTW: Explain that they can never use more than nine ones for a single number, but they can trade ten
ones for one ten. (refer back to the money trick)

TLW: Continue working in pairs, alternating job positions between Student A and B so each student will
have the opportunity to work the problems.
TTW: Circulate among the students as they are working together and provide assistance as needed.
TTW provide each group with a problem to check for understanding. A checklist will be utilized.
TTW: Allow the students to continue adding numbers in this manner until they have understood the
concept of regrouping.
TLW: Work in the same groups to generate their own addition problems that require regrouping, by
using personal scenarios. Example: Mio loves to go shopping. Mio has 17 shorts and 15 dresses. How
many shorts and dresses does Mio have altogether?
17
+
15
_______
The answer would be 32.
TLW: Produce their own problems on a piece of construction paper to be displayed around the
classroom. TLW use markers to illustrate their problems with related images.
TTW: Circulate among students as they are creating their own addition problems and provide assistance
as needed.

Closure:
TTW ask a few students to share their addition problem and illustration with the class. TTW ask the
students to determine the place values of the solution. TTW inform students that they will continue
using the place value method with future assignments.
Before the teacher collects the finished products the students have created, students will have an
opportunity to use the turn and talk strategy. Each student will turn to a nearby neighbor to share their
creations.

ASSESSMENT EVIDENCE:
Formative Assessment: TTW orally ask students for purpose of place values. TTW assess students by
monitoring students as they work with their Dienes blocks and check for understanding by giving them
an addition problem that requires regrouping to solve. A class checklist will be utilized.

Summative Assessment: There will be no summative assessment.

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

Student Example

Joey plays basketball for his church league basketball team. There are two halves in each game. Joey scored 24
points in the first half and scored 17 in the second half. How many points did he score for the entire game?

24
+
17

41

Joey scored 41 points for the entire game.