Regrouping Lesson Plan (Direct Instruction)

Teachers:
Subject:
Alexa Carrasco
Math (one-on-one special needs)
Common Core State Standards:
2.OA.A.1. Use addition and subtraction within 100 to solve one and twostep word
problems s involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
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 (Explicit):
Student will use mental math strategies to add one digit numbers
Student will be able to solve two digit addition problems without teacher assistance
Evidence of Mastery (Measurable):
Student will be able to independently complete two digit addition problems with 80%
accuracy as measured by assessments
Evidence of Mastery:
2 assessments have been provided for the student to help assess her knowledge of the
lesson. An additional extension lesson and game are provided for her to exceed
expectations.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Student will be able to add using mental math strategies she has been practicing
Student will be able to build using base ten blocks
Sub-objectives: SWBAT (Sequenced
Formative assessment for each subfrom basic to complex):
objective:
Student will use base ten blocks
Student will have an end of the
Student will be able to identify the
lesson paper and pencil assessment
ones, tens, and hundreds place
to test knowledge
Student will be able to add using
Student will play math game on
mental strategies
SMART board to test knowledge of
Student will be able to add two digit
base ten place value
numbers with and without
regrouping
Key vocabulary:
Materials:
Sum- total of two numbers added together
Fifty Five Grandmas and a Llama by
Lynn Manuel
Base ten blocks
Math you see poster
Mini white board and marker (for
visual support)
SMART Board
Assessments on back

Opening (state objectives, connect to previous learning, and make relevant

to real life)
Anna, do you remember using these blocks?
How much is this block?
I have a fun little story for you to remember how to add numbers without using
blocks.

Instructional Input

20 minutes
Teacher Will:
Read and discuss the poem:
Fifty-five Grandmas and a Llama
by Lynn Manuel.
o Highlight and repeat key
parts of the story that
relate to math
Teacher will identify base blocks
using a house model asking
question along the way
o How many ones can I put
in this house?
Begin identifying number 46 and
29 using base ten blocks on the
board
Add these numbers
Instructional Input: (I DO IT)

Student Will:
Participate in discussion of the poem
and how it can be related to math
Answer teacher questions and use
model
Follow the pattern of the base ten
blocks

Student will:
Student will be able to identify the
ones, tens, and hundreds place

Co-Teaching Strategy
NO CO-TEACHING USED FOR PA
Differentiation Strategy
Anna is a 3rd grade girl with spina bifida, a shunt, and other health
impairments. Although she has been introduced to base ten before, the idea
is typically hard to stick. She may forget and need extra modeling or
guidance before moving on to the next part of the lesson.
Many of these things will need to be written for her on a mini white board for
visual support
ANNA MUST HAVE A SNACK WHILE DOING THIS AND WILL BE PROMPTED
MANY TIMES TO EAT HER SNACK WHILE WORKING.
15 minutes

Guided Practice

Teacher Will:
Student Will:
Guide student through the
Answer teacher questions (Answers
addition steps, reemphasizing
are provided in the Teacher Will
that they must always add the
guided practice section of lesson
numbers on the ones column
plan)
Use base ten building blocks to build
first.
Ask the following questions:
numbers
o 1. How many ones do we
Use base ten building blocks to add
have when we add 7 and
two digit numbers
Use steps to regroup numbers into
4? (11)
o 2. Do we have more than
place values and add each one
ten ones? (YES)
Wean off of the base ten blocks and
o 3. What do we do with the
be able to add mentally using
11 ones? (Regroup them to
regrouping (blocks will still be there
make one ten and one 1).
as visual support if needed)
o 4. Where should the one
ten go? (We should move
it to the tens column.)
o 5. Now, how many tens do
we have on the tens
column? (We now have 6
tens.)
o 6. What is the answer to
the problem 44+17? (The
answer is 61 or 6 tens and
1 one.)
Guide student to solve two sets
of problems, 38 + 14, and 55 +
28 using the same steps as
shown above. Remind student to
add the one ten that was
regrouped from the ones
column.
o Try one with blocks and
others with just mental
math adding
Check for understanding and
guide student through more
examples if needed, until she is
able to solve the problems on
her own.
Assess student progress by
observing work and offer
assistance if needed.
Guided Practice: (WE DO IT
Student will:

TOGETHER)

Collaborative Practice: (YOU DO IT

TOGETHER)

Student will use base ten blocks

Student will be able to add using
mental strategies
Student will be able to add two digit
numbers with and without
regrouping with teacher assistance
Student will:
Student will be able to add using
mental strategies
Student will be able to add two digit
numbers with and without
regrouping

Co-Teaching Strategy
NO CO-TEACHING USED FOR PA

Independent Practice

Differentiation Strategy
Anna is a 3rd grade girl with spina bifida, a shunt, and other health
impairments. Although she has been introduced to base ten before, the idea
is typically hard to stick. She may forget and need extra modeling or
guidance before moving on to the next part of the lesson.
When Anna has correct answers, she is rewarded with a penny to celebrate
her achievement
ANNA MUST HAVE A SNACK WHILE DOING THIS AND WILL BE PROMPTED
MANY TIMES TO EAT HER SNACK WHILE WORKING.
15-20 minutes
Teacher Will:
Explain rules of testing and that
student must complete
independently
Hand assessments one at a time
Provide a bookmark to cover all
problems except the one she is
on to support her visual
impairment
Set up SMART board for
extension game
Review mistakes with Anna
Lead Anna to SMART board for
extension game
Pack Anna up and bring her to
the Nurses for early dismissal
Independent Practice: (YOU DO IT
ON YOUR OWN)

Student Will:
Complete tests independently with
at least 80% accuracy
Focus on problems one at a time
Use strategies used in class to be
able to solve problems
Review mistakes and correct them
with assistance
Play extension game on the SMART
board
Pack up and get ready for nurse

Student will:
Student will be able to identify the

ones, tens, and hundreds place

Student will be able to add using
mental strategies
Student will be able to add two digit
numbers with and without
regrouping
o ALL OF THESE SUBOBJECTIVES WILL BE DONE
WITHOUT TEACHER
ASSISTANCE AND ASSESSED
TO TEST UNDERSTANDING

Co-Teaching Strategy
NO CO-TEACHING USED FOR PA
Differentiation Strategy
Anna is a 3rd grade girl with spina bifida, a shunt, and other health
impairments. Although she has been introduced to base ten before, the idea
is typically hard to stick. She may forget and need extra modeling or
guidance before moving on to the next part of the lesson.
ANNA MUST HAVE A SNACK WHILE DOING THIS AND WILL BE PROMPTED
MANY TIMES TO EAT HER SNACK WHILE WORKING.
Closing/Student Reflection/Real-life connections:
Student will close with a base ten SMART board game.
She will use this to practice her base ten place value
She will use this as a transition time to get ready for the nurse

Differentiated Instruction / Accommodations and Modifications

Materials and Activities

UDL Solution

Anna will measure the raft with

their feet. Record their
measurements on the board.

Potential Barriers/Missed
Opportunities
Anna should have lesser problems
for homework or classwork as
pertained to her writing skills.
(fine motor problems)
Anna needs physical support and
cannot stand for long periods of
time.

Pack up and get ready for nurse

Anna has limited mobility

Anna will have to get h

her chair and be whee
class and then the fron

Anna will complete assessment

Quantity should be adj

that she is showing ma
content. 4 problems w
away from the assessm
If student is unable to
the raft will be placed
surface for her to acce
her hands