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Yearta Lesson Plan Form Teacher: Katherine Hill Unit Name: Math Lesson Title: Reviewing Strategies to Add 2-Digit Numbers Grade Level: 2nd Grade Standards CCSS: 2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.3 Read and write numbers and number names to 1000 Show numbers to 1000 using base ten numerals. Objective(s) The student will be able to fill in a hundreds grid by counting by 2s, 5s, and 10s and filling in the rest. The student will be able to find the sum of two 2digit numbers using the number chart method. Assessment The student should have all spaces filled in on their hundreds grid. The student should solve all five given equations correctly using all three strategies.

2.NBT.5 Fluently add and The student will be able subtract within 100 using to find the sum of two 2varying strategies. digit numbers using the open number line 2.NBT.6 Add up to four method. two digit numbers using varying strategies. The student will be able to find the sum of two 22.NBT.7 Add and digit numbers using the subtract within 1000, base ten method. using concrete models or drawings and strategies Relate concrete and mental strategies used to add and subtract within 1000 to a written method.

Materials and Resources: Promethean board, 1 small individual white board, the white board at the front of the room, 2 dry erase markers, blank hundreds chart for each student (see attached), filled out hundreds chart to show students on promethean board (attached), students math journals, list of riddles (see attached) Lesson Introduction 1. Tell students I know yall have been learning how to add two 2-digit numbers using three different strategies.

EDEL 441 L.Yearta 2. Ask, Who can name one of the three strategies? 3. Ask, Who can name another? 4. Ask, Who knows the last one? 5. Say, Today we are going to play a game to help us review these strategies. But first we are going to fill out a hundreds chart. Procedure 1. Pass out the blank hundreds chart. 2. Pull up the blank hundreds chart on the promethean board. 3. Tell students to go ahead and fill in all the tens. 4. Model the first two tens on the board. Students who finish first are asked to go ahead and move to the next step. As students are filling out their hundreds chart in the next few steps, walk around and make sure that students are filling out their chart correctly. Correct students who are making mistakes. 5. Next ask students to fill out the fives. 6. Model the first three 5s. (10 is done.) Students who finish early are asked to go ahead and move to the next step. 7. Now ask student to fill out the 2s. 8. Model the first two 2s. Students who finish early are asked to go ahead and move the 10th step. 9. After modeling the 2s and everyone has gotten started on them, pull up the riddle sheet on the promethean board. 10. Ask students to finish filling in their hundreds chart and make sure each space if filled. 11. Those who finish filling out their hundreds chart early are asked to start solving the riddles that are on the board and write their answers on the back of their paper. 12. When everybody has their hundreds chart completely filled in, pull up the completed hundreds chart on the promethean board and tell students to make sure their hundreds chart looks like the one on the board. 13. Allow time for students to correct their hundreds chart if needed. Ask them to count to 100 using only what they wrote on their chart.

EDEL 441 L.Yearta 14. Ask students to get out their math journals. 15. Pull up a blank page on the flip chart. Write 24+62= on the board. 16. Tell students that the red group is to answer this problem using their hundreds chart and circle their answer in their chart. The yellow group is to answer this problem in their math journal using the open number line. The green group is to answer this problem in their math journals using base ten. The blue group can choose what method they want to use to solve the equation. 17. Allow time for students to solve the equation. Walk around and make sure students are getting the correct answer. Assist students who are struggling. 18. Choose one student from each group who got the right answer (except the group who got to choose their method) to present how they found their answer to the class. The student from the hundreds chart group can solve the problem using the highlighter on the promethean board. The student from the open number line group can show how they solved their problem on the white board at the front of the room. The student from the base ten group can show how they solved the problem using a small white board and marker. These three students should be showing their work all at the same time. 19. Go over how each student got their answer. 20. Write 13+56= on the board. 21. The students are to now rotate strategies. The blue group is to answer this problem using their hundreds chart and circle their answer in their chart. The red group is to answer this problem in their math journal using the open number line. The yellow group is to answer this problem in their math journals using base ten. The green group can choose what method they want to use to solve the equation. 22. Repeat steps 17-19. 23. Write 77+21= on the board. 24. The students are to now rotate strategies. The green group is to answer this problem using their hundreds chart and circle their

EDEL 441 L.Yearta answer in their chart. The blue group is to answer this problem in their math journal using the open number line. The red group is to answer this problem in their math journals using base ten. The yellow group can choose what method they want to use to solve the equation. 25. Repeat steps 17-19. 26. Write 16+12= on the board. 27. The students are to now rotate strategies. The yellow group is to answer this problem using their hundreds chart and circle their answer in their chart. The green group is to answer this problem in their math journal using the open number line. The blue group is to answer this problem in their math journals using base ten. The red group can choose what method they want to use to solve the equation. 28. Repeat steps 17- 19. 1. Say, Very good students! Yall know your strategies very well. 2. Say, Please pass up your hundreds chart that you filled out. Dont put your name on it. If you already have please erase it. Leave your journals out on your desk open to the page you just used. I will come by and check it. Differentiation How else could your students demonstrate proficiency? What other products could they create? Differentiation (A) Students could use What intelligences are concrete base ten blocks met? to add two 2-digit Kinesthetic numbers. Visual Lesson Closure What level of Blooms is expected? Remember, understand, and apply Differentiation (B) Students could be asked to create their own math problem and then trade with a partner and solve each others equations using all three strategies. What intelligences are met? Interpersonal What level of Blooms is expected? Create

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