Lesson Plan for November 11, 2020

SPED 435

Topic: Adding Four 2-Digit Numbers (with regrouping)

Standards:
 CCSS.MATH.CONTENT.2.NBT.A.1: Understand that the three digits of a three-
digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 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.

Objective: Students will be able to regroup to add four 2-digit numbers.

Student-Friendly Objective: I can regroup to add four 2-digit numbers.

Assessment Plan: Orally and through observation. Students will be assessed from their
questions about the lesson concept. Students will also be assessed through observation
to make sure that they understand the lesson concept and how to regroup to add four
two-digit numbers. The worksheets will be collected at the end of the lesson. Students
will also be observed during guided practice to make sure they are correctly regrouping
to add four two-digit numbers.

Materials Needed:
 Student practice pages 66 and 88
 Center 18: Break it Up and Add!
 Center 27: Build and Record (Add up to Four 2-Digit Numbers with Regrouping)
 Pencils
 Whiteboard and dry erase markers
 Base 10 blocks

Key Vocabulary:
 Sum: the total amount from adding two or more numbers.
 Regrouping: making groups of ten when adding 2-digit numbers, to rearrange
groups in place value to carry out an operation like addition.
 Expanded Form: writing a number to show the value of each digit (hundreds,
tens, ones)

Anticipatory Set (Gain Attention/Motivation/Recall Prior Knowledge):

 Say, “When we add a 2-digit number, where do we start? What is regrouping?
When do we need to regroup?”.
  Write 54+39 on the whiteboard. Model separating the tens and ones. Add the
tens together, then add the ones. Without regrouping the ones, write the
answer of 813. Ask the students if this is the correct answer.
 Write 58+36 on the whiteboard. Work with students to solve this problem.

Instructional Inputs:
 Students will sit on the mat during modeling and guided practice. They will go to
their math groups for the independent practice and closure.
 Students will listen and follow instructions.
 Students will wait for instructions before using the Center 18 and 27 cards.

Modeling:
 Say, “Today we are going to regroup to add four 2-digit numbers”.
 Write the following problems on the whiteboard
o 32+41+23+12
o 55+22+13+41
 Model solving the first problem with expanded form by adding the ones, then
tens.
 Work together to solve the other problem.
 Say, “Now you are going to practice regrouping to add four 2-digit numbers. First
add the tens, then add the ones. Remember to compose a ten when you have
more than 9 ones.

Guided practice:
 Send students back to their home base groups.
 Give the instructions for Center 18: Break it Up and Add! and give an example,
then pass out the cards, giving two or more cards to each group.
o Instructions:
 Break up each number into tens and ones.
 Write the values in each column.
 Add the tens.
 Add the ones,
 Then add the tens and ones together to get the final sum.
o When students finish with their cards, have the paraprofessional come
up with other numbers to keep the students practicing regrouping to add
four 2-digit numbers.
 Give the instructions for Center 27: Build and Record (Add up to Four 2-Digit
Numbers with Regrouping) and give an example, then pass out the cards, giving
two or more cards to each group.
o Instructions:
 Flip a card over.
 Build the addition problem using base 10 blocks.
 Add the blocks to solve the problem.
 o When students finish with their cards, have the paraprofessional come
up with other numbers to keep the students practicing regrouping to add
four 2-digit numbers
Include checking for understanding during guided practice.
 I will check for understanding by walking from group to check on how the
students are doing with the Center 18 and 27 cards.

Closure:
 With five minutes left, have already written on the board: 47+15+32+24. Say:
“Who can tell me the answer to this problem?”.
 Work through the problem as needed.

Independent practice/application:
 Have students go to their math groups.
 Give students the practice worksheet (pg. 66, Place Value Strategies: Add Up to
Four 2-Digit Numbers Set 1).
o Instructions:
 Add up the tens.
 Then add up the ones.
 Find the sum.
 Can use base 10 blocks, if needed.
 Answer questions and/or give correction when needed.

Differentiation
 Letting students use base 10 blocks to show the number of tens and ones for
each 2-digit number.
 At each table, work through each problem at the same time using a small
whiteboard and different colored markers to show the tens and ones place
values.
 Fast finishers can start working on the second practice worksheet (pg. 88, Adding
Four 2-Digit Numbers Set 1).
o Instructions:
 Draw base 10 blocks to show your work.
 Solve each problem
 Have base 10 blocks available to use.

Transition:
 When a teacher rings a bell, students will put base 10 blocks and/or other
materials used away, clean up their work area, put their folders and worksheets
away, wash hands, and line up to go to lunch.
Reflection:
 What went well…
o The students were able to correctly add two 2-digit numbers without
regrouping during the modeling and guided practice portion of the
lesson. They were also able to add up to four 2-digit numbers during the
small group independent practice. They were able to add two 2-digit
numbers with regrouping with a lot of modeling and guided practice. I
think that they will need to practice this concept more before it becomes
familiar.
o Almost every student was able to tell me which number was in the tens
place and which number was in the ones place. They are becoming more
familiar with place value which really helped me when I was teaching.
o This was a hard topic to teach to the students. I improvised during the
lesson because things that I had planned were met with blank stares.
Instead of starting with adding four 2-digit numbers, I started with two 2-
digit numbers to review and refresh their memories. I was able to explain
how to split each 2-digit number into tens and ones and then add the
tens and the ones together.

 Suggestions for improvement…

o If I was teaching this lesson again, I would learn how to use more
appropriate academic related vocabulary to teach this to the students
and use other models to concretely show the students how to add four 2-
digit numbers with regrouping.
o I would have also liked to use base 10 blocks to show the students how to
add multiple 2-digit numbers together through expanded form.
o I also need to remember to keep these math lessons simple enough for
the students to understand the concepts but challenging enough to keep
them engaged and participating throughout the lesson and instruction.