Differentiated Lesson Plan

Teacher: Emily Holt

Date of lesson: 11/03/15
Class/Subject: 2nd Grade,
Math
1-Content objective(s)/State standard(s)/Topic: 2.NBT.B Use place value understanding

and properties of operations to add and subtract.

5. Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
2-Behavioral objective(s): SWBAT talk cooperatively with their partner.
SWBAT raise hands and wait to be called on before speaking.
3-Language objective(s): SWBAT explain how to make a new ten or new hundred.
SWBAT explain the process of adding two two-digit numbers.
4-Prior knowledge required: Understanding that ten ones equals one ten and that
ten tens equals one hundred.
4-After this lesson, students will
UNDERSTAND (concepts)
Be able to DO (skills)
-That there are multiple methods to use
-Add two two-digit numbers that require
when adding two numbers.
creating a new ten or hundred.
-How new tens and hundreds are made
-Create proof drawings to help explain
and where to place these numbers in
their sum.
addition.
5-Resources/materials required for instruction: Student math books, white boards,
base ten blocks, Smart Board.
6-Student activity
a-Before
b-During (i.e., whole
c-After (i.e., independent
(including pre-assessment)
group)
practice/small group)
-Students will complete
(including post-assessment)
-Do the first problem as a
the daily math routines on class, explicitly teaching
-Have students move onto
the Smart Board as a
page 88. Tell them they
each step, having
class with one student
have to continue to have
students create proof
instructor per routine.
proof drawings for
drawings together. Ask
This triggers background
problems 5 and 6.
students for different
knowledge for addition.
ways to add, i.e. where do -Students can use base
-Pretest contains two-digit you start adding, in the
ten blocks if theyre
addition problems.
having a difficult time
tens place or the ones
-Introduce Mr. and Mrs.
finding the sum.
place (background
Green to the class.
-Students must show their
knowledge).
Explain that they own a
-Show an example of both workbooks to Mike or I,
grocery store and were
100% complete and
ways, making mistakes
going to help them count
correct with proof
and having students
certain items. Ask why it
drawings.
correct these mistakes.
would be important to
-Have students verbally
-Have students complete
count these items in a
problem 2 alone, having a explain their addition
store.
process with question 6.
students complete it on
the board.
-Repeat explicit modeling
for problem 3, making a
new hundred.
-Have students complete

problem 4 on their own,

asking for a student to
come solve it on the
board.
7-Learning
experiences
when students

Instructional
resources

Process
Content

(if different
from #5)

(if different
from #1)

Students can
use base ten
blocks to help
their peers if
completed
work early.

Students
should show
multiple
ways to add.

(if different
from
#6a, b, and/or
c)

(if different
from #8)

Should have a
clear, explicit
proof drawing
and be able to
verbally
explain their
process.
Developing
Students
Students
Can work
Have a clear
have the
should show
individually or proof drawing
option to use at least two
in pairs.
and be able to
whiteboards
different
verbally
or base ten
methods for
explain their
blocks.
addition.
process.
Emerging
May use base Students will Work in
Should be able
ten blocks
only be
partners or
to verbally
with a
expected to
one on one
explain process
partner or me show one
with Mike or I. and have a
if they need
method of
proof drawing
additional
addition.
or demonstrate
help.
understanding
with base ten
blocks.
8-End product (if any): 100% completed and correct worksheets, pages 87 and 88.
9-Homework/extra practice opportunity (if any): Send home homework sheet 2-6.
10-Vocabulary:
Assessment:
sum, two-digit number, addend, proof
Students will get their worksheets
drawing, Show All Totals method, New
checked off for 100% completion with
Groups Above/Below method.
correct answers by Mike or I. Students
will be asked to explain the addition
process orally, while showing their work
with numbers as well as a proof
drawing. EL students will be encouraged
to show their understanding however
they can.
Expanding

Can work
individually or
help with a
struggling
student.

End product