Co-Teaching Explicit Instruction Lesson Plan Template

Date: March 22nd 2016

Subject: Mathematics
Grade Level: 2nd
SWD 1: Thomas Jones
Classification: Learning
Disability
Accommodations/Mods:
Extra time, Text passages
read to him, Assisted
technology such as spell
check
SWD 2: Damien White
Classification: Emotional/
Behavioral Disorder
Accommodations/Mods:
Mobile technology, Extra
time in computer lab
NY Core Standards:

Teacher: Nalin, Elif

Co-Teacher:
Students will engage in:
independent activities
Cooperative learning
peer tutoring
visuals
simulations
other ____________

pairing
hands-on
whole group instruction
technology integration
project
lecture
centers

2.NBT 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. Understand the following as special
cases: a. 100 can be thought of as a bundle of ten tens called a hundred. 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).
2. NBT 2 Count within 1000; skip-count by 5s, 10s, and 100s.
2. NBT 3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded
form.
2. NBT 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. NBT 7 Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method. Understand that in adding or subtracting three-digit
numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and
sometimes it is necessary to compose or decompose tens or hundreds.
2. NBT 8 Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or 100
from a given number 100 900.
2. NBT 9 Explain why addition and subtraction strategies work, using place value and the
properties of operations.
Goal: Students will be able to add two different numbers and use correct place value placement on

the place value mat.

Objectives:

Students will identify their answers on their place value mats.

Students will create their own numbers by rolling the dice and writing the number on the
place value mat.

Students will identify the value of each number on their place value mats.
Students will perform addition using three digit numbers
Students will describe how the numbers change in each column of the place value mat.
Students will answer questions about addition and place value after achieving the product.

IEP Goals/objectives:

Students will individually identify their answers on their place value mats.
Students will create their own numbers by rolling the dice and writing the number on the
place value mat.
Students will identify the value of each number on their place value mats.
Students will describe how the numbers change in each column of the place value mat.
Students will answer questions about addition and place value when getting the product.
Procedures Followed:

Co-Teaching Method
Opening

Attention
Cue Signal

Include
behavioral
expectations

Review

General Educator

Special Educator

Team Teaching
1 Teach, 1 Observe
I will begin my lesson by writing the
number 310 on the board. I will ask
students to tell me the amount that the 3 is
worth, the amount that the 1 is worth, and
the amount the 0 is worth in the number:
310. I will write three students responses
on the board.
Students should be sitting at their desks and
attention on the teachers.
After I receive their answers I will go over
how much each number is worth according
to its position in the number. I will explain
to the students that 3 is in the hundreds
place. So there are 3 one hundreds. I will
expand the number by writing 3 one
hundreds on the board. I will then say
There is 1 ten in the tens place so how
many tens are there? I will then write one
10 on the board. I will finish by saying that
There are 0 ones in the ones place so there
are no ones in this position of the number
and point to the ones place.
Pass out the place value charts and then go
back to the board. Tell the students that we
are going to add 215 to 310 and tell them
that We are going to use our place value

Key Words/Phrases
or Materials Needed:
Pencils
Worksheets
Place Value
Charts
Computer

charts to help us. Write 310+215 on the

board.
Then have students write 310 on their place
value charts.
Ask the students, How do we add 215 to
310?
Preview

I do
Body

We do

I will tell the students that understanding

place value is essential for being able to add
two numbers correctly. Also understanding
place value makes learning math more fun
and easy!
I will begin by demonstrating how to use the
place value charts by writing 310 on my
own which will be projected onto the front
board through an Elmo projector. Then I
will write 215 below 310. I will then show
my students how to break down the numbers
into ones, tens, hundreds, and then add.
Using the big place value chart on the board
write 310 in the correct spots. Ask How
can we add 215 to 310 using our place value
charts?
Ask the students that How many hundreds
are in 215? And how do we write this on
our place value chart?
Next tell the students that Now we have to
add the numbers in the tens place. Who can
show me how many tens there are on my
place value chart?
Then have them add the 2 tens.
Ask the students What number is left to
add?
Ask the students if they understand how you
added 310 plus 215.
Tell the students that they are going to be

working with their partner to their right.

Every student should be divided into pairs.
Explain the activity to the students. They
are going to have three dices per group and
they are to roll each die. The first roll will
represent the hundreds place. The second
die will represent the tens place. The third
die will represent the ones place. They will
write down the number created on their
worksheet and then the other person will
repeat the same process.
After the students complete the worksheet
explain to them that they are to use those
numbers to create three addition problems
with their partner. Direct them to solve their
problems using the place value chart.
Tell the students that they must work with
their partners and help each other. Tell the
students I will be walking around the room
so please raise your hands if you have any
questions during the activity.
1. Have student begin the activity with
their partners.
2. Walk around to observe how the
students are creating their numbers.
3. Ask the students to show how they
expanded their numbers as I walk
around the room.
4. Offer prompting questions to
students when necessary.
You do

Ask one pair of students to come to the

board to present their addition or subtraction
problem. Tell one student to write the
problem and the other student to write each
number on the place value chart that is on
the board. Have them explain how they got
their answer.
The rest of the students can agree or
disagree with the answer on the board.
I will finish the lesson with clarifying the

difference between ones, tens, and hundreds

on the place value chart.
*Provide
immediate
corrective
feedback for
incorrect
responses.

1. Stop after the incorrect response.

2. Show or tell the student the correct response.
3. Repeat the original cue or question and provide assistance if needed, as the student gives
the correct response. If students give an incorrect response, repeat steps 1-3.
4. Praise the students for correct responses.
Sources: Discrete trial error correction, Cindy Myers, SLC SD; Error correction cycle, Utah Running
Start

Review
Closing

Preview

Independent
Work

Have the students use base-ten blocks on

their place value mats rather than writing out
the numbers. This will visually show
students how much each number is worth
with hands-on material. The teacher will
provide 2 addition problems and students
will use the base-ten blocks to add the
numbers on the place value charts.
Students will turn to their partners and
compare their answers.
I will tell the students that we will continue
to work on addition problems and also begin
to work on subtraction problems.

The students can do word problems which

includes adding three digit numbers. For
example, if the word problem states If there are
200 blueberries on a tree, and 120 more grow,
how many blueberries will be on the tree? They
might not have to use the place value mats at this
point, they can set up the problem and solve by
building on their knowledge of ones, tens,
hundreds. (First they add the 0s in the ones
place, then they add 0 + 2, next they add 2 + 1,
and there end result will be 320 blueberries).
How will you change your lesson to accommodate the needs of students with disabilities? The co-teacher
can work with the students with disabilities so that they can receive more attention. They can break off into a
small group and the co-teacher can take their time to practice the process with them multiple times until they
get it. They can also keep their place value mats while they do their independent work. The co-teacher can
check on their independent work from time to time to make sure they are on the right track. The SWD can
use technology such as the computer or whatever device they are comfortable with to practice on there.
How will you increase Opportunities to Respond? The popsicle stick method would be effective? This
allows the students to be called on in a fair way, and make sure that each one gets a chance to give their
response.
Data Collection Procedure: We can collect their independent worksheets at the end. The worksheets will
have the word problems which will allow us to determine if the students can apply the material to other
types of learning.
Baseline/Monitor Assessment Data:
Reflection - after lesson taught
Student Performance
Teacher Effectiveness

The students have met the

objectives, they can all
successfully add three digit
numbers while also
identifying the different
place values. They no
longer need the place mats
but it did help them get to
this point. The SWD have
also met the objectives once
their accommodations and
modifications were put into
effect.

Some students had trouble at first but the

place value mats helped them since it was a
hands on learning experience. There were
some attention issues, the students who did
not understand were distracted and they
were distracting other students. In the future
we will mention in the beginning that if they
do not follow directions, they cannot
demonstrate their problem at the front of the
classroom to their peers. The computer
helped the students with disabilities because
they were more comfortable learning
through the use of technology. In the future,
we will also keep this in mind.

Lesson Plan adapted from the Jordan School District and www.lessonplans4teachers.com