Teacher Education Lesson Plan Template

Teacher: Olivia Shedd Date: 11-13-19

Title of Lesson: 2 Digit Addition without Cooperating Teacher: Julie Flores

Regrouping

Core Components
Subject, Content Area, or Topic
Math
Student Population
2nd Grade: 24 students; 11 boys, 13 girls

Learning Objectives
- I can add 2-digit numbers together without regrouping using strategies by stacking, drawing using
base ten blocks, and explaining my thinking in writing.
Virginia Essential Knowledge and Skills (SOL)
SOL 2.6b
determine sums and differences, using various methods

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
1. Dry erase boards + markers
2. 2 Digit Addition worksheet #1 and #2
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Lecture 05%
Safety (if applicable)
N/A

Time
(min.) Process Components
*Anticipatory Set
2 min. - *BEFORE LESSON* TTW print and laminate charts for adding and subtracting
- TTW pass out laminated charts and clipboards and have students sit on carpet
- TTW tell students that although we have learned the count-on and count-back method
for learning addition and subtraction, we are now going to learn a way to add numbers
that are too big to do on our fingers!
“For example, if I wanted to figure out how many people were in our class (24) and in
Mrs. Hannah’s class (23) together so I could bake enough cupcakes, I wouldn’t be able to
count it all on my fingers! I’m going to show you a way to add these big numbers
together.”

*State the Objectives (grade-level terms)

1. I can add 2-digit numbers together without regrouping using strategies by stacking, drawing
using base ten blocks, and explaining my thinking in writing.

*Instructional Input or Procedure

10 1. TTW explain chart to students, reminding them of where the one’s place and ten’s
min. place column is. TTW start with adding classes together by placing 24 in the first two
boxes and 23 in the next two, having students follow along.
2. TTW explain that you ALWAYS add in the one’s column first BEFORE the ten’s
column. “The one’s like to be #1 so we let them go first!” 
3. TTW model how to add 4 + 3 to make 7 in the one’s column, then 2 + 2 to make 4 in
the ten’s column making our sum 47. “So that is how many cupcakes I need to have for
both classes! Let’s try some more!”
*Modeling
(part TTW guide students in 2-3 addition problems using strategy outlined on laminated chart.
of *Remember: “one’s like to be #1 so we add them FIRST!”
above)
*Check for Understanding
(check for independent understanding during guided practice)

*Guided Practice
After modeling, TTW give numbers to students and let them solve independently to check
5 min. for understanding.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Independent Practice
10 1. TTW have students return to seats and pass out worksheet #1 on 2 digit addition using
min. base ten blocks.
2. TTW model first 2 problems on SMART board by showing how to use base ten blocks
to find the answer. TSW draw rods and cubes on worksheet in coordinating boxes and
count them at the end to find answer.
Assessment
1. TTW pass out worksheet #2 and instruct students to draw a line down the middle
10 of every number and label “O” for the one’s column and “T” for the ten’s column.
min. 2. TSW independently answer #1-12 (questions #13-18 for differentiation)
3. TTW later chart the results from this as a formative for further instruction and
remidiation later in the week.
*Closure
2 min. 1. TTW close: “Today we learned how to add two 2 digit numbers together by using base
ten blocks and by stacking to add the one’s column then the ten’s column! Now we can
add bigger numbers than just the number on our fingers!”

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

In worksheet #2: have advanced students continue to questions #13-18 to practice independently lining up digits and
adding.
Classroom Management Issues (optional)
-Use name sticks for students to answer questions if not all are paying attention
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015