Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: _Britney Richardson______________________________ Date: __3/30/2021_______

School: _Hooks Elementary School_______________________ Grade: ____2___________

Starting and Ending Time: _11am__ to _11:55 am___

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

Grade 2 Content Standards - Number and Operations in Base Ten

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.
6. Add up to four two-digit numbers using strategies based on place value and properties of
operations.
7. Add and subtract within 1,000, 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.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

During the lesson, students will be able to explain the place value chart and the relationship
between the ones, tens, and hundreds place.

During the lesson, students will be able to complete multi-digit addition and subtraction
problems by using a place value chart and base ten concepts to compose and decompose
numbers.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will demonstrate their understanding by typing their answers to problems privately to
me in the chat throughout the lesson, by showing me their work by holding up their
whiteboard/paper up to the camera, by orally explaining their thinking to me aloud, and by their
performance on the interactive quizzes throughout the lesson.
Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

Students will understand the meaning of “regrouping” by the end of the lesson. Students will also
solidify their understanding of “place value.” Students will understand “place value” to mean
that the value of a digit is dependent on what position it is in. So, a 2 in the ones place has a
different value than a 2 in the tens place. They will understand that “regrouping” is making an
exchange between place values. For example, students can regroup one ten to be 10 ones. They
will understand that this helps them to solve two-digit addition and subtraction problems.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will demonstrate their understanding of these words by correctly solving the 2-digit
problems by using regrouping strategies which are based on place value. I will be able to assess
their thinking when they orally explain to me the way they solved the problem and why. I will be
able to assess if they are using the words correctly.

Content: What are the specific details of the lesson’s content knowledge?

It is important to solidify students' understanding of place value and the relationship between the
ones, tens, and hundreds place. This is the basis for two-digit addition and subtraction problems
that require regrouping.

It is important that students understand how to regroup to solve two-digit addition and
subtraction problems. Students will learn that in addition to regrouping the ones placed into the
tens place id there are more than 10 ones. In subtraction, students will learn to regroup the tens
place into the ones place if there are not enough ones in the subuend to subtract the ones in the
minuend.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (_15_ minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

Prior to the lesson, I will have the students take 5 deep breaths collectively to calm us down and
get our brains ready to learn. Then, I will set the behavioral expectations during the lesson. These
will include keeping our cameras on if possible, raising our hands to ask or answer questions,
and to not “step on” each other's words. I will also ask them to take out a piece of paper or a
pencil or their whiteboards and a marker so that they can follow along and complete the
problems.

First to warm up and activate the students' math brains, I will send them a link in the chat to
online math games at Splash Math. These games are subtraction and addition problems at the
first grade level. I will set a timer for 7ish minutes for them to play the games and review their
basic subtraction and addition facts.

Then, I will review the objectives with the students. I will say that the objectives are to review
the place value chart and the relationship between the one, tens, and hundreds place. The second
objective is going to be to solve two-digit addition and subtraction problems using the
regrouping strategy.

Next, I will show students a slide with a place value chart. I will ask students what they know
already about the place value chart. Based on their responses, I will explain the place value chart
to them. Then, I will click on a link that will bring me to a website that has the base ten block
manipulatives. I will ask the students what experiences they have with working with base 10
blocks. Using this website, we will review the relationships between each “block” visually. I will
demonstrate regrouping strategies using one-digit numbers using the blocks on problems they
already know the answers to.

Then, we will do a kahoot in which the kids have to decide if they need to regroup or not. This
will allow me to assess their understanding of place value concepts and regrouping.

During Lesson ( _30_ minutes): How will you direct, guide, and/or facilitate the learning
process to support the students in working toward meeting the instructional objectives?

To open the two-digit addition, we will listen to a song on YouTube that reviews the double-digit
addition algorithm with regrouping strategies. This will serve as a way to get them thinking.

After that, we will do an “I Do-We Do-You Do” for practicing problems. The problems will be
listed on the slides. For the first of each, I will use the Base 10 blocks on the website to help us
solve the problem. For the second, we will solve the problem using the algorithm. The specific
problems are listed on the slideshow. I will adjust based on student understanding if I continue to
use the visual base ten block manipulatives to explain how to solve the problems. I will use the
“annotate” feature on zoom to write the problem into the place value chart on zoom. Then, I will
switch screen t to the Base 10 Blocks to solve the problem using the manipulatives and writing
tool. I will be using the combination interpretation of addition, so I will emphasize combing the
ones, then the tens, then the hundreds place as the method.

After we complete the addition section of the lesson, we will transition into doing two-digit
subtraction problems by listening to a read aloud that reviews two digit subtraction.

Similar to the way we did addition, we will do an “I-Do, We-Do, You-Do” to practice solving
these problems. The problems will be listed on the slides. For the first of each, I will use the Base
10 blocks on the website to help us solve the problem. For the second, we will solve the problem
using the algorithm. The specific problems are listed on the slideshow. I will adjust based on
student understanding if I continue to use the visual base ten block manipulatives to explain how
to solve the problems. I will use the “annotate” feature on zoom to write the problem into the
place value chart on zoom. Then, I will switch screen t to the Base 10 Blocks to solve the
problem using the manipulatives and writing tool. I will be using the “take-away” interpretation
of subtraction so I will emphasize that language when modeling the problems.

Closing (_15_ minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

After practicing problems altogether, I will send them off to do fun practice independently. I will
send a link in the chat to a website that has addition and subtraction games designed for second
graders to practice their addition and subtraction skills that align with the standards. I will set a
timer for 7ish minutes for them to practice independently.

At the end of the class, we will come back together and play one final Kahoot which will allow
me to assess their understanding as individuals and as a whole. This Kahoot will have both
double-digit addition and subtraction problems.
.
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Overview:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same text Use Braille or large report
focus of instruction at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: I will use manipulatives (Place Value Chart, Base Ten Blocks) to help students
understand the content of the lesson.

Support #2: I will be mindful to give the students breaks if they seem to be getting restless or
unfocused as they did last time.

Support #3: I will provide multiple ways to communicate their understanding and participate in
the lesson.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

I will address the expectations for the lesson prior to starting the lesson. First, I will have the
students take a collective 5 deep breaths with me to calm them and get them ready for learning.
Throughout the lesson, I will be mindful of their ability to focus by observing their engagement
and behavior. If they are getting restless, I will give them a break to move or switch to another
activity. Also before the lesson, I will set the expectation to keep cameras on, participate in the
lesson, and raise our hands to participate in order to avoid “stepping on” each other's words. I will
kindly remind students of these expectations throughout the lesson if they are not followed. I can
also gently reinforce those who follow the rules by allowing them to share their voice bedore
someone who is not adhering to the expectations. I will also make the expectation clear that they
need to be completing the problems on either their whiteboards or on a pencil/paper.

Technology: How did you incorporate technology into the lesson?

I included multiple mediums of technology into this lesson. First, these will be a Google Slides
presentation that is the base for the lesson and all other materials will be linked there and serve to
guide the lesson. Then, I will be using an online math game Splash Math for the student to
practice independently. I am using a couple videos from YouTube to activate students' brains and
review the content. I am using Kahoots to assess student understanding and engage them in
practicing problems. Finally, I will use an interactive Base Ten blocks via an online website to
help explain solving the problems.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

Google Slides
Activation Games
To Regroup or Not Regroup Kahoot
Addition Song
Online Base 10 Blocks
Subtraction Story
Practice Games
Final Kahoot

6
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley
Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

To continue to reinforce these concepts, the students can continue to practice addition and
subtraction problems with double digits. When they achieve a masterly level of understand,
students can move on to doing more complex multi-digit addition and subtraction problems.

7
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley