This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Stephanie Davenport Grade-Level: 2nd Lesson Date:

11/30/21-12/01/21

Title of Lesson: Two-digit Addition Cooperating Teacher: Stacie Denius

Core Components
Subject, Content Area, or Topic
Math: Determining the sum of two-digit numbers using various methods
Student Population
17 Students
3 SPED
Learning Objectives
Math 2.6a; 2.6c
English SOL 2.a; SOL 2.3c

Virginia Standard(s) of Learning (SOL )

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
Flashcards for activity
Dry erase board
Dry erase marker and eraser
Number Talks slide: Making Tens slide 11
November Calendar
Manipulatives (blocks resembling tens and ones)
Copies of 2.6a Quick Check
Copies of Addition without Regrouping

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations

Time
(min.) Process Components
*Anticipatory Set
-TTW begin with AROUND THE WORLD
-TSW attempt to answer the flashcard math problem in a 5 second timeframe. Each
student will be given a chance to answer.
-TTW move a little quicker the second time around, with the intention of only having one
child standing at the end. This helps provide ACTIVE LEARNING for the students.
-TTW move to Number Talks and ask students “What do you see?”
-TSW use hand gestures to show they have an answer, and then they will share it with the
class. The intention is to have them think mathematically in a way that makes sense to
them.
-the number combination will be on Making Tens slide 12
-TTW discuss with the students the month of November
-TSW tell the teacher/class what date is for the 3rd Saturday of the month.
-TTW provide 1 or 2 more calendar questions to help prepare for testing at the end of the
quarter.
*State the Objectives (grade-level terms)
I CAN… determine the sum of two numbers using various methods.
I CAN…create and solve one-step practical problems using addition.
I CAN…participate as a contributor and leader in a group.
I CAN… Use oral language for different purposes: to inform, persuade, entertain, or
clarify, and to respond.

*Instructional Input, Modeling, or Procedures

-TTW have a checkpoint Test for a Pretest for Skip counting.
-TSW review how to find the sum without regrouping.
Example: 35+24. TTW ask the students how we would begin solving this problem?
-TSW answer with 2 important things: numbers should be written vertically and then
solved. Begin adding from ones column.
-TTW explain that sometimes when doing math, we think of numbers in different ways.
-TTW show students another way they can add: EXPANDED FORM
-TSW explain what they know expanded form to be.
-TTW model for students: 35 becomes 30+5, and 24 becomes 20+4, each representing
either the tens or ones place.
-TTW Break up 35 into tens and ones, then 24 into tens and ones.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

-TTW next add tens then add ones. To find the final sum, add total of tens, and total of
ones
-TSW work on the problem 26+58 and write it vertically
-TSW use MANIPULATIVES: Base ten rods and cubes to show both numbers and how
we combine tens(rods) and ones (cubes) to add.
-TTW provide another example.

*Check for Understanding

-TTW review finding the sum without regrouping. The teacher will group 3 students
together to work on problems.
-TSW work as a team and answer the math problem as a group Strategy: NUMBERED
HEADS TOGETHER
-TTW provide a handful of problems for the students to complete as a group that would
require regrouping.
*Guided Practice
-TTW encourage students to try and solve some two digit problems by combining tens
and ones to add.

*Independent Practice
-TSW complete Addition with Regrouping Using Place Value worksheet.

Assessment
TTW observe participation.
TTW also walk around to check for understanding, and work individually, or small group if
necessary.
*Closure
-TTW check for understanding by providing an Exit Ticket.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural). Assist
low students by working one on one; encourage students to try to recall things about the weather that they may
already know; if anchor charts are posted, encourage students to look for that information
Classroom Management Strategies (To ensure a positive learning environment). ALL EYES ON ME;
Clapping rhythm for them to model, that gets their attention up front, or refocused during fun activity; Clip up
clip down chart to manage behavior and encourage good behavior; Positive paws cards to acknowledge
consistently good behavior, or improved behavior.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021