Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: _____Katherine Hoggard_________ Date: _____11/14/22______

School: ____South Boston Cathlioc Academy________ Grade: ___2nd_____

Starting and Ending Time: __10:00__ to __10:45AM__

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.

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.5)

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. (2.NBT.1)

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?

The goal is for students to gain understanding in adding two digit numbers with regards to tens
and ones places. Students will review the decomposition strategy that they have already learned
and then learn the stacking method as another mathematical tool to get to a sum. Informal and
formal assessments will be used to demonstrate the knowledge they acquired during this lesson.
They will demonstrate learning through a worksheet, group practice and group discussion

Assessment: What specific, tangible evidence will show that each student has met this
objective?
Students will provide answers regarding which digit goes in the tens and ones spot, how to
decompose a number and how to add two, two digit numbers on their whiteboards. I will check
answers between each step of the process. The final piece of evidence will be a worksheet in
which students are adding two digit numbers and using the stacking method.

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.

Tier three language is required for this lesson because it is context specific to math.
Decomposition is a vocabulary word that is part of their review. We call it “break apart method”
in the classroom. I will describe it as: breaking apart two digit numbers into tens and ones units
in order to make addition with larger numbers easier.

“Digit” is another context specific vocabulary word that appears in tear tree language. I will
describe it as any number between 1-9.

“Ones and tens place” are important to understand as well. Students must know why we break
two digit numbers up into ones and tens and what it means. I will explain the meaning of the
ones and tens place through manipulatives (blocks) which indicate that there are always sets of
ten in the tens place and units of ones in the ones.

“Stacking method” will be introduced as a way to add two digit numbers with ease.

Knowledge will be demonstrated through target answers like this: “you write 40 in the tens place
because there are 4 sets of tens, and the 1 in the ones place because there is 1 unit.” This shows
understanding for the words digit, ones and tens place and decomposition, or break apart method.
They have the opportunity to practice these responses during our group discussion and white
bored practice. Later they will show understanding of the stacking method by doing the
equations correctly on their worksheet.

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

Students will show that they understand this vocabulary when they practice the break apart
method on their white boards, working within the addition problem. I will look out for student
use of the word in large and small group discussions.

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

In terms of Bloom's taxonomy, we are focusing on application. We want students to be able to

apply the stacking method to addition. We will acquire this level of knowledge through review
(or recall) of the tens and ones places with the break apart method in addition because they are
familiar with it. Building upon the idea that we can separate numbers to make adding two digit
numbers easier, the stacking method will be another way to do so. We are focusing on practicing
tools to “Add up to four two-digit numbers using strategies based on place value and properties
of operations.” (2.NBT.B.6)

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?

We will begin with a place value review. I will hand out the tens and ones mats and the blocks. I
will model how to build numbers with blocks by putting sets of tens in the tens place and ones
under the ones place. I will remind them that this is another way of using the break apart method,
but it is just a visual way to understand it. This way we activate background knowledge by
reviewing what the tens and ones places mean and how we break apart numbers.
I will put them into groups of two, strategically partnered groups, and have them race to see who
can use the blocks and mat to build a number I call out the fastest. I will remind them to raise
their hands quietly and wait till both partners are done. I will review a couple of answers to
check that they are understanding. The point here being that students are engaged, get some
practice and I can check their answers or help them.

During Lesson (_15_ minutes): How will you direct, guide, and/or facilitate the learning process
to support the students in working toward meeting the instructional objectives?

They will put away the blocks and transition to using white boards. With their white boards we
will do a couple break apart addition problems. I will model on the white bored as they do it on
theirs, and I will have them do some on their own. Activating background knowledge on how we
have added two digit numbers in the past.

I will introduce the stacking method. I will model two stacking problems on the board while they
copy and follow along. I will have them hold up their boards to check engagement and
comprehension. I will ask do another on the board and ask for their help, as a way of practicing
together. I will put one on the board for them to do by themselves and then hold up the answers. I
will check for understanding.

I will pass out the worksheet with stacked addition problems. I will model the first question, then
ask them to get back into their groups to work on the worksheet.

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

I will have students work together on the worksheet while i circle around the room and check
their answers or give them assistance. This will allow me to examine if students need more
review or if they are all set. The worksheet is a great way for them to show their understanding
and review of the stacking method that was just taught.

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
Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: 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 Use Braille or large report
focus of instruction text 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 am intentionally pairing students to insure that they do their best work. We have
some students who will rush through this math lesson and others who might struggle. I
attempted to pair fast moving students with ones who could benefit from their help. I will
remind students to help one another out when completing their tasks. I have read several
research studies that show mixing students of different levels is beneficial for learning.

Support #2: I will be doing a lot of review throughout this lesson before building on their
learning. We will practice and recall ones and tens place value, then move on to practice
decompositional addition which they already learned. Finally I will model and practice stacking
with students. This supports recall and connection skills to make more sense of the new addition
strategy.
Support #3: Using manipulatives, ones and tens blocks, might be the most important part of this
lesson. I am a visual learner, and I remember lessons with manipulatives being much easier to
comprehend. We will place ones and tens blocks in the correct place on the place value mat as a
visual representation of the numbers.
 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 remind students at the beginning of the lesson that listening and being respectful to the class
material is important and necessary. The last time we used white boards we had two boys play
pass with the eraser. This time I will make sure everyone has their own eraser so there is no
passing necessary. If that does occur I will give the students one warning before having them
write with pencil and paper.

Technology: How did you incorporate technology into the lesson?

N/a

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
16 place value sheets
ones and tens blocks
16 white boards, erasers, markers
16 worksheets

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)?

“Add up to four two-digit numbers using strategies based on place value and properties of
operations.” (2.NBT.B.6)

My supervising practitioner will do a follow up lesson on the stacking method because this is just
the introduction. This lessons intention is to broaden the skill set students need to do larger
equations with more two digit numbers and think visually and logically about place value.

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