USF Elementary Education Lesson Plan Template (S 2014)

____________________________________

Name:

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

MAFS.2.NBT.1.1- 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.
MAFS.2.NBT.2.9- Explain why addition and subtraction strategies work, using place value
and the properties of operations.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

The students will master how to add two and three digit numbers when the ones need to
be regrouped

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction

Students will be able to explain the strategy they used to add two 2-digit numbers.
Students will be able to solve 2 or 3 digit numbers with regroup accurately.

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

(i.e., I will see her

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?

-In order for students to effectively use regrouping they must know the meaning behind
the strategy.
- The lesson fits within larger plans because once they master regrouping 2-digit
numbers they can move on to 3 or 4 digit numbers.
- The students are making the electronic book because it allows them to explain their
reasoning. Also, sharing all their books allows them to learn from each other.
- It is important for students to learn this concept because they will have to regroup
numbers in real life situations.

-By watching each student book I will be able to see if every student has mastered how
to use regrouping which would be a summative assessment.
- While I am walking around observing the students while they work I will be able to see
how they are using their problem solving skills by their recordings.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

The students need to understand place value and where each place value is located in a
number and develop meaning to why there is such a thing as regrouping.

USF Elementary Education Lesson Plan Template (S 2014)

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What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?

Name:

I know students have previous knowledge of regrouping because I have watched them do
practice problems. I have worked with small groups to ensure they understood the
process and when they draw out the base-ten blocks, this develops meaning to the
process.

Some misconceptions students might have are that they can add the tens or
hundreds first before the ones, which might lead to an incorrect answer.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to

The teaching method will include a demonstration of the activity and then guided release
where the students will work independently.

Time

Who is
responsibl

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.

USF Elementary Education Lesson Plan Template (S 2014)

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do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

e (Teacher
or
Students)?

Name:

For example, in science, you would detail the 5 Es here

(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. I will tell students that they will be sitting on the carpet in
front of the iPad cart, and not anywhere else in the room.
2. I will grab an iPad and show them the Edu Creation app.
3. The students have used this app before, and so it wont be
necessary to give extremely detailed instructions.
4. I will review what they know quickly by opening the app.
5. I will do a practice run in which I record myself solving an
equation by regrouping.
6. For example, I will use the equation 26+54.
7. I will then draw a picture of the base ten strategy which I will
use to find the answer to the equation.
8. I will create a new page and work out the problem using base
ten blocks.
9. Once I have finished my drawing, I will record myself
explaining the process I used.
10.Once I believe my book is complete, I will save it to the class
folder on the iPad.
11.Once my demo is saved, I will assign iPads to each student
according to his or her class number. For example, student
#1 will receive iPad #1.
12.Before handing out the iPads, I will request that the students
spread about the room and talk in a low voice so as not to
distract or talk over their peers.
13.I will call each student by his or her numbers, and once he or
she receives his or her iPad, he or she can choose to sit
wherever he or she chooses.
14.Once every student has his or her iPad, Mrs. Gillespie and I
will be walking around observing and answering questions.
15.Once the class is finished, I will call the students by number
once more in order for them to return their iPads.

USF Elementary Education Lesson Plan Template (S 2014)

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What will you do if

Name:

a student struggles with the content?

If a student is struggling with the content I will help walk them through practice
problems, incorporate as many visuals as I can, or let them re-watch my demo book as
much as they can.

a student masters the content quickly?

If the student masters the content quickly, I will have him or her look at his or her peers
books who are already saved. Early finishers will be allowed to make another book or add
to their orginial book using a new strategy to solve the problem.
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
There are no culture connections in this lesson.
If applicable, how does this lesson connect to/reflect the local community?
There are no connections to the local community.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
The students have free range of what equations they make, so he or she could solve
more high-level equations if he or she feels comfortable.

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

How will you differentiate instruction for students who need additional
language support?
- If a student needs language support I will let him or her hold on to my demo book,
where the directions will be explained again and can watch the recording book. If
this does not work, then I will look at this equation and try to set a path way. For
example, if I had 26 + 56, what place value should I add first?

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

I will let students use my demo book as a resource.

I will provide equations for them.
I will do some practice problems with them.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

-IP16ads