SMU

Lesson Plan Framework

Name:

Cayce Tabor

Subject/Grade:
Unit/Lesson
Topic/Essential
Question(s):

2nd Grade Math

Date Turned
In:

11/17/15

Date
Taught:

Teachers Initials & Date:

Solving 2-digit addition using flexible

strategies.

Time Limit:

11/19/15

CT 11/19/15
45 mins

OBJECTIVES
a) Content Objectives
SWBAT solve two digit addition problems using a variety of flexible strategies.
Language objective should be included. It tells the students what language objectives
are being taught. They need to make sure that when the lesson plan is written they
understand that the language objective is correlated to what they are teaching.
b) Language Objectives (check corresponding box and include the objective(s)
below the correct objective type).
Language Functions SWBAT recognize hundreds chart, open number
line, base ten, and place value. SWBAT solve a given math problem using one
of the stragies.
Language Skills SWBAT identify the difference between hundreds chart,
open number line, base ten, and place value
Lesson Tasks SWBAT be flexible in their thinking and use a variety of
addition strategies to solve a given two digit problem.
STATE STANDARDS
TEK: 2.4(B) Add up to four two-digit numbers and subtract two-digit numbers using mental strategies
and algorithms based on knowledge of place value and properties of operations.
2.4C Solve one-step and multi-step word problems involving addition and subtraction within 1,000
using a variety of strategies based on place value, including algorithms.

SMU
Lesson Plan Framework

Assessment
CCRS: Problem solving, applying previously learned knowledge to new situations.
ELPS
C(3)(E) Share information in cooperative learning interactions
C(3)(G) express opinions, ideas, and feelings on a variety of grade-appropriate academic
topics
C(2)(I) demonstrate listening comprehension by following directions, retelling or
summarizing spoken messages, responding to questions and requests, collaborating with
peers, and taking notes
Informal assessment: Student participation and ability to solve addition problems using
flexible strategies without misconceptions. Teacher will monitor room while students play
partner game.
Formal assessment: independent worksheet where student will solve a math problem
using all flexible strategies.
ELL Authentic Assessment Listening for ELL use of strategies, recalling strategy
names, recognizing the difference between strategies, and correctly using strategies.
Materials
Smartboard with interactive 100s chart
Addition strategies bump game board and dice sheet
Cards with various addition problems
10 markers per student
1 die per group
Dry-erase board
Dry-erase number line
Dry-erase 100s chart
Expo marker
Pencil
Independent worksheet

Procedures
This is your step-by-step plan for the entire lesson. It should be written in enough detail so you
could post it on the internet for other teachers to use.
Provide a time estimate as well as either a script or bulleted items of things you will say/do.
Writing
A. Introduction/Motivation (Set Induction/Anticipatory set)
(10 minutes)
This week, we have been talking about adding two digit numbers. We have seen that
there are many, many ways to add them together. First, we looked at adding two digit
numbers on a 100s chart. Lets take a look at how we did that.
(Using interactive 100s chart, solve 56+34).
Who remembers another way we can solve an addition problem, besides a 100s chart?
(On an open number line. Solve 56+34 on number line).
A third way we can add is by using base ten form. Lets take a look at how we did that.
(Solve 56+34-using base ten.)

SMU
Lesson Plan Framework
Finally, our last we can solve two-digit addition problems is by using place value. Who
can show us what that looked like? (Solve 56+34)
B. Lesson Activities Sequence and Procedures:
(20 minutes) Guided Practice
(10 minutes) Now that we have our strategies fresh in our minds, lets put them to work! I
want to show you a game that you will be playing with a partner today. It is called
Addition Strategies Bump. Lets see how we play.
Each of you will have 10 markers. The object of the game is to get rid of all of your
markers. You and a partner will take turn drawing cards and solving the problem using a
100s chart, open number line, base ten, or place value.
(Model one round with class)
First we draw the card. What does our addition sentence say?
Now we roll our dice. How do we solve this problem?
Now lets solve it!
Okay, do we see the sum on our game board? Good. Lets cover it with our marker.
Now its my partners turn.
If my partner lands on the same square that I am on, he can bump me off and I take
back my marker. Once two markers are on a square, that square is locked and you cant
play on it any more. Once one player is out of markers, they are the winner and we will
play again!
Lets review some expectations about how we should roll the dice and play appropriately.
(Go over expectations).
(10 minutes) Students play with partners
(14 minutes) Independent Practice
Now that we have had fun practicing our addition strategies with a partner, its time to
show me what you know! This worksheet gives you an addition problem in the middle. I
want you to solve it using ALL 4 of the strategies you know! Lets take a look at what it
will look like when youre done. (Show example).
Before we start, lets review our expectations of voice level, asking for help, and moving
around the room. (Review). When you are finished, turn it in to the clear tray and come
see me at the back table for a challenge that you can do for class cash!
(Ask student to repeat directions). It sounds like you know exactly what to do! Go ahead
and get started on your independent worksheet.
C. Closure
D. (1 minute)
Today we were very busy in math! We practiced solving two digit addition problems using
a 100s chart, an open number line, base ten form, and in place value form! Wow! We
have a lot of tools in our toolbox now when we see a two-digit addition problem. They
dont stand a chance against you guys! Remember that YOU are the owner of your math
toolbox. Now that we know how to use each of the strategies, YOU get to decide which
tool you want to pull out and use when you see an addition problem.

Differentiation/Accommodations/Modifications
What you will do for students with special needs, with varied instructional levels, and/or different
learning styles.

SMU
Lesson Plan Framework
English Language Learners How you will differentiate within the four levels of language. It
can be as simple as making sure there are visuals, grouping, rewording of information, accepting
less than precise answers to questions (global to precise),
Beginner
Intermediate
Advanced
Advanced High Allow for extended processing time, provide visual with interactive hundreds
chart, repeat directions more than once.
Appendix to Lesson Plan
I.

II.

Teacher instructional Strategies/Materials and Rationale for these strategies.

Students will be flexible in their thinking by solving addition problems in more than
one way.
Pairs (2) students will work with a partner to clarify their ideas about adding two
digit numbers using a variety of strategies.
Independent students will work independently for assessment purposes.
Management Strategies: Describe your strategies for the following (as applicable)
Securing attention Class class yes yes; 123 eyes on me 1, 2 eyes on you
Give me 5
Distributing/collecting materials, supplies, or completed work have student
helpers pass out papers, students turn in papers to the turn-in tray
Transitions students will quietly and calmly walk from carpet to their desks
between transitions
Movement students will stay in one place, criss cross on the carpet and will stay
in their chairs during independent/group work.
Monitoring teacher will circulate the room to monitor student understanding and
identify any misunderstandings
Anticipating possible need for redirection reminders and body checks on the
carpet to remind students of how they should look and sound, reminders of
expectations for group and independent work
Special management considerations for students with special needs students
with attention or speech accommodations will receive extra reminders to say on task
or will receive extended wait time for responses.