TEAM Lesson Plan Template

Teacher: Megan Tramel

Grade: 1st- Math
Date: 12-7-16
Lesson Title: Adding two-digit and one-digit numbers using place value
strategies.

LESSON Summary of the task, challenge, investigation, career-related scenario, problem,

OVERVIEW or community link
In this lesson, TSW be introduced to adding two digit and one digit numbers using place value
strategies. TTW show students a bag and pull out the objects inside. She will then say, “I have so
many items in my bag. How can I count my items quick and accurately?” Students will be asked
to turn and talk about what strategies they would use to count the items quick and accurately and
why they chose that particular strategy. TTW will monitor students sharing and share a few ideas
with the class. Then, TTW go over how, this week, we are going to continue using place value to
add one- and two-digit numbers. TTW will go over the “I can” statement with students and
students will repeat the “I can” statement. Students will then be asked to create an addition
equation when given manipulatives (explore phase). TTW call on a couple students to share their
thinking on how to properly use place value strategies to find the sum when adding a two-digit
and one-digit number. Students will then practice some problems at their seat and we will break
into small group instruction/centers. I will meet with two groups and send students back to their
seat for an exit ticket.
STANDARDS Identify what you want to teach. Reference State, Common Core, ACT College
Readiness Standards and/or State Competencies.
Common Core Standard: 1.NBT. C.4
Add within 100, including adding a two-digit number and a one-digit number, and adding a
two-digit number and a multiple of 10, using concrete models or drawings and strategies
based on place value, properties of operations, and/ or the relationship between addition
and subtraction.

OBJECTIVE Clear, Specific, and Measurable – NOT ACTIVITIES

Student-friendly
TSW add one- and two-digit numbers by using place value models and drawings.

ASSESSMENT / Students show evidence of proficiency through a variety of assessments.

EVALUATION Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal
Informal- TTW informally observe by questioning students and walking around as they build
their equations to see if they are understanding how to make a group of ten (ten ones equal one
group)

Performance Based- Students will be given an opportunity to add one- and two-digit numbers by
using manipulatives or a drawn place value model on an exit ticket. Students must answer the
equation correctly and show thinking. For completion, 75% of students will master the exit ticket
scoring 4/4 points (two problems – one point for solving and one point for showing model)

Formative- A weekly assessment will be given to assess the above skills and skills that were built
throughout the week. Scores from this assessment will guide some of my small group instruction
and remediation for the following week. At the end of the week, 80% of the students will pass
the assessment given.

Summative-
Unit Assessment given in a few weeks
Fast Bridge Testing

MATERIALS Aligned with the Lesson Objective

Rigorous & Relevant
The students will need:
 Ten rods and units
 Exit ticket
 Writing utensils
 Expo markers
 Place value mats

The teacher will need:

 Ten rods and units
 Elmo
 Exit tickets
 Candy Canes
 Chart paper
 Expo markers

ACTIVATING Motivator / Hook

STRATEGY An Essential Question encourages students to put forth more effort when faced
with complex, open-ended, challenging, meaningful and authentic questions.

Hook- TTW show students a bag of items and pose the question “I have so many items in this
bag. It is going to take me forever to count all of these items. Can you think of a way I can count
these items quickly and accurately? Turn and talk about how you think I can count these items
quickly and accurately.” TTW monitor groups sharing and give them a signal to wrap-up. Then,
TTW share what she heard and go over two different strategies she heard from the groups.
Students will then Turn and Talk about what strategy they think is best to use. They will have
private thinking time before answering and a chance to turn and talk to another student.
INSTRUCTION Step-By-Step Procedures – Sequence
Discover / Explain – Direct Instruction
Modeling Expectations – “I Do”
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
Sequence:
 Class Rules
 Hook/ Number Talk
 I can Statement
 Scenario and explore phase
 Teacher Model
 Student Practice
 Small group instruction
 Closing/ I can statement

TTW say, “Last week in science, we learned about day and night. How many hours is day?
Twelve. How many hours is night? Twelve. How many hours are the all together? What is the
sum?” TTW write these two numbers on chart paper. “I want you to think about how many
different ways we can add 12 + 12. I want you to think for a minute. Give me thumbs up at your
heart when you are ready.” TTW call on three students to share. TTW end the number talk with a
turn and talk so students have the opportunity to still share their thinking. TTW give a signal and
students will be called back to their seats. Potential prompting questions included but not limited
during the number talk: What is place value? Do you know what a digit is? What is a numeral?
What does decomposing mean? What are tens?

TTW then say Mirror and the student will respond with Mirror, then TTW say I can add one- and
two-digit numbers using place value strategies.

Explore Phase: The students will be given a scenario relating to our winter celebration next
week. “Next Thursday, a parent is bringing in 25 sugar cookies for our class and another parent
is bringing in 2 more sugar cookies. How many sugar cookies are there in all? What is the sum?”
Students will be asked to use a place value strategy to add the equation to match the scenario.
“Solve this equation using a place value strategy.” This will be used as a pretest also, as I am
walking around monitoring.

Modeling- Students will be asked to share a couple of examples and explain their reasoning. I
will intentionally choose an incorrect answer(s) to guide the students into my thinking and
modeling. I will then show a set of manipulatives and think aloud the whole process and
scenario. I will explain to students that when adding two-digit and one-digit numbers it is
important to look at your place value of each digit whether it is in the tens place or the ones
place. I will also model an example for students after going over the first scenario. I will say,
“For our winter party, a parent is going to bring 20 juice boxes. Another parent is going to bring
25 more juice boxes so we have extras. How many juice boxes are there in all? What is the
sum?”

We do/You do- Students will complete problems similar to the examples we went over together.
This activity will be differentiated by colors. Group one will have green dot on their recording
sheet and will be working on adding a one-digit number to a two-digit number. Group two will
have a red dot on their recording sheet and will have two-digit numbers to add using
manipulatives. My third group will have a blue dot on their recording sheet paper and they will
be working on adding two-digit numbers with regrouping by using models and manipulatives.
All students will be working independently at their seats on this activity. I will be walking
around and asking questions like:
How did you get this answer?
Why did you use this strategy?
What do the numbers represent in this equation?
Why do you choose to count all the cubes?
Describe how you broke apart the number?
How did breaking the number apart help you get the answer?
Did the answer seem reasonable?
How did you check your answer?

I will ask students for their recording sheet and break into small groups.

Students will then be asking to transition into small groups. Small groups are ability based due to
previous assessments, fast bridge testing, data, and skill deficits.

GUIDED & “We Do” – “ You Do”

INDEPENDENT Encourage Higher Order Thinking & Problem Solving
Relevance
PRACTICE Differentiated Strategies for Practice to Provide Intervention & Extension
During small group rotations, students will go to one of three stations (teacher time, computer,
partner game)
During partner work, students will work with an activity from a bin that is differentiated
specifically for that group.
During teacher time, the students (group 1) will meet with me and I will provide extra support
for building numbers using tens and ones, building understanding in place value.
During teacher time, the students (group 2) will meet with me and I will provide extra support
and practice adding two-digit and one-digit numbers using place value strategies/ models.
Computer time will be spent practicing math skills on Moby Max, which is differentiated for
each student and identifies skills student need to work on and review.

** Students are grouped accordingly by an informal pre-assessment given by me on Monday.

These are new groups so the students do not know them yet.

Real Life Connection How will the student use this skill in real life
The students will be given a scenario in the beginning dealing with a real life situation based on
our winter party coming up. Students will also be asked frequently why this strategy would be
helpful.

CLOSURE Reflection / Wrap-Up

Summarizing, Reminding, Reflecting, Restating, Connecting
I will ring my chime for students to go back to their seat. Students will be asked to tell their face-
time partner what a place value strategy is. Some answers will be shared with the class. I will
then pass out their exit slip, which will consist of equations of one- and two-digit numbers.
Students will answer and show their work by using a place value strategy. They will complete
their exit ticket and, when finished, have the opportunity on the back of their exit ticket to create
a problem and solve it.