UMU Lesson Plan Template

Name: Jakub Zimnoch Date: 1-24-22

Grade Level: 2nd Class Period:

Subject: Math Lesson # & Title: 2 Digit Addition with and

without regrouping

Function of the Lesson (check all that apply):

 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Planning Rationale:

The student is in a 2nd grade inclusion room with 19 other students, 11 boys and 8 girls. The
student has an intellectual disability. The student struggles with paying attention, needs visuals,
hard time processing information and needs lots of repetition. The student does not have any
behavior issues. Overall, the student participates in class discussion and assignments if called
on.The student struggles to read and write. The room is a small area with a white board, walls are
plain, there is a table and a couple desks in the room. The area is quiet so the student can focus
only on the teacher.

Content Standard:
2.NBT.7 Add and subtract within 1,000, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and
subtraction; record the strategy with a written numerical method (drawings and, when
appropriate, equations) and explain the reasoning used. Understand that in adding or subtracting
three-digit numbers, hundreds are added or subtracted from hundreds, tens are added or
subtracted from tens, ones are added or subtracted from ones; and sometimes it is necessary to
compose or decompose tens or hundreds.

Rationale:
This standard is important for the students to be able to understand and grasp more knowledge of
addition. The student will be getting a better understanding of their place values: ones, tens and
hundreds. The student will have to justify the difference in operations, meaning that the student
will know to add. With this, the student will be able to use visuals as aids to assist the student to
maximize the learning. Lastly, the student will be able to learn more on how to carry numbers
over in the ones and tens place values, which is called regrouping.

Learning Objectives:
The student will be able to accurately solve 4 two digit addition problems without regrouping
with a 75% accuracy.

Academic Language:

● Addition: the action or process of adding something to something else.

● Number line: a number line is a picture of a graduated straight line that serves as an
abstraction for real numbers.
● Visuals: are pictures of images to represent something
● Regrouping: rearrange (something) into a new group or groups.
● Ones: unit place in a number, 123 would be 3
● Tens: unit place in a number, 123 would be 2
● Hundreds: unit place in a number 123, would be 1

Assessment Plan, Formative Assessment:

The student will be given 2 sets of 2 digit numbers. The teacher will ask the student to identify
the ones, tens and hundreds place values by circling or underlining the number.

The teacher will also check if the student understands how to orally explain a problem while
completing it. The student will be explaining the process while completing the problem.

Assessment Plan, Summative Assessment:

The student will have four questions to complete on a graphic organizer with two digit addition
problems without regrouping. The student will have to get three out of the four questions correct
with 75% accuracy to establish the student shows mastery. The student will be graded based on
work samples to see if they master the learning objective.

Procedures, Lesson Introduction: (3-5 minutes)

1. I will pull the student into the hallway or extra room.
2. Student will begin the lesson sitting in his seat.
3. Ask the student, “Do you know how to do 2 digit addition?”
4. Give the student time to answer.
 5. Then tell the student we will be working with 2 digit addition including ones, tens, and
hundreds place values.
6. Then introceduce/ review the concept of regrouping.
7. Ask the student “what it means to regroup in addition?”
8. The student should answer with (to regroup a group of ones as tens and ones, which
would mean to carry to the tens place)
9. Then ask the student “when would you regroup in addition?”
10. The student should answer (Then there is more than 9 in a place value you regroup)
11. Make sure to remind the student to add from right to left.

Procedures, Lesson Body: (10-15 minutes)

Structured (I do):

1. The student will be sitting next to or across from me.

2. We will do some flash card quick addition practice
3. I will then write two 2 digit problems on the white board without regrouping
4. The student will be watching as I complete the problems and verbally state how the
problem is completed.
5. I will tell the student again as a reminder that we add from right to left.
6. I will then show the student that I will be using ones, tens and hundred blocks as a visual
representation to show the math.
7. Then I will begin solving the problem
8. The first problem will be 24+38
9. The first step is to add the 8 and the 4 top over bottom
10. We get an answer of 12
11. We then carry the 2 under the equation line to the one place and put the 1 in the tens place
about the 3.
12. We then will add from top to bottom our 1 we carried over plus the 3 and the 2
13. The answer would be 6
14. We then place this in the tens place below the equation line
15. Then we have our final answer 62
16. With the 2 in the ones place and the 6 in the tens place

Guided (We do):

27. Once complete with modeling to the student how to do the problems, pass out the
worksheet to the student.
28. Explain to the student that they will have four sets of numbers on the board and they will
have to identify the place values.(Ones, Tens and Hundreds)
29. The numbers will be (45), (67), (395)
30. The student will identify all the place values in each number when asked by teacher
 31. The teacher will keep track of the students completions and understanding with ally
marks for each number set
32. Once completed I will give the student notebook paper, grid paper and a number line to
assist the student in the math problems.
33. The student and I will redo what we did to start the lesson having two problems on the
board to work on.
34. The student will have the number line in front of them to use when adding numbers
35. Only this time the student will tell me how to solve the problem (walk through to ensure
student understand the process)
36. After doing some more practice problems to work on repetition, the student will do one to
two digit problems on the white board alone and explain to me the process of solving the
problems.
37. The student will model how to complete the two digit addition problem while verbally
explaining the steps needed to complete the problems.

Independent (You do):

39. The student will be given the summative sheet to check the students mastery
40. The student will be told to complete the graphic organizer with two digit addition without
regrouping
41. The student will have four problems to complete on the graphic organizer with two digit
addition problems without regrouping.
42. The student will have to get 3 out of the 4 questions correct with 75% accuracy to
establish the student shows mastery.
43. The student will be graded based on work samples to see if they master the learning
objective.
44. Once completed have the student give you the sheet to later

Procedures, Lesson Closure: (3-5 minutes)

1. After the student is completed with the summative ask the student some follow up
questions
2. Ask the student what they liked and disliked about the lesson? And ask if they remember
any of this from the past?
3. Then go over the sheet with the student
4. Ask the student to rate themselves on an understanding of doing 2 digit addition without
regrouping on a scale out 1-5.
5. 1 will be I don't understand anything and 5 I understand how to complete these problems
on my own.
6. After then you will see as the teacher if the students' understanding on paper makes sense
to what they feel about their knowledge.
 7. Talk to the student briefly what you feel about their work and the scale they put
themselves on 1-5.
8. Record data for future use
9. Finish up and direct the student back to class

Differentiation, Individualized Instruction, and Assessment:

Content: This lesson is extra practice for the student. The content being taught 2 digit
addition without regrouping. Only four 2 digit problems are being taught and assessed at
a time. The student has been taught the process of solving addition problems and still is
experiencing some difficulty. He is behind his peers in addition with and without
regrouping being in the 2nd grade. I will flash the playing cards provided to make
problems for the student. I will record the correct and incorrect answers to use as data for
the next lesson.

Process: Throughout the lesson, the student will acquire information by listening orally
to the teacher giving instruction throughout the lesson. Students will listen to me explain
the process of solving a 2 digit addition problem. Then he will talk the process out to me.

Product: The student will participate in this interactive lesson. The student will need
support since this is a brand new skill being taught to the student. These activities should
be a fun and interactive way to teach the student the problems.

Environment: This activity will take place in the library or outside the classroom. Since it is in
the hallway it is possible distractions can pop up. I will have to remind the student to stay on
task. This is a one on one lesson. Myself and the student will be wearing masks. All materials
will be wiped down and hands washed after.

Individual student: Keep the student on task and remind him how well he is doing. The student
will receive his accommodations and modifications that he qualifies for on his IEP. These
include: read alouds, extended time if needed, preferred seating and graphic organizers.
Modifications include: shortened writing assignments, shortened assignments, scribe, word
banks and fewer answer choices.

Number line: I printed out a number line for the student to use when doing addition. This will be
a great way for the student to complete the math problems. The number line is a great visual for
the student to follow. Therefore, the student is receiving this because they learn well with visuals.

Graph / Notebook paper: This will be great for the student to organize their work. The student
will be able to put each number in their own box to see the problem and operation easier. It will
make the regrouping process more understandable and easier for the student to follow the
process and to solve the problem.
Visuals: When practicing with the student we will use number base ten blocks to represent the
problem. The student will be able to see what number is being added to through visual pictures
on the white board next to the number. At the end, the student will see the answer visually with
the blocks to grasp a better understanding of addition and regrouping.

Repetition: Throughout the whole lesson we will keep working on making sure the student
knows their place values, doing the correct operation, carrying the numbers over and doing the
problems. The student will have many problems that he has seen, done with me or has done on
his own. The student is gaining more knowledge in two digit addition problems without
regrouping.

Instructional Materials and Support:

Students will need:

● Pencil

● Addition flash cards

● Dry Erase
 ● Copy of graphic organizer
● Copy of summative
https://docs.google.com/document/d/1hncyFVCcmGE5o1d_1FG8y5iFxcfuCe_aD0NDC
wOhuI4/edit

Teacher will need:

 ● White board
● Dry Erase

● Graphic organizer
● Summative :
https://docs.google.com/document/d/1hncyFVCcmGE5o1d_1FG8y5iFxcfuCe_aD0NDC
wOhuI4/edit

Data Tools:

Date: 1/24/2022
Base line: 50% Formative Summative Mastery Mastery/Final score

Lesson plan 1

Yes / No Yes / No _________%

Lesson plan 2

Yes / No Yes / No _________%

Lesson plan 3 Yes / No Yes / No _________%

Date: 1/24/2022
Skill Mastery Number
The student
understands the ones Yes / No 67
place value
The student 45
understands the tens Yes / No
place value
The student 395
understands the Yes / No
hundreds place value

Research and Theory Commentary:

Bandura: Bandura believes students learn best through modeling. I am modeling throughout the
lesson. For the first example in the lesson I will show the student a problem and explain the
process of completing the problem. I will walk through and specifically show how to organize
and complete the problem. Next, the student does it with me for the ( we do ) part and than the
student does it alone for the independent part. I also model how to play the interactive game.
This activity is age appropriate as well as the content.

Dewey: Dewey believed students learn best when using hands-on learning. In this lesson the
student has the chance to use the white board, different markers, playing cards and other visual
representations that will only assist in the students problem solving in two digit addition without
regrouping. This activity is age appropriate as well as the content.

Piaget: The student will be refreshed in addition with 2 digits. The teacher will activate the
students prior knowledge of ones, tens, and hundreds place value. Along with having the student
remember and understand what regrouping is. All this will be a great way to activate the students
scheme.

Gardner (Multiple Intelligences): I will be activating the student to learn in a couple of different
ways. The student will be answering and working problems out orally with me and alone. The
student will be doing writing through numbers and visuals if needed. The student will be moving
around in the room to the white board and their seat to help keep them engaged. The student
needs movement, otherwise they will lose all interest in 5 minutes.

Cultural Responsiveness, Equity, and Inclusion Commentary:

Content: This lesson is a review skill. The student has been taught by the teacher the process of
completing two digit addition. In the lesson the student uses graph paper to organize work alone
with a number line/ base tens blocks as a visual to assist in counting. The student also will also
have the opportunity for extra practice through hands-on activity and extra play/flash card work.

Pedagogy: The students progress will be monitored throughout the entire lesson by listening to
the student explain his answers and then guiding him in the discussion. Since this is a one on
one lesson the student has full ability to ask questions and state concerns. The lesson is based on
the students strengths and weaknesses. This lesson is individualized for the student since the
lesson is being scaffolded to get the best learning experience.

Use of Technology Commentary (if applicable):.

5a) Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.

Assignments were made for the student to work on needs directed only for one's independent
learning. There were worksheets and quizzes made, along with different visuals used to show
students the operation of addition and regrouping. A graph paper chart was made with boxes at
the top of problems so the student will see where to carry the number exactly. Visuals such as the
number line and written blocks for ones, tens and hundreds place values were made.

Reflection and Instructional Commentary (if applicable):