Lesson Plan

School of Education
The College of New Jersey
1. Title or Topic of the Lesson and Grade Level
Mathematics: Reviewing Multi-Digit Addition; 2nd grade
2. Lesson Essential Question:
How can we add multi-digit numbers? How can we use our prior knowledge of single-digit
addition to help us?
3. Standards:
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method. Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
4.
Learning Objectives
SWBAT add three-digit numbers with one,two-, and three-digit numbers.
SWBAT identify the process of solving an
equation with the addition of multi-digit
numbers.

Assessments
Students will play three-digit addition "Scoot"
game where they must solve equations with
the addition of multi-digit numbers.
Students will use Plicker cards to respond to
questions regarding the process of how to
solve the problem: 479 + 345.

5. Materials:

Small white boards and markers (one per student)

White board and markers
Three-Digit Addition Scoot game (one card per desk)
Answer Grid worksheet
Plicker cards
Laptop, projector, phone (to scan Plicker responses)

6. Prior Knowledge:

This lesson builds off of the months of prior knowledge that the students have regarding addition
math problems. In the previous lessons most recently, we have been building up this skill,
starting with single-digit addition, working our way up to three-digit addition. The students have
learned how and why we have to carry the "1" into the tens or hundreds place when adding.
They have also learned that we start by adding the ones, then the tens, then the hundreds.
Further, I will have practiced with the class how to "scoot" from desk to desk in an appropriate
way with smooth transitions. However, this will be the students' first time using Plicker cards, so
it is likely we will require more practice to master this activity.
7. Lesson Beginning:
I will begin the lesson by putting a problem on the board for each student to solve to warm them
up. The problem will be: Find the sum of 563 and 270. I will have each table's group leader
help me pass out white boards and markers to each student. After each student completes the
problem, I will have them hold up their Plicker cards to answer the question. Based on the
responses from the class, I will spend a few minutes reviewing the question and modeling the
process or we will jump right into the game.
8. Instructional Plan:

After completing a review problem, I will explain the Three-Digit Addition Scoot game to
the class. I will remind them about how we practiced scooting from one desk to another. I
will remind them of my expectations during the game and while they transition from desk to
desk. Each student already has a white board and marker on their desk. They will leave
these materials while they move, only carrying a pencil and their grid worksheet with them.
To begin, I will have them practice scooting once to the next desk; this will be where they
begin.
Students will have about two minutes per problem. I will give them a 10 second warning
before the time is up and they must scoot to the next desk. I will keep time with a timer that
will sound when it is time for them to move; I will also say "Scoot!!" I will be circulating
around the room to assess the students' grasp of the skill and to assist and prompt any
students who may need it. I will circulate to help the slower students so they do not fall
behind and feel badly, while I will also make sure to keep other students from moving too
quickly.

9. Closure:
After the students have scooted to each desk in their table group, I will collect their answer grid
worksheets. This will allow me to assess their understanding, and if necessary, I will review any
problems that seemed to challenge many students. As a final assessment, I will have each
student use their Plicker cards to answer questions about the addition process. These questions
will have students considering each step of the process, their responses indicating whether or not
they can use and identify the strategies we have discussed for adding multi-digit numbers.

Find the sum of 563 and 270. (833)

What do I do first to solve the equation: 479 + 345? (add the digits in the ones place)

What is the sum of the digits in the ones place? 479 + 345 (14)
What do I do next? (Carry the 1 to the tens place and add the digits in the tens place)
What is the sum of the digits in the tens place? (12)
What do I do next? (Carry the 1 to the hundreds place and add the digits in the hundreds
place)
What is my final sum? (824)