CEP Lesson Plan Form

Teacher: Hagerman Date: 11/01/2017

School: Shepardson Elementary Grade Level: Second Grade

Content Area: Math

Title: Practicing Adding Two-Digit Numbers using Strategies

Lesson # 2 of 5

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard 1.1 Number Sense, Properties, and Operations- Formulate, represent, and use strategies to add
and subtract within 100 with flexibility, accuracy, and efficiency

Standard 1.2 Number Sense, Properties, and Operations- Formulate, represent, and use strategies to add
and subtract within 100 with flexibility, accuracy, and efficiency

Standard 4. Shape, Dimension, and Geometric Relationships- Some attributes of objects are measurable
and can be quantified using different tools

Understandings: (Big Ideas)

To be able to think critically about how to solve math problems using a variety of methods.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select To

What are the ways numbers can be broken apart and put back together? What could be a result of not
using pennies (taking them out of circulation)?

Can students use multiple methods to approach addition of double digit numbers? How does thinking
critically about numbers make addition and subtraction easier?

How does the position of a digit in a number affect its value?

Evidence Outcomes: (Learning Targets)

1.1.a Use place value to read, write, count, compare, and represent numbers

- Represent the digits of a three-digit number as hundreds, tens, and ones

- Count within 1000

- Skip-count by 5s, 10s, and 100s

1.1.b Use place value understanding and properties of operations to add and subtract

- Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.

- Explain why addition and subtraction strategies work, using place value and the properties of
operations.

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CEP Lesson Plan Form

1.2.a Represent and solve problems involving addition and subtraction

- Use addition and subtraction within 100 to solve one- and twostep word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions.

1.2.b Fluently add and subtract within 20 using mental strategies

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)

Complete addition problems in their text book

I can:

Add two-digit numbers independently in my math text using adding strategies; break apart, using a
number line, or a hundred chart.

This means:

Students can recall adding strategies that are most efficient for them and their learning when working in
their math text.

List of Assessments: (Write the number of the learning target associated with each assessment)

Learning Targets 1.1.a, 1.1.b, 1.2.a, 1.2.b will be assessed by the students accuracy to correctly answer
questions in the math text

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Practicing Adding Two-Digit Numbers using Strategies
Should be a creative title for you and the students to Purpose is to integrate using various math strategies to add or subtract two-digit
associate with the activity. Think of the purpose as numbers within the math text
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials 1 hour
How long do you expect the activity to last and what Students will need: white boards, markers, erasers, pencils, math books, and base ten
materials will you need? blocks or hundreds chart
Anticipatory Set As students walk in from recess they will grab a white board, marker, and eraser and
The hook to grab students attention. These are meet me on the rug
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures Teacher Actions Student Actions

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CEP Lesson Plan Form

(Include a play-by-play account of what students and - We have been working on multiple - Use white boards to practice
teacher will do from the minute they arrive to the types of addition strategies, so we strategies
minute they leave your classroom. Indicate the will take a few minutes to brain - Turn to Solve and Share on page
length of each segment of the lesson. List actual storm the types and practice each 159
minutes.) on a white board using the same - Work independently using
Indicate whether each is: equation strategies that work best for their
-teacher input o Break apart into 10s and 1s brain
-modeling o Compensation/moving
-questioning strategies numbers to make nicer
-guided/unguided: numbers (24+67 would
-whole-class practice turn into 21+70)
-group practice o Number line
-individual practice o Base ten blocks (if needed)
-check for understanding - The goal today for students is to
-other use a strategy that best works for
their brain
- After the rug the student will go
get their math books and turn to
the solve and share on page 159,
we will determine how much
intervention is needed
- Mrs. Decker often has a video to
play that further explains the math
text that the class discusses before
moving on in the text, at the
smartboard
- Students will move on in their text
book to page 160
- Students who finish early may be
able to play the rock game or do a
fall worksheet Mrs. Decker has had
them doing
Closure In the class we have talked a lot about what works best for our students brain so that
Those actions or statements by a teacher that are they can understand therefore after the rug I will mention this and stress that it does not

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CEP Lesson Plan Form

designed to bring a lesson presentation to an matter which strategy they use because there are always several ways to solve a problem,
appropriate conclusion. Used to help students bring but the answer will always be the same.
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation Everyday during the solve and share we evaluate student success and determine how
To modify: If the activity is too advanced for a child, many need intervention and small groups. There is a para that typically comes in now to
how will you modify it so that they can be work specifically with a few high intervention children
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
What observational assessment data did you collect
to support differentiated instruction?
Assessment Were students able to complete the math lesson in their text without excess
How will you know if students met the learning intervention? Did they practice using all strategies?
targets? Write a description of what you were
looking for in each assessment. How do you
anticipate assessment data will inform your
instruction?

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
The objective was to complete the math book lesson using a math strategy that works
best for the students brain. All students could complete at least some, if not all, math
problems. Each lesson consists of 2 pages of math problems which most children
completed, others required guidance from teachers and peers to complete.

This lesson followed the guidelines and expectations of the classes typical math routine.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
In addition to this lesson I would want to also utilize base ten blocks during my teaching
examples of strategies. Many students in the classroom benefit from these blocks
therefore I think it would have been helpful during rug time. I also forgot to have each
student get a hundred chart when they got white boards, therefore I had to show them
on the board rather than watching each individual practice it.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For my next lesson I want to focus on delivering clear instruction by altering my tone of
voice and body language. I felt that during this lesson, too much seemed as if it were a
choice rather than an expectation because of how I presented the expectations.

For similar math lessons I am hoping to develop small groups in which students work
together, using their strategies, and are able to explain to one another their process of
work that led them to the solution.

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