Lesson Plan #5 and #6 Title: Adding two and three digit numbers

Performance Objective: Second grade students will use their understanding of place value to
correctly add two and three digit numbers with and without regrouping.
Resources or Materials Needed: place value blocks, white boards, marker, paper, pencil
Time: 2 day lesson /50 minutes per day
Step 1: Pre-Instructional Activities: So far students have been using place value blocks to
represent ones, tens and hundreds. Today they will learn how to use place value disks ( drawn
circles with the numbers 1,10 and 100 written in them.)
 The teacher will explain that there are still ten ones in the number ten and that ten tens is
equal to 100 but we will not be using the place value manipulatives to add numbers.
 The teacher will show the teacher created video on Youtube of how to add using the disk
method.
 The teacher will show the disks on the board as well as the place value chart. Students
will not always have the write the value in the disks but they should do so until they have
an understanding of what each disk represents.

Hundreds Tens Ones

1 10 100
1

Step 2: Content Presentation:

Teacher Models (I do)
 The teacher will begin with a simple problem to show learners how to use the disks to
add two numbers.
 Write the equation 34 on the board and have students read it to you.
+21

 First draw the disks for 34 on the place value chart.

 Then draw the disks for 21 below the disks you drew for 34.

Hundreds Tens Ones

*** ****
** *

 Explain to students that you are going to add the dots to find the sum for 34+21. Be sure
to emphasize that we always start by adding the ones place first.
 Teacher says, “When we look at the ones place we first see 4 disks and then 1 disk. How
many is that total?” Correct response is 5. Add this answer to the equation you displayed.
  Teacher says, “Now we will move on to the tens place. We have three tens and 2 tens. If
we add them together we have 5 tens. Add this to the equation and have the students
recite the equation and the answer. 34+21= 55
Student and teacher (we do)
 Repeat with 33+24 and 56+13. Have students work with you on their white boards for
these two equations.
 *It is important to put numbers into rows of 5 when displaying them on the place value
chart so students can easily identify when a ten has been made.

Teacher Models (I do)

 “Now that we understand how to use the disks to add, we’re are going to add some harder
numbers and learn to regroup.”
 Display the equation 45
+15
 Explain to students that you are going to do the same first steps that you did when you
solved the other equations.
 Add the disks for 45 on number chart. “I have 5 ones so I will draw 5 disks under the
ones place and I will draw 4 tens under the tens place”
 Have a student explain what to do for the number 15. (Draw 1 ten and 5 ones)
 Students should recognize that they made a bundle of ten in the ones place.
 Explain that you will circle the group of ten and move it to the tens place. When you do
this you also need to add it to the equation.
1
45
+15

Hundreds Tens Ones

**** *****
* *****

 The teacher will continue to model for the equation 81+29 and then do the equation
23+47 as a whole group. Students will use their white boards.

Step 3: Learner Participation:

 Student participation will be throughout the lesson as this is a direct instruction lesson.
The teacher will use the I do, we do strategy throughout to check for understating. After
the lesson is complete on each day, the students will be given an exit ticket to assess what
they learned.
Step 4: Assessment: See appendix 3
Step 5: Follow-Through Activities: Students who struggle with adding with place value disks
will work with the teacher in a small group. The teacher will first be sure they understand the
disks without regrouping and will then move on to simple regrouping activities. Students who
excel in this lesson will be given more complex regrouping equations where the tens must be
bundled for a hundred.
Lesson Plan Summary: This will be one of the most complex lessons of the unit. In this lesson
students will learn strategies to help them solve addition and subtraction equations with
regrouping. In this lesson, the teacher will present the materials, concepts and strategies and then
provide guidance while the students work alongside the teacher. Students will be given an exit
ticket that will assess whether they understand the concept or not.