UNLV Student: Shelley Lubritz PSMT Name: Dr.

Chyllis Scott
Lesson Plan Title: Adding with bigger Lesson Plan Topic: Adding 1-digit
numbers numbers to 2-digit
numbers
Date: 6/15/18 Estimated Time: 40 minutes
Grade Level: 1st School Site: 0381

1. State Standard(s):

2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart,
and comparing, with unknowns in all positions, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem.

2. Teaching Model(s):

Direct teaching model

3. Objective(s):

Students will be able to add a one-digit number to a two-digit number.

4. Materials and Technology Resources:

Base-ten blocks (4 tens rods, 20 unit cubes per student)

Index card or half-sheet paper (1 per student)
Addition worksheet
Connecting cubes
Student white boards
Dry erase markers

5. Instructional Procedures:

a. Motivation/Engagement:

Ask two volunteers to come to the front of the classroom.

Give one student a two-digit number. Give the other student a one-digit number.
Instruct the students to use base-ten blocks to add their numbers together.
Have the rest of the class use base-ten blocks to model the addition problem at their
desks.

Ask students to share some information. Great questions include: What is the sum
of your addition problem? What strategies did you use to find the sum?
Tell students that today we're going to add two-digit numbers.
 b. Developmental Activities or Learning Experiences:

Write the following problem on the board: Tess raked 18 leaves on Monday. She
raked 7 leaves on Friday. How many leaves did she rake in all?

Ask students to read the problem aloud with you.

Guide students in using base-ten blocks to show 7 and 18.

Explain to students that when adding a two-digit number, add the ones first. Then
add the tens. Ask students how many ones there are total.

Show students how to make a group of 10 ones, by connecting ten cubes together.
Instruct them to trade these ten blocks for 1 ten.

Discuss the term regrouping. Define regrouping as the process of changing groups of
ones into tens to make adding and subtracting easier.

Once you've made a ten from the ones, count the number of ones that are leftover.
Ask students how many tens and ones are there now.

Have students write a number sentence to solve the problem.

Write the following problems on the board:

27 33 19 24
+ 7 + 8 + 3 + 5
____ ____ ____ ____

Give each student a white board and dry erase marker.

Work through the steps together to complete the problems.

c. Closure:

Review effective strategies for adding one-digit and two-digit numbers, including the
definition for regrouping.

d. Extension:

If there's enough time remaining, continue the activity with additional equations
and have more discourse about strategies.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

For lower learners, allow the use of a number chart.

For lower learners and ELLs provide connecting cubes and other manipulatives and
make use of small group time to provide more support.

For higher learners, allow them to “coach” others in pairs.

7. Assessment and Evaluation of Learning:

a. Formative

Observe students as they complete the problems and check for strugglers.

b. Summative

Have students complete the problems on the Addition sheet independently.

8. Homework Assignment:

Day 4 of homework packet.

9. Reflection:

a. Strengths

I am pleased with this lesson plan as it represents the topics being taught through
the use of manipulatives in a clear and age-appropriate manner.

This lesson plan also provides the opportunity for partner work and Kagan strategies
such as “Timed – Pair – Share.”

b. Concerns

As always, for my lowest learners, the concern is grasping higher level thinking
concepts. Again, this concern is addressed by use of small group.

c. Insights

The use of base-10 blocks and connecting cubes as a teaching tool for the
commutative nature of addition and subtraction is effective.