Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Natalie McDonald
Date
Subject/ Topic/ Theme
Two-digit Addition
Grade __2nd______________
I. Objectives
How does this lesson connect to the unit plan?
Lesson 3
Break apart addends as tens and ones.
cognitiveR U Ap An E C*
Learners will be able to:
physical
development
socioemotional
An
U
R
Deconstruct numbers into parts.
Write numbers in extended form as a strategy for addition.
Outline steps for the strategy.
Common Core standards (or GLCEs if not available in Common Core) addressed:
2. NBT. B. 2.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite
knowledge and skills.
Place-value concepts
Pre-assessment (for learning):
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
I will monitor as students work on practice pages
Formative (as learning):
Video
Textbook Practice Pages
Note Booklet
Summative (of learning):
I will review practice pages
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Provide Multiple Means of
Action and Expression
Provide options for physical actionincrease options for interaction
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Watch video
Watching
Watch instruction on doc cam and
follow in textbook
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Practicing
Review previous concepts and
make note packet for future
reference
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Note taking( Discussing note
packets)
Provide options for expression and
communication- increase medium
of expression
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Provide options for comprehensionactivate, apply & highlight
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
White board
Computer
Projector
Doc Camera
Textbooks
Note Packet
Students will sit on the carpet during the video
How will your classroom
be set up for this lesson?
Students will sit at desks for instruction, notes, and practice.
III. The Plan
Time
5:00
Components
Motivation
(opening/
introduction/
engagement)
Describe teacher activities
AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Students sit on the carpet
Begin with reviewing from yesterday.
Can anyone tell me what strategy we learned about
yesterday for two-digit addition?
Allow students to answer.
Thats right, yesterday we learned that it can be
helpful to make tens out of our addends to make
them more manageable.
Do practice question on the white board.
Where should I begin with the problem 27+46?
Encourage students to participate and guide the
process. Give reminders if necessary.
Draw on the board so students can visualize the
numbers. Ask students to come to the board and
circle the numbers they are adding to make a ten.
Today we are going to learn a new strategy for
two-digit addition. It is called break apart.
Lets watch the video to get started.
35:00
Development
(the largest
component or
main body of
the lesson)
Students watch the video and follow along with the
prompted questions.
After the video is over ask students to return to
their seats and pull out their math books.
Students sit at desks and pull out textbooks.
Using the doc camera demonstrate the break apart
strategies.
Students follow along in their textbooks.
To start, how to we break apart a number into tens
and ones.
Who can tell me how to break apart the number
25?
Students engage in discussion
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The answer is 20 + 5
For the addition problem 27+48 we need to start by
breaking apart the numbers. What would that look
like?
Students respond
27= 20+7
48= 40+8
Now we add the ones together. Can anyone tell me
what 7+8 is?
15
Now add the tens. What is 20+40?
60
Now we can add it all together. What is 60+50?
75
Good job! Does anyone have any questions so far?
Allow for questions and continue with examples.
Lets look at what our note packet says about this
strategy! Open up to the second page.
Students open note packets.
Discuss what is in the packet.
Students follow along in their note packets.
This is titled Break Apart.
Step 1: Break apart the addends into expanded
form
Step 2: Combine the ones
Step 3: Combine the tens
Step 4: Combine the totals
Example:
25+48
25=20+5
48= 40+8
Ones: 5+8=13
Tens: 20+40=60
Totals: 13+60=73
Great job! Now you have two strategies for solving
two-digit addition.
Students work quietly at seats.
For those of you that feel confident about the
material feel free to stay at your seats and continue
working on the practice pages.
For those of you that are still confused about this
strategy feel free to join me on the floor so we can
work together.
2:00
Closure
(conclusion,
culmination,
wrap-up)
A small group(6-7) of students move to the floor to
work through the material with me.
When you are done please turn in the practice
pages to me.
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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson was adapted by removing the portion of note taking to just discussing the steps provided in the packet. This was just as
effective in accomplishing the goal I had intended for the packet, which was to provide students with an additional resource for
understanding and modeling the strategy. Today I added the option for students to move to the floor to work with me. This was a
good adaptation because it gave students a more individualized experience. However, even within that group students were working
at different paces and had different needs. It was difficult and even frustrating for me because there was so much going on in that
contained space that I dont think anyone got all the support they needed and deserved. I need to find a better way to approach this
difficulty.
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