UNLV/Department of Teaching &

Learning Elementary Lesson

Plan Template

UNLV Student: Erin Hurley PSMT Name: Brooke Dusseau

Lesson Plan Title: Adding 2-digit numbers: Lesson Plan Topic: Addition with
Food Fun decomposing/regroup
Date: 1/9/17 Estimated Time: ing
60 minutes
Grade Level: 2nd grade School Site: Rex Bell ES

1. State Standard(s):
2.NBT.B.6: Add up to four two-digit numbers using strategies based on
place value and properties of operations.

2. Teaching Model(s):
Teacher-centered (introduction, modeling, and guided practice) &
student centered (independent practice)

3. Objective(s):
SWBAT use decomposing/regrouping strategy to add 2-digit numbers.
SWBAT explain how they solved addition problems.

4. Materials and Technology Resources:

Place value mat
Pretzel sticks
Cheerios
Elmo
Pencil
Math packet
Introduction video:
https://www.bing.com/videos/search?
q=2+digit+addition+with+regrouping&&view=detail&mid=FC74BF91
00C43EDE92EAFC74BF9100C43EDE92EA&rvsmid=FC74BF9100C43ED
E92EAFC74BF9100C43EDE92EA&fsscr=0&FORM=VDFSRV

5. Instructional Procedures:
a. Motivation/Engagement:
TW state the objective and students will repeat the objective.
SW come to the carpet and TW show a short video previewing the
activity they will be doing today.
b. Developmental Activities or Learning Experiences:
TW introduce and define new vocabulary words
(decompose/compose).
TW use ELMO to model the activity.
TW be using pretzels and Cheerios to represent 10s and 1s.
TW point out that 10 cheerios is equal to 1 pretzel stick. So if we
have 10 cheerios, we can regroup those 10 cheerios and replace
them with 1 pretzel stick.
 TW begin by showing students how to decompose a single
number on the place value mat using pretzels and cheerios.
TW write an addition problem on the board and model how to
represent the addition problem using pretzels and cheerios on
the place value mat.
TW provide several examples on the ELMO.
SW then return to their seats and TW pass out Math worksheet,
Place Value mats, and cheerios and pretzel sticks for each
student to use for the activity.
TW write the first addition problem on the board and ask
students to decompose/break up each number into 10s and 1s
using pretzels and cheerios.
TW then ask students Do you have enough ones to make a
ten? This example will not require students to regroup, so they
can simply count the number of pretzel sticks and the number of
cheerios to determine the sum.
TW write another addition problem on the board and ask
students to decompose/break up each number into 10s and 1s
using pretzels and cheerios.
TW then ask students again Do you have enough ones to make
a ten? This example will require students to regroup, so they
will have to remove 10 cheerios from the place value mat in
exchange for 1 pretzel stick. Once they have finished
regrouping, then they can simply count the number of pretzel
sticks and the number of cheerios to determine the sum.
SW now work independently on the remaining problems on the
worksheet.
As students are working, TW make her way around the room and
assist any students who need further guidance. Teacher will also
make note of any students who are struggling, so she can pull a
small group for extra guided practice adding with regrouping.
c. Closure:
Students will play Double Digit Addition Tic-Tac-Toe with a
partner as an exit ticket.

6. Accommodations, Modifications, and, Differentiations for

Diverse Learners:
Students who are struggling with the activity will be brought to the
back table for more guided practice during independent work time.
Students who complete the activity quickly, can move on to attempt
addition with regrouping word problems.

7. Assessment and Evaluation of the Learning:

Formative: Constant observation of students to see who needs
help with the activity. Teacher will be available for any questions.
Teacher will also pull a small group of students for more guided
practice. If time allows, partners will play Double Digit Addition Tic-
Tac-Toe as an exit ticket.

8. Homework: No homework will be assigned for this lesson.

9. Reflection:
Strengths: This lesson was great! The students loved the use of
food and they were very engaged, although some were eating their
cheerios and pretzel sticks instead of using them to assist them
with the problems provided. I would definitely teach this lesson
again. This lesson is going into my bag of tricks
Concerns: Even though I gave specific instructions not to eat the
cheerios and pretzels until we finished our lesson, a couple of
students began eating them. I think next time I would let them
know, if I catch you eating them before we finish this lesson, I will
take them away and you will not be allowed to eat them at all or
use them to help you with the problems.
Insight: This was a great lesson for my visual learners and also my
kinesthetic learners. However, I had several students ask me if they
had to use the pretzel sticks and cheerios or if they could do it
their way. I was flexible with them and allowed them to use
whatever approach worked for them.