Name: Helena E.

Jankowski
Date: October 19, 2016 Total Lesson Duration: 50 minutes
Topic: Adding with Partial Sums Grade: 2

Essential Question (Unit 4): What are strategies for adding numbers to 100?

Objective: Students will be able to add using place value and partial sums.

Common Core State Standards for Mathematics

2.NBT.B.8 - Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
. given number 100-900.
2.NBT.B.9 - Explain why addition and subtraction strategies work, using place value and the properties of
. operations.

Common Core State Standards for Mathematics - Standards for Mathematical Practice
MP.1 Make sense of problems and persevere in solving them.
MP.4 Model with mathematics.
MP.5 Use appropriate tools strategically.
MP.6 Attend to precision.
MP.7 Look for and make use of structure.

Materials & Resources Needed:

Half sheets of blank paper. EnvisionMath Video, EnvisionMath Book (p. 195-196), Base Ten Blocks (as
needed), Whiteboards & Markers (as needed).

Academic, Social and Linguistic Supports:

Academic
Read directions aloud (as needed) to students who need support (particularly check in with NT, MM, JM)
Provide base ten blocks, white boards, and dry erase markers to students, as needed.
Social
Preferential seating JR & NB are separated into assigned seats as to not distract each other during whole
group instruction on the rug or during independent work time at seat.
Call on a wide variety of students during Solve & Share and Share Out time not just the same
students who always have their hands raised.
Linguistic
FT uses Google Translate App on iPad to help translate language between Mandarin Chinese and English.
Read directions aloud (as needed) to FT and JR.

OPENING & PRESENTATION (20 minutes)

Number Talk 10 minutes (students return to desks immediately after lunch, where there is a half sheet of
blank paper waiting for them)
1. Review that weve spent the last two weeks practicing different strategies to help us add. (Activate prior
knowledge)
2. Review signals for number talk (thumbs up, adding fingers, I agree, etc)
3. Begin number talk. Students have a few minutes to solve on their individual paper.
27+32=?
Call on 3 students share out responses, and responses are recorded on the board.
(draw attention to strategies from the past unit break apart, compensation, number line)
4. If not shared by a student, introduce a new strategy based on place value: (20+30=50, 7+2=9, 50+9=59)
Today well be learning a new strategy to add two-digit numbers called partial sums. By the end of this
lesson you should be able to add two digit numbers using what we know about place value and partial
sums.

Presentation & Solve and Share (Guided Practice) 10 minutes

5. 1-2-3 Transition to carpet.
6. Begin EnvisionMath video for Unit 4, Topic 1: Adding with Partial Sums
7. Call students up to participate in each phase of the problem solving and solve & share. Students solve each
problem on board and explain their thinking to the class.
Possible additional problem (with regrouping) for more practice 23+8
8. Thumbs Up/Down How are you feeling about this strategy? (Note which students do not have a thumbs
up and be sure to check in with them first)
9. 1-2-3 Transition to Desks
Review expectations for independent work (voice level 0 or 1, stay in seat, raise hand for assistance)

EXPLORE/INDEPENDENT PRACTICE (25 minutes)

1. Assign pages 195-196 in EnvisionMath textbook.

Note Focus problem for Share Out will be #11 (page 196):
34 students are on the playground. 17 students are in the gym. How many students are there in all?

Use a monitoring chart (found below) to keep track of student responses as I circulate, probe student thinking,
and identify a student to share out with the rest of the class.

Monitoring Chart
Solution Probing Questions Students & Notes: (revisit)

34+17=51 - What did you do when you had to regroup the 11?
30+10=40 - Did you use any other strategies to help you?
4+7=11 - What is another way you COULD solve this problem?
40+11=51

Needs Help:
- Prompt student to help them work through process, using the whole-class example as a model
- Possible additional example (23+8) that includes regrouping if MANY students are struggling,
demonstrate again on whiteboard for all to see.
- Pair up with another student as needed.
- Asking probing questions to analyze student understanding and correct misconceptions.
- Use base ten blocks and/or whiteboard to help students who may need a visual representation.

Finishes Early:
- Challenge them to solve the problem in another way.
- Create their own problem that is similar for a partner to solve.

SHARE OUT & Wrap Up (5 minutes)

Student Presentations
- Identify a student to share show their work on the board.
- Teacher prompts student thinking if necessary, and helps highlight key patterns/ideas/connections from the
strategy.
- I will ensure everyone is paying attention by asking students to provide feedback or ideas to peers, as well
as make connections between different strategies.
- Exit prompt (time permitting): Out of the many addition strategies we have so far, what strategy do you
like the best? Why?
(Call on 2-3 responses.)
- 1-2-3 transition to line up for special

Lesson Feedback Notes:

Lesson Reflection: