USF Elementary Education Lesson Plan Template (S 2014)

Mercurio________________
Grade Level Being
Subject/Content: Math/
Taught: 2
Place Value

Name: __Kellie
Group
Size:
Whole
Group

Date of Lesson:
10/26/2016-10/27/2016

Lesson Content
What Standards (national
or state) relate to this
lesson?

MACC.2.NBT.2.6 Add up to four two-digit numbers using strategies based on place value
and properties of operations.

Essential Understanding
What are some ways to add three 2-digit numbers?
Use place value understanding and properties of operations to add and subtract
Objectives- What are you
teaching?

SWBAT find sums of three 2-digit numbers.

SWBAT utilize previously learned strategies to help aid their understanding. (doubles or
near doubles facts)

Rationale
Students need to know how to add multiple numbers because they will be faced with real
life situations where they will have to add more than just two numbers.
Students will need to know how to set up the numbers the numbers according to their
place value so they can add the numbers correctly. They will eventually need to know
how to subtract two and three 2-digit numbers using the same alignment.
Evaluation Plan- How will
you know students have
mastered your objectives?

Formative
I will use thumbs up/ thumbs down to assess their level of understanding on the content.
I will check the first 8 problems to see what they got correct and incorrect to see where
they are at understanding wise.
Summative
They will complete an exit ticket answering one math question I have written on the
board (62+19+17) and rank themselves on a scale of 1-3 on how well they understood
the lesson.
I will also collect their packets and see how they did on their work.

What Content Knowledge

USF Elementary Education Lesson Plan Template (S 2014)

Mercurio________________
Grade Level Being
Subject/Content: Math/
Taught: 2
Place Value

is necessary for a teacher

to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
What misconceptions
might students have about
this content?

Name: __Kellie
Group
Size:
Whole
Group

Date of Lesson:
10/26/2016-10/27/2016

The teacher needs to know how to add three 2-digit numbers and how to set the problem
up correctly.
Extends what students learned about adding there 1-digit addends to adding three 2digit addends.
Students can add digits starting from the top of the column and add straight down or
they can use doubles and near doubles facts to help them.
The students might misalign their numbers causing them to get the wrong answer.
Students might add the tens first then the ones, causing them to get a wrong answer.
The student might not regroup the one and write the answer as a three digit number. (ex.
answer is 53, the student write 413)
The student may forget to add the third digit to the sum of the first two digits.
Lesson Implementation

Teaching Methods

Step-by-Step Plan

I will teach the lesson whole group through a lecture-style format, calling up individual
students to the board. I will incorporate turn and talks. During independent work, I will be
walking around checking student work and pulling a small group to the back of the class
for extra help.
Time
Who is
responsibl
3 min e?
1. Read the problem to the class and ask them to solve it in any way
Student
they choose: Alexis had 2 books. Her mom gave her 3 books and her
aunt gave her 4 books. How many books does Alexis have now? (9
books)
- Possible answers include: I selected two addends, added them
3 min
together, and then added the third addend to the sum of the first
Student
two addends.
2. Then do the problem: Mr. Kim bought 5 blue balloons, 4 red

USF Elementary Education Lesson Plan Template (S 2014)

Mercurio________________
Grade Level Being
Subject/Content: Math/
Taught: 2
Place Value

3 min
Student
6 min
Teacher
45
min

Student

Name: __Kellie
Group
Size:
Whole
Group

Date of Lesson:
10/26/2016-10/27/2016

balloons, and 5 yellow balloons. How many balloons did he buy all
together? (14 balloons)
-Have the students do a turn and talk to discuss their answers and
how they got the answer.
3. Repeat for the problem Mary Beth has 3 green shirts, 6 blue
shirts, and 2 yellow shirts. How many shirts does Mary Beth have?
(11 shirts)
4. Work through the model and draw questions on page 214 without
the students seeing it before. This will be modeled on the board for
the students. Show them how to make a ten first and then add the
other ones digit. Then add the ones. Show them how to do the top
to bottom method.
5. Students will work on questions 1-8 individually, raising their
hand to have their work checked before moving on. If the students
do not miss questions 7 and 8, they can move on to the following
pages.

What will you do if

a student struggles with the content?

I will sit with them and break down the problem: Mr. Davis has 12 peaches, 27
pears, and 33 apples. How many pieces of fruit does he have?
First add the ones 2+7=9. Then we add the 3 from the problem plus the 9 we
just found to get 12, which is the sum of the ones. How do we write this in the
addition problem? We write the 2 in the ones column of the sum and record a 1
for the regrouped ten at the top of the tens column. Then we add down.
1+2+3+1=7. The answer is 72 pieces of fruit.

What will you do if

a student masters the content quickly?

I would give these students a word problem to complete and have them work
with partners to discuss different ways they can solve it. If the students
complete the word problem below and have finished discussing it with a

USF Elementary Education Lesson Plan Template (S 2014)

Mercurio________________
Grade Level Being
Subject/Content: Math/
Taught: 2
Place Value

Name: __Kellie
Group
Size:
Whole
Group

Date of Lesson:
10/26/2016-10/27/2016

partner, they can take turns with their partner creating their own word
problems for their partner to solve.
Mia has 18 red marbles, 24 green marbles, and 19 blue marbles. How many
marbles does she have in all? (61 marbles)
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students will have multiple things that they will need to add together at some
point in their lives, whether it be items on a bill or the number of students in
each grade level.
If applicable, how does this lesson connect to/reflect the local community?
Students will need to know how to add multiple numbers when paying for more
than one item at a store.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I would give these students a word problem to complete and have them work
with partners to discuss different ways they can solve it. If the students
complete the word problem below and have finished discussing it with a
partner, they can take turns with their partner creating their own word
problems for their partner to solve.
Mia has 18 reed marbles, 24 green marbles, and 19 blue marbles. How many
marbles does she have in all? (61 marbles)
How will you differentiate instruction for students who need additional
language support?
These students will draw quick pictures to help them add the numbers
together. If it is a word problem, they will be read to them.

Accommodations (If
needed)

M, A, J will need to work at the back table for extra support after the whole group lesson.

USF Elementary Education Lesson Plan Template (S 2014)

Mercurio________________
Grade Level Being
Subject/Content: Math/
Taught: 2
Place Value

Name: __Kellie
Group
Size:
Whole
Group

Date of Lesson:
10/26/2016-10/27/2016

M, J will be able to work together so he can read the problems to her in Spanish if
necessary.
Materials
Base-ten blocks if needed for extra support as a visual representation.
Math packets