Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Teacher Candidate: Ms. Jennifer Frazier

Date: 4.12.14
Course for which the Lesson is developed: Media & Technology
Classroom Teacher: Ms. Frazier
Time allotted: 45 minutes

Subject: Math
Central Focus: Adding with Double Digits
Grade Level(s): 2nd Grade

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS,

Common Core, or Professional Learning Standards) Each
standard should correspond to one or more objective.

CC.2.NBT.5 Use place value understanding and

properties of operations to add and subtract. Fluently
add and subtract within 100 using strategies based on
place value, properties of operations, and/or the
relationship between addition and subtraction.

Learning Objective(s):
What are the students expected to know and/or do in the lesson?
Write out each specific objective to be met by students in the lesson.

Students should be using applied addition rules while solving the addition problems

Students should add double digit numbers using the basic rules for addition

Students should know place value of double digit numbers

Students will add double digit numbers within 100

Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is
required in a lesson plan.)

Formative: (Formal or Informal): For the informal formative assessment I am going to assign a small in class project where each student is given a QR Math
Booklet. This booklet contains only double digit addition problems, a space provided to solve the problem, and a QR code that gives the answer in detail. The
students will work with a partner, but are expected to do most of the work on their own. They both have to have their answers written out in their own booklets
and copying isnt allowed.
Summative: (Formal or Informal: As the formal summative assessment, I will give out the same test to everyone. The test wont be on paper, the test will be put
up through PowerPoint where the students are only looking at the board. The test will only last up to 15minutes depending on how long it takes the class to
finish. As I flip the through PowerPoint, I will read aloud the problem to the students and for those who may have trouble reading math problems on their own.

List the Academic Language used in the Lesson.

Include vocabulary, process terms, and syntax
language.

Academic Language
Explain how the Academic Language is
scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.

Describe the Evidence that Students know and use

Academic Language appropriately:

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Addend, Add, Addition, Sum, plus sign, equal sign,
total, all together, combined, in all

Lesson Plan Design 2014 adapted for EDUC1070

The academic language in this lesson will be

scaffolded in the lesson because these words will be
used in the QR math booklet to ask some of the math
questions, I will verbally use the words as I interact
with my class, and the students will be encouraged to
use the words amongst each other

The evidence that I will use to determine if my students

know the academic language is when I hear them using
the words amongst each other when they are working
together, and when I see that they can understand the
word by using context clues of what it means.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.)
As a pre-assessment and/or diagnostic I would use to transition into this lesson simply by giving them a two-digit addition problem on the
board and have them solve the problem individually. As they solve the problem on their own, I will simply walk around the room and observe
how they go about solving the problem and if their solution is correct.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand):
The purpose of this lesson is to know how to find the sum of an addition problem by adding two digit numbers.
C. Instructional Sequence: (include technology this is a technology class)
1. Write a double digit addition problem on the board for the class to individually solve as their pre-diagnostic assessment. Walk around the room to
observe how the students solve the problem.
2. After they have taken time to try and solve the problem on their papers, show them how to properly solve the problem by going into step-by-step detail
to find the sum. Break the problem down to them so they understand how to solve it. Remind them of place value rules!
3. After you have given a detailed explanation on how to solve the given math problem, have the students choose a partner (or have assigned partners in
place and assign them yourself). Have the partners sit next to each other with a pencil.
4. Before handing out the QR Math Addition Booklets, explain what they will be doing with their partner.
5. Have a student volunteer to pass the booklets out to each student, or simply pass the booklets out yourself.
6. Re-explain the directions, and show them how to start the math booklet by doing the first problem on the board as an example.
7. After youve shown them how to solve the problem, show them how to use the QR scanner from the Ipad to check their answers after theyve solved
each problem.
8. This lesson should take 45minutes in total, by the time varies depending on your own class.
D. Explain:
The lesson consists of me basically testing to see if the students know or have an understanding of adding double digit numbers, and if they can
solve it on their own. After looking over their answers and solving processes, I will then introduce the lesson myself formally by explaining how
to solve double digit math problems along with examples. I will answer questions and use class volunteers if needed. After spending about 15
minutes on explaining how to solve these types of problems, I will partner up the students and hand them QR Code Math Addition Booklets as
their formative assessment to test if they can learn the material for their own and execute the objectives. After the formative assessment, I will
then give a summative assessment, formal test, to test whether they understood the lesson or not as a whole.
E. Extend/Expand/Elaborate
I can always extend this lesson for another day if my students are having a hard time understand the lesson, or if they dont finish in the given
time. However, if I extended the lesson for another day, I will re-explain the directions, and give another example of adding double digit
numbers just to refresh their minds.
F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?)
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

To ensure student engagement, I will make sure each partnered group are communicating with one another as well as writing their
own answers down in their booklets. Also, if they are helping each other out and asking me questions then I know that they are in tune
with this lesson activity.
G. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
groups?)
For this activity lesson, my students will be working in partners. The criteria I will be following
H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment include your
summative assessment here)
The purpose of this lesson is to know how to find the sum of an addition problem by adding two digit numbers. You will be tested on how well
you know how to add double digits based on your work on how you solved the math problem, and if the answer you wrote down was correct or
not.

Lesson Plan Details

Instructional Materials:
QR Booklet, pencils, template test paper for group test, technology resources
Use of Technology:
PowerPoint(overhead w/ projector), I Pad(for QR scanner)
Safety in the Physical Environment:
For safety in the physical environment, please make sure all of the students use the classroom Ipads in a respective manner.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.