The College of New Jersey

School of Education
Megan Rosko
Topic of the Lesson and Grade Level:
Regrouping- Adding a Single Digit to a Double-Digit Number, Second Grade
Essential Questions:
a.) What is regrouping?
b.) How can I add a single-digit number with a double-digit number?
Content Standards:
a.) CCSS.MATH.CONTENT.2.OA.A.1
Represent and solve problems involving addition and subtraction.
c.) CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and
the properties of operations.
Standards for Mathematical Practice:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Learning Objectives and Assessments:
Learning Objectives
SWBAT to add one-digit numbers
and two digit numbers.

SWBAT to explain what regrouping

is.

SWBAT ask and identify which areas

of regrouping they are struggling
with and need more assistance with.

Assessments
The students will complete an
addition scoot worksheet
demonstrating their understanding
of regrouping with one-digit and
two-digit numbers.
The students will explain at the
beginning of the lesson to the class
their definition and model two
example problems. They will also
sing a song on regrouping.
The students will participate in a
group question session reviewing
their quizzes from the prior week.

Materials:
Double-digit plus single-digit cards
Addition Scoot worksheet
Graded math quiz from previous week
Pencil
Addition song sheet
Hook
The teacher will tell the students there is a song they will learn that will help them
remember how to regroup. It is one song with two parts one for addition and one for
subtraction. Right now, she will teach them the addition part of the song and when
they begin subtraction she will teach them that part of the song. Put your 10s up
high, and 1s down low. Add them all together, and youre ready to go! The teacher
will sing it once and then have the students sing it twice all together.
Lesson Beginning:
The teacher will tell the students that their quizzes from the previous week have
been graded. She will hand back the quizzes for students to look over. She will
inform the students that their grade is private, and they do not have to share it with
anyone. The teacher will tell the students that she will be collecting their quizzes
back after reviewing them. At this time the teacher will start to review adding single
digit and double digit numbers together before moving on. Tomorrows lesson will
be on adding two double digit numbers together, so it is important that the student
fully understand this part first. First the teacher will tell the students to take a
minute and look over their quiz. Next, she will ask the students which problems
they want to review and choose the ones that the majority of the class had trouble
with. Finally, the teacher will spend five to ten minutes reviewing these questions
from the quiz with the class.
Prior Knowledge:
The teacher will ask the students what was that special word we learned last week.
You can _____ 10 ones into 1 ten. The teacher will call on a student who is raising
their hand to answer. Next, the teacher will write two equations on the board, (one
with regrouping and one not) and ask the students if they remember how to solve
these two problems step by step.

Instructional Plan:
The teacher will start off the lesson by asking students to recall the special word
they learned from last week. (regroup) You can _____ 10 ones into 1 ten.
The teacher will write two equations on the board one with regrouping one without
and ask the students if they remember how to solve it. What is the first step?
Once they solve the two questions, the teacher will tell the students there is a song
for helping them remember to regroup. One part for addition and one part for
subtraction. Right now, she will teach them the addition part of the song, and when

we get to subtraction she will teach them that part of the song.
Put your 10s up high, and 1s down low. Add them all together, and youre ready
to go!
The teacher will sing it once and then have the students sing it all together twice.
The teacher will tell the students the quizzes from the previous week were
graded. The teacher will hand back the quizzes for students to look over. She
will let the students know their grade is private, and they do not need to
share with anyone. The teacher will tell the students know she will be
collecting these quizzes back after reviewing them. At this time, she will
review adding single digit and double digit numbers together before moving
on. Tomorrows lesson will be on adding two double digit numbers together,
so it important that students fully understand this part first.
First, the teacher will tell the students to take a minute and look over their quiz.
Next, the teacher will ask the students which ones they want to review, and then
the teacher will choose the ones she noticed the majority of students had trouble
with.
Finally, the teacher will spend five to ten minutes reviewing these questions from
the quiz with the class.
Once quizzes have been reviewed, the teacher will collect them back.
The students will then complete an activity called. Double-digit plus single-digit
Scoot
There are 24 cards in four different colors (blue, red, green, orange) Each table will
receive one of the color cards. There are six in each. The students will also receive
an addition scoot worksheet with numbers listed to match the cards. The students
will work on all of the cards at their table.
We will have several rotations so that all of the class get to complete every color.
The rotation times may vary depending on how well the students are doing.
Students will have the ability to work by themselves, with a partner in their group,
with their whole group, or call the teacher over who will be circulating around the
classroom, to assist them.
At the end, the students will hand in the addition scoot worksheet to the teacher.
The students will then go work on Reflex Math by themselves at their assigned
stations.

Differentiation:
The students will receive their quizzes back and will have a chance to go over them
and ask any questions regardless of their score. During the Double-digit plus
single-digit Scoot the students will work with one another. The activity will progress
depending on how well the students are doing. For the students who are working
slower and having issues, they will not be required to complete all of the cards, just
as many as they can. Students will have the ability to work by themselves, with a
partner in their group, with their whole group, or call the teacher over to assist
them. As the students will be finishing at different times, once they are done they
will be told to go on Reflex Math and work individually.

 Questions:
1. Who remembers that special word we learned last week?
2. What is regrouping?
3. What if the first step to solving this problem?
4. How do you know when you need to regroup?

Classroom Management:
The teacher will remind students in order to answer a question and they must raise
their hands. The teacher will only call on the students who are following directions.
She will warn students once about any inappropriate behavior and if it continues,
she will have a conversation with the student at the end of the lesson about how
that student can change his/her behavior.
Transitions:
Using the whole brain approach, the teacher will say, class class and the students
will answer, yes, yes when moving from one activity to the next. This will get their
attention and the teacher will be able to explain the next activity. The teacher will
also say, mirror and the students will answer mirror when the teacher want
them to repeat after them
Closure:
The teacher will collect the addition scoot worksheets and assess the students
work. It will provide an assessment for the teacher to see how well the review
session worked. As the students finish their worksheet, they will go on Reflex Math
and work individually.