Lesson Plan Template

MAED 3224
Subject: 2
nd grade math Central Focus: t wo-digit numbers addition

Common Core Objective: Date taught: 11/16/2017

CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using
strategies based on place value, properties of
operations, and/or the relationship between
addition and subtraction.
CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies
based on place value and properties of operations.

Daily Lesson Objective:

Performance- s tudents will find the sum of two-digit numbers using two different strategies

Conditions- students are working in whole-group during instruction time and independently during
their individual assessment time

Criteria- M astery achieved with a score of 80% or higher on exit ticket or at least 10 points out of 12
total possible points.

Prerequisite knowledge and skills needed: s tudents understand: the idea of place value; how to identify the
ones place; how to identify the tens place; simple addition; what a number line looks like

Activity Description of Activities and Setting Time
1. Engage Start the lesson off by reminding students about place values. 2 minutes
Write a number on the whiteboard and ask the students What
number is this? What number is in the o nes place? What number is
in the tens place?
2. Explore Have students engaged in whole-class instruction and practice of 15-20
(including solutions of the two solving strategies for adding two-digit numbers. minutes
major tasks)
Box Method
*Include the dialogue Using the base ten blocks website create two double digit
from the explain section numbers and ask two different students to name them (ex:
click and drag 4 tens strips and 5 ones units then click and
drag 3 tens strips and 2 ones units on the opposite side in a
different color so students can differentiate)
Write the numbers on the whiteboard as an addition
problem (ex: write the number sentence horizontally 45 + 32
= )

3. Explain
*Include the whole-class
activity from the explore
section
Draw the box from the box method and explain to students
how to set up the problem using the box like the following:
Continue practicing with the box method for 5 minutes
Number Line Method
Using the base ten blocks website create two double digit
numbers and ask two different students to name them (ex:
click and drag 4 tens strips and 5 ones units then click and
drag 3 tens strips and 2 ones units on the opposite side in a
different color so students can differentiate)
Write the numbers on the whiteboard as an addition
problem (ex: write the number sentence horizontally 45 + 32
= )
Draw a number line on the whiteboard and label the first
number in the number sentence and go on to explain how
to use the number line to jump to find the sum like the
following:
Continue practicing the number line method for 5 minutes
**During the whole-class instruction and practice explain the
following:
Branch off of reviewing place value by telling students
making sure you match up the place values in each
number when youre adding is very important to finding the
sum. Write out a horizontal number sentence and remind
students that: this is how you guys are used to seeing
 math problems written out and then solving for the
answer.
Box method explanation:
Instead of solving the number sentence
horizontally we are going to use the box method to
show how we cans solve it vertically, or when the
the numbers are placed on top of each other. Inside
of the box we need to put our middle line so we can
separate the place values. In the first side we put
the tens place of each number and in the second
side we put the ones place of each number. In
number 45 which is the tens? Which is the ones?
(teacher fills out the number as well as the number
32 in the box)
Now in order to solve this problem we need to add
the ones up to find what goes in the ones place in
our answer and we need to do the same for the
tens place. ALWAYS start with the ones and go left
when you are adding numbers vertically. (teacher
adds the ones and tens with the help of the
students to find the sum)
Number line method explanation:
Another way we can find the sum to a problem like
this one is by using a number line and jumping to
our answer. Now when you jump, you usually want
to try and jump as high and as far as you can, right?
Thats how we want to jump on the number line,
too!
Look at the number we are adding to the first
number (32 added to 45) and someone tell me a
good sized jump we can make without making the
entire jump. (talk students into using +10 as a
jump)
When we take a jump we have to make sure we
think about how much we have left to jump. If we
jump 10 of the 32 then we only have 22 left and so
on.
After jumping 10 three times we end with 75, but
we have +2 to jump still. What would thank make
our answer be?

4. Elaborate/Extend Struggling Students/Extra Support varies
Supply students with physical base ten blocks so they can
kinesthetically connect their understanding to the concept.

Students Needing Challenge
Have students try adding three-digit numbers together using the
box method and the number line method.
5. Evaluate Students will complete an exit ticket containing four two-digit
(assessment methods)
10 minutes
addition problems. Students must show mastery by showing how
they used the two different strategies learning from the lesson on
how to find the sum of two-digit numbers. The following questions
were written on the whiteboard for the students to copy on a sheet
of paper and solve:
Use the box method to solve these problems.
1) 62 + 35 =
2) 75 + 23 =
Use the number line method to solve these problems.
3) 87 + 12 =
4) 44 + 51 =

Students will be awarded points for mastery as follows:

Materials/Technology: s martboard, interactive base ten blocks website
(https://tinyurl.com/hx6cljs), whiteboard, expo markers, paper, pencils