SAINT FRANCIS UNIVERSITY
Loretto, PA 15940
EDUCATION DEPARTMENT
LESSON PLAN Format
Student Teacher Carissa Blair __________________ Grade 2nd
Subject _Mathematics_________________________________________
Time Needed for Lesson 60 minutes Lesson Concept 3-Digit Addition: Regroup Tens
PA STANDARD(S) (Write out standards):
CC.2.1.2.B.3
Use place value understanding and properties of operations to add and subtract within 1000.
CC.2.2.2.A.1
Represent and solve problems involving addition and subtraction within 100.
ASSESSMENT ANCHOR(S) (Write out the anchors):
OBJECTIVE(S) (Be sure to include all four parts):
Students, using the standard algorithm in 3-digit addition, will regroup tens correctly on 8/10 of the homework
problems that require the skill.
Students will actively participate as observed by the total completion of the in-classwork as it is completed as a
class.
MATERIALS:
Go Math Chapter Book
Pencil
ACTIVITIES (There are three sections here):
OPENING (hook, purpose and basic plan)
Students will review Calendar Math and Fact Families with instructor, day 93.
Ask: “When do you regroup?” when there are 10 or more
“When have you regrouped before?” while adding, when the total number of ones was greater than 10
Play the Interactive Student Edition (Teacher) Chapter 6, Lesson 6.4 video, found on ThinkCentral. Login
information is found in the front of the binder. AKA the Jessie Video.
BODY:(Bulleted step by step)
Page 1 of 2
Have students turn to page 409 (also page 409 in Teacher’s Edition), also have page on the SMART
board, draw hundreds/tens/ones chart on blackboard.
Read the question at the bottom of the page aloud to the class. Invite two students up to the boards (one
SMART, one blackboard) and have them draw a quick picture while students do it at their seats.
Ask students thumbs up or thumbs down if they agree with the work on the board.
Ask the questions under “Listen and Draw” as students are prompted through finishing the problem
Walk through “Model and Draw” as a class.
Instruct students to complete numbers 1-3 independently – make sure to move around the room and
offer support as needed, make note of struggling students
Ask students to turn to page 411. Instruct them to cross out numbers 5, 8, & 12.
Then students complete pages 411 & 412. Read problems aloud to students as needed.
Play the Math on the Spot video via ThinkCentral for lesson 6.4.
Compare to their completed work
Teacher/aids should be checking students’ work for accuracy.
CLOSURE (Wrap up and brief summary):
Instruct students to pick up homework page from window sill (not using book page.) They may begin working
on it after calendar math is reviewed and daily math practice sheet is completed (back table). When finished,
students may work on homework until it is time for science/health/social studies to begin.
ACCOMMODATIONS:
Use of verbal praise, verbal cuing, redirection
Preferential seating
Aids are present and helping students with relevant needs.
ASSESSMENT (How you will determine that student has mastered objectives?):
Instructor will continuously, informally assess students for comprehension, attention, and participation
throughout the lesson.
Students will complete workbook pages 409-412 and homework page 413&414, correctly completing at least
8/10 on the homework problems requiring regrouping tens.
SELF-ASSESSMENT/REFLECTION (Complete this section if you have taught this lesson to peers or in clinical
placement):
Even though there was the time allotted for math today, the two-hour delay had the kids wired. It took much
longer than it should have to get into the rhythm of class. Once we got started, they were able to stay on track
for the remainder of the lecture portion (15ish minutes). I kept the kids moving and thinking during the book
work, having as many students as possible filter up through the board and answer questions. This seemed to
help.
Michael retook part of his chapter 5 test, and missed lecture and most of the group work. I took him aside later
in the day and worked with him. He did great! He has nervous ticks he needs to work past, but I think that with
some confidence, he will even test much better.
Page 2 of 2
