Demonstration:

You demonstrate the skill

Guide practice:
Practice the skill with the
Paraprofessional Lesson Plan student

Independent practice:
Materials: Student individually
practices the skill
 How to chart
o Piece of paper with the steps for completing two digit plus two digit addition with
regrouping
 Erasable checklist x2
o Laminated checklist that can be reused (one for student, one for teacher)
 Whiteboard/pens/erasers
o Whiteboard for demonstration/guided practice
 Vocabulary Card
o Place value: definition and example
o Regrouping: definition and example
 Independent worksheet (mastery measure assessment) and pencils
o The problems student will complete during independent practice as their lesson
assessment
 Steps card
o The card with the steps on it given to the student for the independent
practice/lesson assessment
 Behavior Expectations
o Paper with the expected student’s behavior during the lesson
Setting:
 Location:
o Hallway table between room 4 and 5
 Time:
o Pick up: 9:30am
o Return to class: 10:00am

Lesson Objective:
When given 5 problems and the steps for completing the procedure on a card, Willow will use a strategy
for solving 2 digit plus 2 digit addition with regrouping and addends under 20 with 100% accuracy on 2
occasions

Procedures:
Opening
1. Ask for students’ attention: “Eyes and ears on me please”
2. Behavior Expectations: Share behavior expectations with student (from behavior
expectations chart)
 3. Connect to prior lesson: Share what you worked on last week with the student
a. “Last week we worked on two digit plus two digit addition without regrouping.
This week were going to practice with regrouping, which requires a different
strategy”
4. Student friendly learning target: Write on board and share with the student
a. What: Two digit plus two digit addition with regrouping
b. Why: To solve harder problems in the future
c. How: I will use the steps in a strategy written on a checklist/card for solving two
digit plus two digit addition with regrouping.
 Student reads the “how” out loud
5. Vocabulary: Define and provide examples using the vocabulary cards
a. Place value
i. Define: “Place value is the value of a digit determined by the
position/place it is in the number
ii. Example: “In the number 19, the one is in the tens place and the 9 is in the
ones place”
iii. Practice: “In the number 12 (write on board), what number is in the tens
place? What number is in the ones place?
 Student verbally identifies the 1 is in the tens place and the 2 is
in the ones place.
b. Regrouping
i. Define: “Exchanging ten ones for one ten”
ii. Example: Use unifix cubes to show taking ten ones and making one ten
iii. Practice: “What is regrouping?”
 Student defines regrouping as exchanging ten ones for one ten.
Demonstration:
1. Introduce the checklist
a. “Today we will being using this checklist to make sure we are completing of the
important steps in the strategy. It has six steps, we will talk about them more as I
show you how to use them”
2. Write the following problems on the board:
12 18
+19 +15

3. “Read the problem as I point” (Point at the problems as student reads them)
 Student reads the problem “12 + 19 = how many”
4. “What column do we start working in?”
 Student verbally responds “the ones column”
5. “What are the first two numbers we’re going to add?”
 Student verbally responds “2 + 9”
6. “What is 2 + 9?
 Student verbally responds “11”
 “Lets pause here, we need to check off step one off our check list, which is add the ones
column, because we just added the ones” (check off stop one)
7. “We have a problem, Eleven equals 1 ten and 1 ones. We can’t have a 10 in the ones
column, so we put the 1 ten at the top of the tens column. (Write 1 over the tens column).
Where do we put the 10?
 Student verbally responds “at the top of the tens column”
“We just completed step 2, record the tens at the top of the tens column, so let’s check it
off” (check off stop two)
8. “We write one ones under the ones column. (write 1 in the ones column). Where do we
put the one ones?
 Student verbally responds “under the ones column”
“We just did step 3, record the ones under the ones column, check!” (check off step three)
9. “What are the first two numbers to add in the tens column?”
 Student verbally responds “1 + 1”
“What does 1 + 1 equal?”
 Student verbally responds “2”
“Now what two numbers will we add?”
 Student verbally responds “2 +1”
“What is 2 + 1 equal?”
 Student verbally responds “3”
“How many tens do we end up with?”
 Student verbally responds “3 tens”
“We end up with 3 tens. We added the tens column, so we can check off step 4!” (check
off step four)
“So I’ll write 3 under our tens column (write 3 in tens column). We record the tens, so
check off step 5!” (check off step five)
10. “We are finished. What does 12 +19 equal?”
 Student verbally responds “31”
“Read the problem and say the answer”
 Student verbally responds “12 + 19 = 31”
“Now we do the last step and circle the answer and check off step six!” (Check off step
six)
 *Repeat steps 3-10 for the second problem*
Guided Practice:
1. Student had a worksheet with the following problems and the erasable checklist. Work
though the problems on the while board while student mirrors the work on the paper.
18 19
+16 +13

2. “Read the problem as I point” (Point at the problems as student reads them)
 Student reads the problem “18 + 16 = how many”
“What column do we start working in?”
 Student verbally responds “the ones column”
“What are the first two numbers we’re going to add?”
 Student verbally responds “8 + 6”
“What is 8 + 6?
 Student verbally responds “14”
“We added the ones column, what do we need to do?
 Student verbally responds “check off step one”
 Student checks off step one
3. “We have a problem. What does 14 equal?”
 Student verbally responds “1 ten and 4 ones”
“Can we have a ten in the ones column?”
 Student verbally responds “no”
“So where do we put the 10?”
 Student verbally responds “at the top of the tens column”
“Write a 1 at the top of the tens column”
 Student writes the one at the top of the tens column
“We recorded the tens at the top of the tens column, what do we need to do?”
 Student verbally responds “check off step two”
  Student checks off step two
“How many ones are left?
 Student verbally responds “4”
“Write them under the ones column.”
 Student writes 4 ones under the ones column
“We recorded the ones number in the ones column, what do we need to do?”
 Student verbally responds “check off step three”
 Student checks off step three
4. “Look at the tens column. What are the first two numbers to add in the tens column?”
 Student verbally responds “1 + 1”
“What does 1 + 1 equal?”
 Student verbally responds “2”
“Now what two numbers will we add?”
 Student verbally responds “2 +1”
“What is 2 + 1 equal?”
 Student verbally responds “3”
“How many tens do we end up with?”
 Student verbally responds “3 tens”
“We added the tens column, what do we need to do?”
 Student verbally responds “check off step four”
 Student checks off step four
“Write the tens under the tens column”
 Student writes 3 tens under the tens column
“We recorded the tens column, what do we need to do?”
 Student verbally responds “check off step five”
 Student checks off step five
5. “You’re finished. What does 18 +16 equal?”
 Student verbally responds “34”
 “Read the problem and say the answer”
 Student verbally responds “18 + 16 = 34”
“Circle your answer.”
 Student circles the answer.
“We circled your answer, what do we need to do?”
 Student verbally responds “check off step six”
 Student checks off step six
*Repeat steps 1-5 for the second problem*
Independent Practice:
1. Explain to student: “Now that we’ve practiced four different problems, you’re going to
work on some by yourself. Remember to take your time and do your best work. On the
paper will be the steps for how to complete the problems if you need it and can use it as a
checklist.”
2. Give student paper, pencil, and steps card to begin working individually
Closing:
1. Review student-friendly learning target
2. Review and check for understanding
a. Review the 6 steps “These are the six steps we did today…”
b. Student describes the 6 steps “The first step is…the second step is…etc.”
3. Transition: praise for hard work and return back to class
Assessment:
The assessment taken during the independent practice will include 5 two digit plus two digit
without regrouping problems. The student will receive a card with the steps on it to use during
the assessment. After the student is done taking the assessment, data will be collected on whether
or not the student used each step in the strategy taught during instruction. To fill out the chart,
review each problem and write a plus or minus in the chart to indicate if the student completed
that step for the problem. Then, write the total of times the student completed each step down the
far right column. Provided below is an example: