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Math Lesson One

This lesson plan teaches 2nd grade students addition using base-10 blocks over 40 minutes. It follows a 5 phase instructional sequence of engaging students, exploring the concept, explaining the concept and defining terms, elaborating on the concept, and evaluating understanding. In the engage phase, students create 3-digit numbers with their bodies. In the explore phase, students represent 3-digit numbers with base-10 blocks. In the explain phase, the teacher models addition problems using blocks. In the elaborate phase, students work in pairs on 2 addition problems. In the evaluate phase, students complete a worksheet with addition problems to demonstrate their understanding. Modifications are provided for above and below level students.

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82 views

Math Lesson One

This lesson plan teaches 2nd grade students addition using base-10 blocks over 40 minutes. It follows a 5 phase instructional sequence of engaging students, exploring the concept, explaining the concept and defining terms, elaborating on the concept, and evaluating understanding. In the engage phase, students create 3-digit numbers with their bodies. In the explore phase, students represent 3-digit numbers with base-10 blocks. In the explain phase, the teacher models addition problems using blocks. In the elaborate phase, students work in pairs on 2 addition problems. In the evaluate phase, students complete a worksheet with addition problems to demonstrate their understanding. Modifications are provided for above and below level students.

Uploaded by

api-536249872
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 6

Your Names: Marcail Olson, Jayden Rathje, Brianna Van Beek, Makenzie Stoffer, Maria

Van Horn

Grade Level: Second Subject Area: Math

Lesson Title: Addition using Base-10 Blocks Lesson Length in Minutes: 40 minutes

THE TEACHING PROCESS


Standard Addressed:
2.NBT.B.7 ​Add and subtract within 1000, using concrete models or drawings and strategies
based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding or subtracting
three–digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and
ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Objective:

When given a written assessment, at the end of the lesson, students will be able to solve
4 addition problems using base ten blocks.

List of Materials: Base 10 blocks, Pencils, Worksheet, Whiteboard/Marker, Notebook,


Pieces of paper with single digit numbers,

INSTRUCTIONAL SEQUENCE
Phase One: Engage the Learner
To engage the students we will give them each a piece of paper with a single digit number. With
their peers, they will move their bodies to create different 3-digit numbers. An example would be:
Student A: 7
Student B: 4
Student C: 2
They will create the numbers, 247, 724, and 472
They will say which place value they are in (hundreds, tens, or ones)

Effective questions teacher is asking:

- How did you determine what number went into which place value?
- How could you organize yourselves to make the biggest number? Smallest?
Phase Two: Explore the Concept
Start by reviewing the base ten blocks and their different values (ones, tens, hundreds). The
students will tell us what an individual cube represents, what a long represents and what a flat
represents.

The students will be given the numbers 432, 128, and 971. The students will then work as a team
to make these numbers using the base ten blocks.

Link to student work example

Effective questions teacher is asking:

- How would you use your base ten blocks to represent 128?
- Explain which of the two numbers given is bigger and why. (use base ten blocks)

Phase Three: Explain the Concept and Define the Terms


What does a ones mean? What does tens mean? What does hundreds mean?

To begin this lesson we (teacher) will write out an addition problem not requiring regrouping to start
simple and teach the students how to add using the base ten blocks, for example 321+123. We will
write the problem on the board and then talk through our thought process by drawing (or using
blocks) 3 flats, 2 longs, and 1 cube to represent 321, followed by drawing (or using blocks) 1 flat, 2
longs, and 3 cubes to represent 123. We will then show them how we start by adding our ones
column (the cubes) followed by the tens column (longs) and lastly the hundreds column (flats).
When combined this will equal 444.

We will then move onto a problem that requires regrouping only the ones column, for example
247+418. We will write the problem on the board and then talk through and model our thought
process by drawing (or using blocks) 2 flats, 4 longs, and 7 cubes to represent 247, followed by
drawing (or using blocks) 4 flats, 1 long, and 8 cubes to represent 418. We will demonstrate how
we can trade in 10 cubes to make 1 long. We regroup because there cannot be more than one
digit in each place value.

We will model one last problem that requires regrouping both the ones and the tens column, for
example 659+183. We will write the problem on the board and then talk through and model our
thought process by drawing (or using blocks) 6 flats, 5 longs, and 9 cubes to represent 659,
followed by drawing (or using blocks) 1 flat, 8 longs, and 3 cubes to represent 183. We will
demonstrate how we can trade in 10 cubes to make 1 long and how we can trade 10 longs to
make 1 flat.
Check for understanding by writing a problem on the board and having the student(s) go through
the different steps with you to solve the problem. For example, 657 + 184. The student(s) would
then tell us (teacher) how to solve the problem.

Effective questions teacher is asking:

- Describe how regrouping would come into play if you have 10 or more cubes.
- Looking at the problem 657 + 184 determine the different place values and which number
goes in each.

Phase Four: Elaborate on the Concept


In partners or table groups, students will be given 2 problems on a ​Worksheet​ by us (teacher) to
solve using base ten blocks in their group. They will work together to go through the steps we
talked about in the explain phase to solve the 2 problems 438 + 256 and 765 + 158.

Link to student work example

Effective questions teacher is asking:

- Justify how you found the answer to 438+256.


- Predict what would happen if you needed to regroup the hundreds place. (765 + 458)
Phase Five: Evaluate students' Understanding of the Concept
To evaluate we will give the students a ​Worksheet​. The worksheet will have four addition
questions, three of them being regrouping problems and one being a simple addition problem. The
problems will be made up of three digit numbers so they are working on their ones, tens, and
hundreds. The students will be given base ten blocks to assist them if needed in this worksheet. As
they are working on the worksheet we will observe their strategies as they solve the problems to
see their thought process.

Link to student work example (if there would be one)


Worksheet

Effective questions teacher is asking:

- Before solving the problems predict if it needs regrouping. Explain why or why not.
- Represent your answers by using your base ten blocks.
How are you modifying for different learners? One ​specific​ modification for students
performing above grade level and/or one specific modification for students performing
below grade level.

When in the evaluate phase, we will have 2 other worksheets. One worksheet will be for
students struggling with the three digit regrouping and will have only two digit number problems
still requiring regrouping. This way they can practice regrouping without having to worry about
too many place values. We will then have another worksheet for students that are grasping the
concept and need more of a challenge. Their worksheet will have sums greater than 1,000. This
way they can also practice regrouping of the hundreds place. Each of these sheets will have
only 2 problems.

Resources (worksheets, books, websites, videos)​ ​Cite the sources (APA style) you used
for your lesson ideas.

http://www.mathematicalpractices.com/mp1e/wp-content/uploads/printable_manipulatives/math
_tool_paper_p56.pdf

Printable Manipulatives. (n.d.). Retrieved from


http://www.mathematicalpractices.com/mp1e/content/printable-manipulatives/
Best Practices:

● Active involvement of students in constructing and applying mathematical ideas


● The use of a variety of instructional formats (e.g., small groups, individual explorations,
peer instructions)
● Student communication of mathematical ideas orally and in writing
● The establishment and application of the interrelatedness of mathematical topics
● The systematic maintenance of students’ learnings and embedding review in the context
of new topics and new problem situations

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