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POP CYCLE II: LESSON PLAN

Pop Cycle II: Lesson Plan

Selvana Wanis

Brooklyn College, CUNY

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GROUP PROJECT: LESSON PLAN
Lesson Plan: Direct Instruction

Lesson Title

● enVision Lesson 10-7 Problem Solving: Repeated Reasoning

Subject(s)

● Math

Standards

Use NY State Next Generation Standards:

● NY-2.OA.1a. Use addition and subtraction within 100 to solve one-step word
problems involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions.
● NY-2.OA.2a. Fluently add and subtract within 20 using mental strategies.
Strategies could include counting on, making ten, decomposing a number leading
to a ten, using the relationship between addition and subtraction, and creating
equivalent but easier or known sums.
● NY-2.MD.8b. Solve real world and mathematical problems within one dollar
involving quarters, dimes, nickels, and pennies, using the ¢ (cent) symbol
appropriately.

Learning Objective

1. SWBAT identify similarities when adding two 2-digit numbers and two 3-digit numbers.
o This objective aligns with Bloom’s Taxonomy levels of understanding and
analyzing.

Instructional Materials

● Powerpoint Presentation
● Youtube Video
● “We Do” Worksheet
● “You Do” Worksheet

Purpose

● The purpose of learning to use repeated reasoning in problem solving is to help

students achieve mastery in problem-solving skills, so that they can apply their
knowledge effectively in real-world situations and become independent learners.

Methods & Instructional Strategies:

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Anticipatory Set (This is “the hook,” how you orient students to the lesson!)

● Watch the following video: https://www.youtube.com/watch?v=EhkxM1d_LzI

Concept Prerequisites (Key Concepts & Terminology/Definitions)

● Knowledge of different strategies to add 2-digit numbers and 3-digit numbers.

Review Prerequisites (Remind Students about related previous learned concept(s) and ask
a question!...This Activates Prior Knowledge!)

1. “We have been learning about different strategies to add 2-digit numbers and 3-digit
numbers.” (Concept)
a. “Who will tell us different strategies we have learned about?” (Question)
2. Complete a T Chart with class.
a. Complete the What you Know column only. Complete the What you Learned
column, after the lesson is completed.
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Cheat Sheet

Instruction of New Material: (Pick One)

● Explanation (Concept/Definition)
o Rule-Example-Rule (Follow this pattern for each example given.)
▪ Learning Probe(s):
● How does this example relate to the rule/concept?
● What other instances of this concept/definition/rule can you think
of?
● What are some non-instances of this definition?
o Show short video(s) if needed (include video link[s]).
▪ Learning Probes:
● What did you learn?
● How does what you learned relate to what you already know?
AND/OR
o Read short book, book page, or paragraph (include name/author or text).
▪ Learning Probes:
● What did you learn?
● How does what you learned relate to what you already know?
o Text-to-Text
o Text-to-Self
o Text-to-World
o Turn & Talk: Have students discuss new understanding with a peer.
▪ Learning Probes:
● Whole-Group: What did you discuss with your partner?
● Worked Example (Skill)
o Follow Lemov’s “I/We/You”
▪ I Do
● Demonstrate/model the skill and explain your thinking at each
step.
o Learning Probe:
▪ What questions do you have?
▪ We Do
● Demonstrate the skills again, with the students’ help.
o Learning Probes:
▪ What should I do next?
▪ Now what do I do?
● Allow students to model the skill, with your help. Go around the
room to facilitate their first attempt at this skill.
▪ You Do (see Independent Practice)
● Demonstration (Experiment)
o Follow the steps for Worked Example (Skill) Above
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GROUP PROJECT: LESSON PLAN

Instruction of New Material:

● Worked Example (Skill)

● I Do:
o 1st Strategy:
▪ (The teacher will open up the powerpoint presentation to the first slide).
The teacher will state: “Today we are going to learn how to use
repeated reasoning in problem solving.
▪ (The teacher will turn to the next slide). Before I show you how to do
this, let’s watch ‘Make a Pattern!’ video; stand behind your chair and
follow the patterns they make.” (The teacher will play the video).
▪ After watching the video, the teacher will state “Now that we’ve made
fun patterns, let’s activate our prior knowledge!” (The teacher will turn to
slide 3). “We have been learning about different strategies to add 2-digit
numbers and 3-digit numbers. Who can tell us some strategies?” (The
teacher will start filling up the “What I Know” column of the T-Chart as
students volunteer to participate and share out answers such as, open
number line, expanded form, partial sums, standard algorithm, break
apart, regrouping, etc.).
▪ The teacher will state, “Today we are going to focus on 3 strategies:
using an open number line, partial sums, and place value blocks while
solving 3-digit numbers.”
▪ (The teacher will turn to slide 4). “Now let's learn!” “How is adding
3-digit numbers like adding 2-digit numbers?” “Well, I can use what I
know and look for things that repeat. I can check my work as I add each
place.”
▪ (The teacher will turn to slide 5). “Let’s take a look at these two number
sentences on the smartboard.” (The teacher will point to the two
number sentences projected on the Smartboard, and read the
directions and the number sentences out loud.) The direction reads:
Use an open number line to solve. The two number sentences read: 24
+ 36 = ? and 324 + 136 = ? The teacher will state, “To solve these two
questions, we’ll use two different open number lines; one for each
question and at any point during the following steps when addition is
required, you can either use mental math or standard algorithm to add.”
▪ “First, going from left to right, I am going to mark 24 as my beginning
point on the open number line.” (On the smartboard, the teacher will
draw an open number line and mark 24 on it).
▪ “Next, I am going to break apart 36 into two sets of numbers.” “The
easiest way to do this is by having one of the numbers end in 0, so I will
break apart 36 into 30 and 6.” (The teacher will break apart 36 into 30
and 6 on the smartboard).
▪ “Then, I will add 30 to my first marked point on the number line, which is
24 and that will get me to 54.” (The teacher will add 30 to 24 on the
open number line and mark a new point as 54). “Finally, I will add 6 to
54 and that will get me to 60.” (The teacher will add 6 to 54 on the
open number line and mark the end point as 60). “And so 24 + 36 =
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60.” (The teacher will ask the students if they understand and address
any questions they may have so far).
▪ The teacher will state, “Now that we have answered a 3-digit question
using an open number line, we’ll follow the same steps to answer a
3-digit question.”
▪ “First, I am going again from left to right and will mark 324 on the
beginning point of my open number line.” (The teacher will draw an
open number line and mark 324 as the beginning point on it).
▪ “Next, I am going to break apart 136 into 3 sets of numbers and like I
said, having them end in 0 makes them so much easier to use on the
open number line.” “So, I will break apart 136 into 100 plus 30 plus 6.”
(The teacher will break apart 136 into 100, 30, and 6 on the
smartboard).
▪ “Then, I will add 100 to my beginning point on the open number line,
which is 324, and using my brain 300 plus 100 is 400 and add 24, that
is 424.” (The teacher will mark 424 as the next point on the open
number line). “Next, I will add 30 to 424, which is 454.” (The teacher will
mark 454 on the open number line on the smartboard). “Finally, I will
add 6 to 545, which is 460.” (The teacher will mark 460 as the end point
on the open number line). “And so 324 + 136 = 460.” (The teacher will
ask once again if students understand and address any questions they
may have before moving on).

○ 2nd Strategy:
● (The teacher will move to slide 6). “Now, I will show you guys how to
use partial sums to solve using the same two number sentences we just
used.” (The teacher will point to the two number sentences on the
smartboard).
● “First, I will line up my numbers the same way I would if I were to use a
standard algorithm to solve.” (The teacher will line up the two digit
number sentence from the first question). “The key to using this
strategy correctly is to make sure that all numbers line up correctly.”
● The teacher will then state, “I know that the 4 and 6 represent ones and
2 and 3 represent tens, so knowing that, I will add my ones together
and tens together.” (The teacher will point to the numbers on the
smartboard as reading).
● “4 + 6 is 10.” (The teacher will write 10 on the smartboard). “And 20
plus 30, remember they represent tens, is 50.” (The teacher will write
50 on the smartboard). “Now that my numbers are lined up correctly, I
will add 0 + 0 is 0 and 1 + 5 is 6.” (The teacher will point to each
number as reading it and write 60 on the board. The teacher will also
check for understanding while addressing any questions the students
may have).
● “Now I will follow the same steps to add a 3-digit number sentence.”
(The teacher will point to the next number sentence that reads: 324 +
136 = ?).
● “First, I will line up my numbers together, ones to ones, tens to tens,
and hundreds to hundred, since it’s a 3-digit number sentence this
time.” (The teacher will line up the number sentence and point to ones,
tens, and hundreds as mentioned).
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● “Next, I will start adding my ones; 4 + 6 is 10.” (The teacher will write 10
on the smartboard). “Then, I will add my tens; 20 + 30 is 50.” (The
teacher will write 50 on the smartboard). “And now I will add my
hundreds; 300 + 100 is 400.” (The teacher will write 400 on the
smartboard).
● “My final step is to add all of them up, 0 + 0 + 0 is 0, 5 + 1 is 6, and we’ll
bring the 4 down, so 324 + 136 is 460.” (The teacher will point to each
number as reading it and write 460 on the board. The teacher will also
check for understanding while addressing any questions the students
may have before moving on).
● (The teacher will move to slide 7). “So, this just summarizes what we
just did. We used repeated reasoning by adding the same ones to ones
and tens to tens in both problems and we used repeated reasoning to
two different strategies (2-digit and 3-digit number sentences).”

○ 3rd Strategy:
● (The teacher will move to slide 8). The directions read, “Write a number
sentence where you need to regroup to make a ten or a hundred. Each
addend must be three digits. Draw place value blocks to solve your
problem.”
● “First, I’ll make sure to write 3 digit addends and use lower numbers to
stay within the hundreds.” Then the teacher will state, “So, I will use 365
+ 479.” (The teacher will write the number sentence on the
smartboard).
● “Next, I will split my chart in half and use place value blocks to
represent each of my addends.” (The teacher will split the chart and half
on the smartboard).
● “Then, I will draw 3 flats on the top section to represent 300 under the
hundreds column and 4 flats on the bottom section to represent 400.”
(The teacher will draw 3 flats on top and 4 flats on bottom under the
hundreds column on the smartboard).
● “Now, I will repeat the same steps for the tens column. I will draw 6 rods
to represent 60 on the top section and 7 rods to represent 70 on the
bottom section.” (The teacher will draw 6 rods on the top section and 7
rods on the bottom section on the smartboard).
● “And once again, I will follow the same steps for the ones column, so I
will draw 5 units on top and 9 units on the bottom.” (The teacher will
draw 5 units on the top section and 9 units on the bottom section on the
smartboard).
● “Once we’re done drawing our place value blocks, we’ll look at each
column to see if we need to regroup. So, for example, 9 + 5 is 14; so, I’ll
draw a circle around 10 units, leaving out the other 4 and move them to
the tens column.” “Then, I will add 6 + 7 + 1, which is also 14, so once
again I will draw a circle around 10 rods to group them, leaving out the
4 and I’ll move them to the hundreds place.” (The teacher will draw a
circle around the 14 units and move them to the tens column and draw
a circle around the 14 rods and move them to the hundreds column on
the smartboard).
● “So now our final step is to count how many flats, rods, and units we
have under each column.” “For example, we have 4 units left, 1 rod,
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and 7 flats, which makes 714.” (The teacher will point to each column
and count out how many ones, tens, and hundreds are there on the
smartboard).
● “So, 365 + 479 = 714.” (The teacher will point out the numbers as
reading them and will check for understanding while addressing any
questions the students may have before moving on).

● We Do- Part I (With your help):

○ 1st Question:
■ (The teacher will begin by asking two students to hand out the “We Do”
worksheet to students).
■ The teacher will state, “Now you guys should have the ‘We Do’
worksheet in front of you, write your name and today’s date on it and
give me a quiet thumbs up when you’re ready.” (The teacher will wait
for students to raise a quiet thumbs up then proceed).
■ Once again we’ll use an open number line to solve a 3-digit number
sentence, but this time you guys will guide me through the process.”
The number sentence reads: 127 + 300 = ___. (The teacher will move
to slide 9, point to the open number line and to the number sentence as
reading it out loud).
■ “So, now what is the very first step we have to do?” (The teacher will
pick volunteers to answer; students should be able to say that we
should mark the beginning point on the open number line with 127).
■ “Great job! now what?” (The teacher will mark the beginning point with
127 on the open number line and cold-call on students to answer; they
should say to break apart 300).
■ “That is correct! How do I do that?” (The teacher will start breaking
apart 300 and wait for volunteers to say how much I should break 300
into while reminding them that it’s easier if we have as much zeros as
possible in my answer).
■ (The student will then take a moment to think and someone should be
able to say that we can break apart 300 into 100 + 100 + 100).
■ “Good thinking! Now what should we do?” (The teacher will break apart
300 into 100 + 100 + 100 on the smartboard and cold-call on students
to respond).
■ (Students should be able to say that we must add each 100 on the
open number line and the teacher will begin by adding 100 to 127 on
the open number line, which will be 227; 100 to 227, which will be 327;
and 100 to 327, which will be 427).
■ The teacher will state, “Great job guys! 127 + 300 = 427.” (The teacher
will point to the number sentence as reading it and write down the
answer on the smartboard; the teacher will also check for
understanding while addressing any questions the students may have
before moving on).

○ 2nd Question:
■ (The teacher will move to slide 10) The directions read: Use partial
sums to solve 287 + 113. (The teacher will point to the directions and
the number sentence as reading them out loud).
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GROUP PROJECT: LESSON PLAN

■ The teacher will state, “Now that we have our numbers lined up, what
should we do next?” (The teacher will cold-call a student and they
should be able to say that we’ll add the ones with ones, tens with tens,
and hundreds with hundreds).
■ “That is exactly correct! So, which two numbers am I starting to add?”
(The teacher will pick on a student to volunteer and they should say
add 7 and 3, which is 10; the teacher will write it down on the
smartboard).
■ “Great job! Now what?” (The teacher will cold-call a student and they
should say that we’ll add the tens together, so 80 + 10 is 90; the
teacher will write it down on the smartboard).
■ “Excellent! Now what should I do?” (The teacher will pick a volunteer
and the student should say that we’ll add the hundreds together, so 200
+ 100 is 300; the teacher will write it down on the smartboard).
■ “Bravo! You guys did a great job! So, 287 + 113 = 400”. (The teacher
will point to the number sentence as reading it and write the answer on
the smartboard; the teacher will also check for understanding while
addressing any questions the students may have before moving on).

● We Do- Part II (With my help):

○ 1st Question:
■ “In this part, we’ll practice two more questions, but this time I’ll guide
you guys through them!” (The teacher will move to slide 11). The
directions read: Use partial sums to solve 459 + 261.
■ “First, we need to make sure that our numbers line up correctly, so ones
with ones, tens with tens, and hundreds with hundreds.” (The teacher
will point out the ones, tens, and hundreds as reading them out loud).
■ “Next, we start adding ones with ones, tens with tens, and hundreds
with hundreds; so who can add up the ones and tell me what they’re
equal up to?” (The teacher will cold-call a student to answer and they
should say 9 + 1 is 10; the teacher will write down 10 on the
smartboard).
■ “Great job! Now we should add the tens together, what are they equal
to?” (The teacher will pick a volunteer to answer and they should say 50
+ 60 = 110; the teacher will write down the answer on the smartboard).
■ “Excellent! Now we move to the hundreds, who wants to add them up?”
(The teacher will cold-call a student and they should say 400 + 200 is
600; the teacher will write the answer on the smartboard).
■ “Great job everyone! And now for the last step, we must add everything
up; who wants to help?” (The teacher will pick a volunteer to answer
and they should be able to say 0 + 0 + 0 is 0, 1 + 1 + 0 is 2, and 1 + 6 is
7, so the answer is 720; the teacher will write down the answers as the
student says them).
■ “Bravo! 459 + 261 = 720.” (The teacher will once again point to the
number sentence as reading it and write down the answer on the
smartboard; the teacher will also check for understanding while
addressing any questions the students may have before moving on).

● 2nd Question:
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○ (The teacher will move to slide 12). “Now we will do another place-value
block question.” The directions read: Write a number sentence where
you need to regroup to make a ten or a hundred. Each addend must be
three digits. Draw place value blocks to solve your problem.
○ “I already came up with 3-digit addends, which are 482 and 319, so my
next step is to split the chart in half.” (The teacher will point to the
number sentence as reading it and split the chart in half).
○ “Now, we need to draw flats, rods, and units to represent each number
in its correct column. Who wants to start us off?” (The teacher will pick
a volunteer to answer and they should say that since our addends start
with 400 and 300, we should draw 4 flats on the top section of the
hundreds column and 3 flats on the bottom section; the teacher will
draw the flats as the student is speaking).
○ “Excellent! Who wants to continue?” (The teacher will cold-call a
student and they should say that now we should draw 8 rods on the top
section on the tens column and 1 rod on the bottom section; the
teacher will draw the rods as the student is speaking).
○ “Great job! Who wants to do the next step?” (The teacher will pick a
volunteer to answer and they should say that we should draw 2 units on
the top section under the units column and 9 units on the bottom
section; the teacher will draw the units as the student is speaking).
○ “Great work! Now it is time to regroup, who wants to help me regroup?”
(The teacher will cold-call a student, and the student should say that 9
units + 2 units equals 11 so we’ll regroup 10 together leaving out 1 unit
and move them to the tens place; the teacher will draw a circle around
10 units to regroup them and move them to the tens place as the
student is speaking).
○ “Bravo! Do we need to do any more regrouping?” (The teacher will pick
a volunteer and they should be able to say that we need to regroup the
tens because now we have 10 rods and should move them to the
hundreds’ column; the teacher will regroup and move the ten rods to
the hundreds’ column on the smartboard).
○ “Excellent job everyone! And now we’ve come to the end of our
problem; 482 + 319 = 801.” (The teacher will point to the number
sentence as reading it and write down the answer on the smartboard;
the teacher will also check for understanding while addressing any
questions the students may have before moving on).
○ “Make sure to write down your answers on your worksheet and each
table leader will collect the ‘We Do’ worksheets and put them on my
desk.”

● You Do- Part I:

○ (The teacher will move to slide 13).(The teacher will begin by asking
two students to hand out the “You Do” worksheet to students).
○ The teacher will state, “Now you guys should have the ‘You Do’
worksheet in front of you, on the front page, write your name and
today’s date and give me a quiet thumbs up when you’re ready.” (The
teacher will wait for students to raise a quiet thumbs up then proceed).
○ “You will now complete part I on your own following the same steps we
did; the only difference is you’re now coming up with your own 3 digit
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GROUP PROJECT: LESSON PLAN

addends. Remember to pick lower numbers to stay within the hundreds

and make sure to regroup at the end to make a ten or a hundred.” (The
teacher will check for understanding and address any questions the
students may have before moving on to work independently).
○ “You may begin and when you’re done put your pencil down so I know
that you’re done.” (At this point, the teacher will be walking around and
taking notes of students who seem to need extra support so they could
be pulled aside in a small group).
○ (After a few minutes, the teacher will pull up on the smartboard “Wheel
of Names” with students’ names). “Now, ‘The Wheel of Names’ will pick
a student randomly to come to the smartboard and answer the
question.” Then proceed to say, “Remember that each of you came up
with their own 3-digit addends so answers will vary.” (The teacher will
spin the wheel for a student to be picked randomly and the student will
come up to the smartboard to share their answer; the teacher will
review the steps and the answer with the whole-class).
○ “Now that you’re done with part I, flip your page over to part II and work
on that independently. Once you’re done, I want you to write in your
math notebook 3 new things you’ve learned today and we’ll share at the
end.” (The teacher will move to slide 14).
○ “While you’re working independently, I will be pulling a small group to
work with me in the back.” (The teacher will call the students’ names
and sit with them in a small group to work on part II of the “You Do”).
○ (When the time is up, the teacher will ask 2 volunteers to collect the
“You Do” worksheet and ask students to share 1 thing they’ve learned
today).

Independent Practice (Learning Activity) No more than 10 minutes!

1. Students will complete the “You Do” worksheet (independently). The teacher will walk
around the classroom, monitor, answer questions, and assist students who need help.
2. The teacher will allow students to share their work with the class, review answers
(whole-group), when they are finished. The teacher will provide positive reinforcers
(feedback).

Lesson Wrap-Up

1. Complete the L (What you Learned) column of the T Chart.

a. Learning Probe(s):
i. What did you learn? (Students will volunteer to share what they’ve
written in their math notebooks about 3 things they’ve learned today).

Formative Assessment

1. Collect pre-assessment work.

2. Collect independent practice work.
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GROUP PROJECT: LESSON PLAN

3. Collect post-assessment work.

Differentiated Instruction

● Pull a small group for further instruction and extra support with “You Do- part II”.

Homework (Distributed Practice)

● Students will be given a three-question homework worksheet to complete. (See

Appendix 18)
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PowerPoint Slides:
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Homework Worksheet: