1. Topic-
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| Adding Two 2-digit Numbers Using Regrouping |
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2. Content-
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Vocabulary:Tens Column, Ones Column, Regroup
Standards: CCSS.Math.Content.2.NBT.A.1 Understand that the three digits
of a three-digit number represent amounts of hundreds, tens, and ones
CCSS.Math.Content.2.NBT.B.6 Add up to four two-digit numbers using
strategies based on place value and properties of operations.
CCSS.Math.Content.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. |
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3. Goals: Aims/Outcomes-
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1.Students will add two 2-digit numbers using regrouping
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4. Objectives-
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1.Students will demonstrate an understanding of the relationship
between the one's place value and the ten's place value using manipulatives.
2. Students will regroup 10 ones to create 1 group of 10
3.Students will identify the ones column and the tens column in a
2-digit addition problem.
4.Students will regroup 10 ones to create a group of ten for a written
math problem |
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5. Materials and Aids-
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Base 10 Blocks
White boards with markers
2-digit addition worksheet
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6. Procedures/Methods-
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A. Introduction-
1.Present the students with the base ten blocks (ones and tens.)
Tell the students to explore the blocks and try to find a connection
or a relationship between the ones and tens.
2.Allow the students to share their findings and explain on vital
points such as 10 of the ones blocks equals 1 of the tens blocks.
3.Demonstrate how we can use the blocks to represent 2-digit numbers
and have the students each "make their own number" |
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B. Development-
1.Introduce the layout for adding 2-digit numbers on the whiteboard.
Explain to the students that the numbers on the right represent ones
and the numbers on the left represent tens. Demonstrate again using
the base ten blocks.
2.Do an example problem while modeling my thinking out loud. For example:
when I add the 5 and the 7 in the ones column I get 13. I know that
I can take one group of ten out of 13 and I have 3 ones left in the
ones column. Now I add the 1 group of ten to my tens column."
3.Ask the students if they have any questions. |
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C. Practice-
1.Give the class sample problems to complete on their white boards.
2.Do progress checks after each problem to monitor understanding.
3.Have the students share their thought process and expand on vital
components and correct misunderstandings. |
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D. Independent Practice-
1.Give the students a worksheet to practice the skill.
2.Walk around the room while they work to provide assistance.
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E. Accommodations (Differentiated Instruction)-
1.Additional assistance for students in need.
2.Base 10 blocks available throughout the lesson for students who
like to have a concrete representation of the problems.
3. Allow students that finish the worksheet early to play a dice addition
game with a partner in which they each roll 2 dice. Who ever gets
the higher sum gets a point. |
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F. Checking for understanding-
1.White board progress check
2.Discussions with students to check for understanding
3.Worksheet to monitor achievement of independent practice |
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G. Closure-
1.Regroup at the end of the lesson. Have the students share what
they learned.
2.Record answers on the board |
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