Lesson Plan for Math

(Extending the Count-On Addition Strategy to Two-Digit

Numbers)

By: Lindsey Furgal (9/29/13)

Benchmarks/Math Core Standards:
2.NBT.5 -Use a strategy (count-on) to add one- and two-digit
numbers to two-digit numbers within 100 (without bridging).
2.NBT.7 -Use the commutative property of addition.

Objectives:
-Students will be able to extend the count-on strategy to add one-
and two-digit numbers to any two-digit number without bridging.
-Students will be able to make sense and preserve in solving
problems.
-Students will be able to reason abstractly and quantitatively, and
look for and make use of structure and repeated reasoning.

Anticipatory Set:
-Class Engagement/Smart-board Activity: Call on a student to
come up to the Smart-board and begin a counting sequence at the
number 31, ask them to continue counting by ones up to 43,
(using a pointer to guide their class through the numbers on the
100's chart on the smart-board). Then have another student
continue counting to 56, by ones, (also using a pointer to guide
the class along their counting sequence). Repeat with other
students, starting and finishing with other numbers to 100. Then
have the students start with multiples of 10 and then other
numbers (on and off the decade) and count by tens to 100, ex. 10,
36, 40, 68, 72, 80, (student should also use pointer for these
examples to display their counting sequence to the
class--counting by 10s).

Direct Instruction:
1. Ask for a few volunteers, (choose confident students) to count
by twos from any given two-digit numbers. After a handful of
students have had a turn doing so, ask for a different volunteer to
start at the number 20 and count by 20s. Ask that student the
following questions:
-"What helped you to figure out that counting sequence?"
-"How was counting by 20s, similar to the previous students
(say students' names) counting by twos?" "How was it
different?"
2. Explain to the students that counting by 20s is the same as
counting by twos, except that tens are used instead of ones.
Continue by asking a different student to start at 10 and count by
20s.
3. Next, project on the smart-board the following mathematic
equation: 50+20=__ and ask the students these questions:
-"What is the total?"
-"What can help you figure out the total?"
Discuss their thinking and ideas for how they came to their
conclusion. Note that skip counting by 20 could have been used if
they were to start with the number 50. Also, explain to the class
that 50 plus 20 is the same as 5 tens plus 2 tens, and 5 plus 2
equals 7, therefore 5 tens plus 2 tens equals 7 tens, which is the
same as 70.
4. Repeat step 3 with the following additional problems,
60+10=__ and 40+30=__.
5. Next, project on the smart-board the following equation:
43+20=__ and ask the class these questions:
-"What is the total?"
-"What do you know about adding tens that could help you
figure out the total?"
Call on students for suggestions and help them come up with the
idea of counting by 10s from 43, and/or making a single jump of
20 from 43. Be sure to touch on the idea of adding the tens first
and then adding the three to the total of the tens,
(40+20=60+3=63).
6. Distribute hundred charts to the students and have them work
in pairs to explore the above ideas. Present the students with the
following practice problems: 67+30, 72+10, and 35+30.
--Display on smart-board.
7. Call on volunteers, (or partnered pairs) to share their answers to
the practice problems and explain their reasoning to the class.
(Formatively assess understanding).
8. Project the first page of their Student Journal, (2.5, pg. 40) on
the Elmo (or smart-board), while the students open their own
individual math books, and go over the top portion together as a
class. Follow along with the instructions in the book and prompt
the following instructions and questions as you go:
-"Look at the chart and circle a number between 13 and 18."
-"Think about the number of tens and ones in your number.
-"What happens to the tens when you move right on the
chart? Explain"
-"What happens to the ones? Explain."
-"What happens to the tens and ones when you move down
on the chart? Explain."
(Formatively assess class understanding during this portion of the
activity).
8. Continue on to Step-Up, and explain the directions for
problems 1 and 2 to the class. Have students work together as a
class to do the first problem (a.) for both 1 and 2, to be sure that
they understand the instructions. Allow them time to complete the
rest of problems 1 and 2 independently and then go over the
answers as a class. Call for volunteers to give the answers and
explain their thinking. (Formatively assess results).
9. Continue on to page 41, (problems 3, 4 and 5). Explain the
directions for each problem, complete the first example (a.) for
each one as a class, and then allow the students time to work
independently on the rest. If students finish before we check them
together, they can attempt the Step-Ahead portion of the lesson,
as a challenge. (Also, see "Lesson Extension" below). Once the
majority of the class has completed the second page, call on
volunteers to give their answers and explain their reasoning.
(Formatively assess results).

Lesson Extension: Note which students seem to be getting
through their math workbook practice problems at a rapid speed
and have additional, challenging problems displayed on the
smart-board for them to try when they are finished with the math
workbook assignment. Challenge them with problems that will
allow them to apply their understanding a bit further. (Ex.
Problems that involve adding three- and four-digit numbers).
This will eliminate boredom and distraction from these students,
and will also provide them with more challenging math problems
to extend their thinking and understanding.

Checking Understanding:
-During the Engagement portion of the lesson, as well as the
activity with partners and independent work in Math books, make
a mental note of the students who are paying close attention, as
well as the students who are volunteering to give answers and
explain their understanding of the practice problems. Call on
students at random, (including those who appear to be distracted
or disruptive) to check for understanding and to note which
students are able to understand the Counting-on Addition strategy
for two-digit numbers.

-While students are working independently in their math books,
walk around the room and make note of the students who are
working quietly, independently, and staying in their seats. Note
which student have questions and/or don't seem to be grasping the
strategy being taught.

*Record observations of formative assessments made during
lesson in your own writing assessment book.*

Guided Practice:
-Assess if students are ready for independent practice, (in their
math workbooks) during partner activity and while completing
the first part of each practice problem. If the majority of the class
seems to be grasping the concept, allow them time to complete
the rest of the practice problems independently. **To get a better
idea if students are ready for independent practice, survey the
class by asking them to put their thumbs up or thumbs down for
whether they would like to try the rest on their own. If the
majority of the classes thumbs are down, (and the students don't
seem confident to try it on their own), then work through the
problems as a class.**

Closure:
-When students are finished working on each page of their math
workbook, we will review the answers together as a class and
students will have the opportunity to check for errors and correct
their work accordingly. Extended practice problems will be
available for students who finish before others.

Independent Practice:
-Independent practice in their math workbooks allows the
students to practice applying the strategy that they just learned,
(and have been building on within this particular Math Unit) and
that was just modeled for them. Explain to the class that this is
independent work and that means that they should be working
silently, (no talking, whispering, or walking around--except for
emergencies) and all on their own. Also remind them that I am
available to help them one-on-one, if they have questions or are
stuck on a problem. Students are encouraged to raise their hand if
and when they have questions or need extra one-on-one help.

Materials Needed:
-Smart-board/Elmo
-Large hundred chart (displayed on Smart-board/Elmo)
-Individual hundred charts (for partner work)
-Individual student math workbooks
-Teacher copy of student math workbook (displayed on
Elmo/Smart-board)
-Pencils