Maria Balazy, Michelle Lopez, Carlye Carson, Rachel Cohalla

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)

MAFS.2.NBT.2.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction.

MAFS.2.NBT.2.6
Add up to four two-digit numbers using strategies based on place value and properties of operations.

MAFS.2.NBT.2.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.

SC.2.13.1

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence

What strategies can you use to add multiple two digit numbers?
What are the steps to make a blueprint?

SWBAT solve multiple two digit addition and subtraction problems by using various strategies.
SWBAT create a blueprint.
SWBAT identify the steps to create a blueprint.

Maria Balazy, Michelle Lopez, Carlye Carson, Rachel Cohalla

written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?

It is important for students to be exposed to different strategies to add and subtract multiple two
digit numbers and decide which one(s) work best for them.
To expose students to what engineers do and practice problem solving.
Students need to learn how to add and subtract numbers as they get larger and then apply the
strategies learned to real worldproblems.
It is inquiry based so students are able to apply strategies to the real world and this one example.

Formative: Checkpoints
Blue print Rough Draft
Reflections
Accountable talk
Observations
Science Journal Entries
*Cognitive Interview for struggling students*
Summative: Final draft of blueprint
Final Reflection
Fluently add and subtract within 100.
Add up to four digit numbers.
Know the different addition strategies
Force - push or pull.
How to measure using a meter stick.
How to record observations.

Maria Balazy, Michelle Lopez, Carlye Carson, Rachel Cohalla

What a blueprint is.
How to create a blueprint
What a soccer field looks like.
What background knowledge is
necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this content?

Make a ten strategy

Top to bottom adding strategy
Sums you already know to add
Place value concepts
Review force and motion (push and pull)
Science tools (measuring)
How to kick a ball
Record observations
Definition of farthest and shortest
Accountable talk
What a soccer field looks like (show pictures and video)
What a design is
- Might not regroup correctly
- Might not regroup at all
- Might forget to add the third or fourth number
- Might not understand the values of tens and ones
- Might not know how to make a ten
- Might not know the value of sums off-hand
- Might not know where the ones and tens places are when looking at numbers
- What a blueprint is (a blue finger print)
- A meter stick is a ruler
- The force used to kick a ball is a pull
- The shape of a soccer field is square
- How to use a meter stick

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Whole Group Discussion This strategy is appropriate for my class because it allows the students to
be engaged in conversation about the subject. They are able to ask questions, answer questions,
and have a discussion about the topic
Teacher Modeling (demonstration) Teacher modeling is an appropriate strategy to use with
students because they are being provided with a model on how to add 4 2 digit numbers. They are
able to use this model as they practice adding on their own and when they add their own soccer
measurements

Maria Balazy, Michelle Lopez, Carlye Carson, Rachel Cohalla

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they

Math small groups This is an appropriate strategy in my classroom because it allows students to
have the help they need. In my classroom, I have a small group for students who are struggling
with the content and having a small group where they can have the help they need, and participate
in the math problems in a way that is understandable and conducive to their learning is beneficial
for students.
Cooperative Learning/Turn and Talk This is an appropriate strategy to use in my class because it
encourages students to work together. It allows students to learn from one another, work
together, be a part of a team (community building) and to all come together for a common goal.
Since they have to all work together to design a blue print for a soccer field, having them work in
groups gives them all a part in the activity, they are all able to practice the math skills and come
together to agree on the dimensions of the field.
Independent practice with manipulatives This is an appropriate strategy to use in my class
because it allows students to engage with the math concepts. While using manipulatives, they can
physically represent the math problem, allowing them to understand the problem better.
Time
Day 1: Introduction (Students fill out graphic organizer)
1. Introduce the proposal- The director of the YMCA called and asked if we could design a
blueprint of an indoor soccer field. They need to know how long they should make it.
- Group Discussion:
* What does a soccer field look like? What shape is it? (rectangle) - show pictures (Show model of a
soccer field, this provides students with a visual in case they have never seen one, so they have a
propose for the project and are more likely to be invested in it)
* What is a blue print? (A drawing of what is going to be built.) - show pictures (Showing a model
of a blue print gives the students a visual of what they are going to be creating, a model to guide
them through their work, allowing the students to be invested in the activity)
2. Reintroduce push and pull (Force)
*What is a force?
*Ask students to show what a push and pull is. (demonstration-promotes student understanding)
* What type of force do you use to kick a ball?
*Should you use a weak force or a strong force?
3. Introduce Measuring: (Show a picture of a soccer field)
*What tool do you think you should use to measure a soccer field? Turn and talk/share (show a
meter stick, ruler, measuring cup) (Allowing students to see the different options and reason out
the wrong ones allows students to create meaning for the assignment, making them more likely to
take stock in the activity, and be engaged)
*Glue graphic organizer (will be made by teacher) into Stem Lesson packet

Maria Balazy, Michelle Lopez, Carlye Carson, Rachel Cohalla

supporting students learning?
What model of co-teaching are
you using?

Day 2: Math Content

*Introduce objectives and EQ
*Whole group modeling (Modeling the strategies that students are going to use gives them a basis
for understating the strategies, they are able to see how to solve the problem, which increases
their engagement when solving the problems)
- Introduce strategy of finding a sum that you know
- Practice as a group and some independently
-Introduce strategy of adding pairs of digits first, then adding
-Practice as a group and some independently
*Have students practice using the strategies independently
*Pull small group and work with them as they practice the strategy
*Exit ticket, pick one strategy to solve the problem
Day 3: Investigation (Fill out measurements graphic organizer)
*Re-introduce objectives and EQ, review proposal
*As a class, make predictions on how many meters the students can kick a ball (get 4 predictions)
*Add the numbers using the strategies from the previous day
*Put students into groups of four. (Cooperative learning)
*Make predictions on how many meters the students can kick a ball (4). Write numbers a piece of
paper then have students add those numbers together using what strategies they know
(manipulatives, quick pics, number lines). Students share strategies they used and explain why
they used them. (Instruction)
*Remind students of the purpose for going outside and kicking a ball
*Explain procedures for going outside and kicking the ball
*Model kicking a ball and measuring kick with meter stick.
*First student kicks the ball and measures their kick. (record) (Allowing the students to physically
kick the ball gets them engaged and invested in the activity. They can see the actual measure of
their kick and bring the numbers to real life)
*Repeat step with the next three students in each group. (record)
*After every student has kicked the ball, go back to the classroom so students can finish filling in
the graphic organizer of their measurements
*Have students add their kicks
*Pull small group and add with them
Day 4: Rough Draft
* Show pictures of what a blueprint is again and ask students the purpose and why engineers use

Maria Balazy, Michelle Lopez, Carlye Carson, Rachel Cohalla

them
* Explain the purpose of a blueprint, why engineers use them and what indoor soccer fields look
like to activate prior knowledge.
*What shape is the field?
*Have students design a blueprint of their indoor soccer fields according to their measurements in
stem lesson packet labeled with the length of the field using the data they collected yesterday.
*Students explain how they determined the length of their soccer fields.
*Group share.

What will you do if

Day 5: Final Product

*Students sit with their assigned group.
*Students share their individual blueprint with group.
*Draw their final blueprint for the indoor soccer field with the length labeled on chart paper.
*Share Blue Prints
*Reflect in Science Journals on what they learned.
a student struggles with the content?
Reteach strategies (small group) - Step by step
-Focus on strategies that make most sense to them.
Cognitive Interview will be given to students who are struggling with the content
- Solve the problem using the make a ten strategy 42+14+18+11(assessing make a ten and
looking to see if they add all the numbers and regroup)
- Solve the problem using a sum you already know 45+33+15+21(assessing sum you
already know and looking to see if they add all the numbers and regroup)
- Solve the problem 45+67+34 (assessing for regrouping)
- Put the problem in a tens and ones chart 57+89 (assessing if the student understands the
value and placement of ones and tens)
- What number is in the tens spot in 89? (assessing to see if the student knows the
placement of the tens)
- What number is in the ones spot in 89? (assessing to see if the student knows the
placement of the ones)
Based on the results of the cognitive interview, I will either pull the student in a small group
for additional support, address the specific problem with the student, request that the student
find other ways to solve the problem if the student needs enrichment, or allow the student to
have more time to practice the strategies

Maria Balazy, Michelle Lopez, Carlye Carson, Rachel Cohalla

What will you do if

a student masters the content quickly?

Have students use other strategies to add

Meeting your students needs as

people and as learners

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

If applicable, how does this lesson connect to the interests and cultural backgrounds of
your students?
Sports (soccer)
Kicking a ball and playing outside
If applicable, how does this lesson connect to/reflect the local community?
The YMCA
Soccer Fields (or any field)
How will you differentiate instruction for students who need additional challenge during
this lesson (enrichment)?
Have students use multiple strategies to solve the same problem.
How will you differentiate instruction for students who need additional language support?
Visuals (Meter stick, ball, what a push is, example of strategies being used)
Graphic organizer
Small math group on strategies to add and subtract numbers.
Read the directions aloud
Group work
W.C.(ELL) - graphic organizer for filling in measurements, manipulatives, work in small math
group

Maria Balazy, Michelle Lopez, Carlye Carson, Rachel Cohalla

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

Graphic organizer (measurements)

Meter sticks
Rulers
Pencil
Ball
Science Notebooks
Video and picture
Chart Paper
Crayons