EEI Lesson Plan Template

Name: Gretchen Ellwood Pima Course: EDC291A Instructor: Eagleton

Subject: Math Topic: Adding Two-Digit Numbers Grade Level: 1st Duration: 55 min.
(Part 1)
List of Materials, Handouts, Rubrics, and other Documents:

8 Small Cups
ABC Labels
28 Dimes
30 Pennies
Lesson Worksheet 53
Guided Class Practice Worksheet 53
Doc Cam Projector
Anchor Chart/Table

Purpose: This lesson will help students…add two-digit numbers.

Components Description of Plan

Content Standard 2.NBT.6
Choose ONE standard and type it out
Add up to four two-digit numbers using strategies placed on place value and properties of
along with the number. operation.
Learning Objective Bloom’s Level:
§ Choose ONE level of complexity from Analysis, Comprehension, and Application
Bloom’s Revised Taxonomy
§ Write ONE objective that is ONE Objective: SWBAT…
simple sentence with ONE carefully
chosen verb
Add two-digit numbers using knowledge of place value.

(Two times independently!)

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of § A quick "hook" to grab the 1. TW…remind students of their
Mins student's attention knowledge on counting dimes
§ Activates prior knowledge of and pennies by asking a series
the objective of questions.
§ Requires active participation
2. TW…show a video to give extra
from ALL learners
§ Students must literally interact support to students who are still
with the OBJECTIVE mastering this concept and to
tap into prior knowledge of ALL
students.
3. TW state the objective.
“Today you will learn how to add
two-digit numbers using dimes
and pennies.”
1. Children will recall how much a
dime is worth and how much a
penny is worth. Children will
recall knowledge of the tens
place and the ones place in a
two-digit number.
2. SW actively engage in a whole-
body listening experience on
counting coins.
3. SW interact with the objective
by…using their thumb to point to
their own body and repeating
the “I can…” statement as an
echo.

https://www.youtube.com/watch
?v=9I7TZN3mq0s

Est Teaching-Input Teacher will: Students will:

# of

Mins • Using effective and varied
strategies, the teacher
provides information and
vocabulary students will need
in order to grasp the concept,
strategy, or skill.
• Check for Understanding.
Est Teaching-Modeling
# of • Teacher demonstrates and
Mins shows examples of what
students are expected to do
(how to solve the problem,
answer the question, do the
activity etc.).
• Check for Understanding.
Est Guided Practice
# of • An opportunity for each
Mins
student to demonstrate new
learning by working through
an activity or exercise with the
teacher’s guidance.
• This is the heart of the lesson
and should have the most
minutes assigned to it.
Est Closure
# of § ALL students must engage in
Mins brief closure activity to cement
learning and optimize transfer.
§ Do not introduce anything
new during Closure.
§ Check for Understanding.
EEI Lesson Plan Template
1. TW display pre-made anchor
chart with pennies and dimes T-
chart drawn in a dark color with
print large enough for students
to see at a distance.
2. TW show children Cup A and tell
children that I have 24 cents in
my cup and that I used the
fewest dimes and pennies.
3. TW chart the two-digit number.
4. TW show the children Cup B
and inform them that my cup
has 35 cents in it.
5. TW put the money from cup A
and B together in one cup.
6. TW count the coins with the
children.
7. TW model how to add the two
two-digit numbers together and
introduce/review key vocabulary:
sum-line, cent symbol, answer,
fewest, tens place, ones place,
etc.
Teacher will:
1. TW repeat this process with the
numbers 52 + 16 (cups C and
D).
Teacher will:
1. TW distribute Lesson Worksheet
53.
2. TW show the children Cup E (43
cents). “How many dimes and
pennies do I have?”
3. TW write that number on the
chart.
4. TW show Cup F (51 cents). TW
chart that number.
5. TW pour both cups of coins
together.
6. TW write the answer underneath
the sum-line.
7. TW repeat with cups G and H
(27 +62).
1. SW… put worksheet in Math Folder, understanding that they will practice
MORE with this skill on Monday. SW meet together on the carpet.
2. SW re-engage with the objective by… repeating the “I can..” statement on the
board as an echo. TW model ending statement using motions.
1. Students will respond to what
they see and recall what they
know about graphs.
2. SW respond with the correct
number of dimes and pennies in
my cup.
3. SW help teacher label the chart
appropriately.
4. SW help to determine how many
dimes and pennies are in
teacher’s cup and help to chart
that number appropriately.
5. SW respond to a series of
questions about how many
pennies and dimes are in the
cup now.
6. SW count the money with the
teacher’s guidance.
7. SW use knowledge of adding
one digit numbers to write the
appropriate answer.
Students will:
1. SW take turns showing
understanding of the process,
correct placement of the
numbers of the chart, and
appropriate usage of terms and
vocabulary.
Students will:
1. SW be dismissed to seats and
write heading on paper.
2. SW respond, “4 dimes and 3
pennies.”
3. SW chart that number on their
WS.
4. SW chart that number on their
WS.
5. SW volunteer to help draw a
picture of the coins on the
board. Whole Group will count
the dimes and pennies with
teacher’s guidance.
6. SW write the answer in the
appropriate space on their page.
7. SW repeat with cups G and H.
 EEI Lesson Plan Template

§ Students must re-engage with

the OBJECTIVE
n/a Independent Practice Students will: Complete side A of worksheet 53 in class and side B of WS 53 for HW.
• AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
• Do not introduce anything
new during Independent
Practice.

Checks for Understanding 1. White Boards/Slates

§ List at least THREE quick, informal
strategies that you used to check
understanding throughout the lesson.
§ Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options
§ Describe how you will pre- and post-
test students’ understanding of the
objective. These do not need to
happen on the same day as the
lesson.
§ Alternative options for diverse
learners should also be provided
2. Think, Pair, Share
3. Thumbs Up/Thumbs Down
Pre- and Post-Assessment of Objective:
Weekly Addition Facts w/ One-Digit Numbers/Fact Assessments
Adding 10 to a 2-Digit Number
Adding Dimes and Pennies (Math Meeting)
Hundred Numbers Chart-Number Sense
Alternative Assessment Options:
Math Scholar Hours

Differentiation Options Content – Scaffold: Adding Dimes and Pennies Video

Describe how you will reach diverse Content – Challenge: Math Game (Learning Pallet)
learners by varying the:
§ Content Process – Scaffold: Modeling drawing of dimes and pennies on board/counting dimes
§ Process and pennies in cup.
§ Product
Process – Challenge: Drawing pennies and dimes on personal white board.

Product – Scaffold: Drawing Pictures/Large Visual Chart

Product – Challenge: Charting on Own Paper/White Board
21st Century Learning Technology: Opening Video/Doc Cam
Describe how you will incorporate
technology and/or the 4 Cs: Critical Thinking: Question Asking… “Why? How did you know that?”
§ Critical Thinking
§ Creativity Creativity: Drawing dimes and pennies
§ Collaboration
§ Communication
Collaboration: Think, Pair, Share

Communication: Explaining answers/ways to solve a problem

Appendices/Additional Information: [insert materials/links/screenshots below]