Lesson Plan Model

1

Lesson Title/#: Adding and subtracting with base ten blocks

Grade Level: 2
Learning Central Focus
Central Focus
What is the central focus for the
content in the learning segment?

Students will be able to use prior knowledge of place value to solve addition and subtraction within 1000
Content Standard
What standard(s) are most
relevant to the learning goals?

Math.2.NBT.7: Add and subtract within 1,000, 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.
Student Learning Goal(s)/
Objective(s)
Skills/procedures
What are the specific learning
goal(s) for student in this lesson?

Concepts and
reasoning/problem
solving/thinking/strategies
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What are the specific learning
goal(s) for students in this lesson?

Students will be able to recognize flats as hundreds, rows as hundreds and units as ones
Students will be able to use these flats, rows, and units to help add and/or subtract within 1,000.
Students will be able to create problems of addition and/or subtraction.
Students will be able solve self-created problem of addition and/or subtraction using models.
Prior Academic
Knowledge and
Conceptions
What knowledge, skills, and
concepts must students already
know to be successful with this
lesson?

What prior knowledge and/or
Students must have prior knowledge of adding and subtracting with three-digit, and two-digit numbers.
Students must have prior knowledge of place value (ones, tens, hundreds)

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The lesson plan template is intended to be used as a formative process prior to a candidates submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking
when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare
candidates to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts
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The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the Making Good Choices resource for subject
specific components.


gaps in knowledge do these
students have that are necessary
to support the learning of the
skills and concepts for this lesson?



Instructional Strategies and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
____1-2____
Minutes

How will you start
the lesson to engage
and motivate
students in learning?

Instructor will open lesson with review questions to activate prior knowledge and prompt student thinking. These review
questions will focus on addition problems with one digit, ten digit, and finally three digit. Students will be asked to explain
their answers.



Instruction
____10______
Minutes

What will you do to
engage students in
developing
understanding of the
lesson objective(s)?

How will you link
the new content
(skills and concepts)
to students prior
academic learning
and their
personal/cultural
and community
assets?

What will you say
and do? What
questions will you
ask?

How will you engage
students to help
Instructor will ask students what flats, rows, and units represent (hundreds, tens, and ones).
Instructor will prompt students to model three-digit addition and subtraction problems with their base ten blocks with
problems. Students will be able to use models of flats, rows, and dots to represent problems and solve them.
Instructor will ask questions throughout lesson such as, How many flats would (number) need? How many rows are in
a flat? How many dots in a row? Students must be able to use flats, rows, and dots to solve for self-created problems
with 80% accuracy.


them understand the
concepts?

What will students
do?

How will you
determine if
students are meeting
the intended
learning objectives?




Structured
Practice and
Application
____1-2______
Minutes

How will you give
students the
opportunity to
practice so you can
provide feedback?

How will students
apply what they
have learned?

How will you
determine if
students are meeting
the intended
learning objectives?

In pairs students will be working on addition and subtraction problems with base ten blocks and place value mats.
Instructor will provide questions for students to answer. They will use the blocks to represent their answer. Students
must complete self-created problems with 80% accuracy using models.
Closure
____1-2______
Minutes

How will you end the
lesson?
Instructor will review over concepts of flats, rows, and units used to model hundreds, tens, and ones. Instructor will ask
what model represents which place value.
Differentiation/ Whole Class: Students will be working individually and/or with partners (as instructor sees fit) to create three-digit


Planned
Support

How will you
provide students
access to learning
based on individual
and group needs?

How will you
support students
with gaps in the
prior knowledge that
is necessary to be
successful in this
lesson?


addition and/or subtraction problems. Must also work in groups to complete problems.



Groups of students with similar needs:
Students with similar needs will be assisted by instructor.


Individual students:
Individuals will be assisted by instructor and problems will be modified



Students with IEPs or 504 plans:
Students with similar needs will be assisted by instructor and be given extra time to complete work.





Student
Interactions

How will you
structure
opportunities for
students to work
with partners or in
groups? What
criteria will you use
when forming
groups?

Students will be working together in a pairs to represent three-digit addition and subtraction problems with base ten
blocks.
Theoretical
Principles
and/or
Research
Students will be using prior knowledge of basic arithmetic (addition, subtraction) and place value to regroup three digit
numbers with base ten blocks (ones, tens,hundreds)


Based Best
Practices

Why are the learning
tasks for this lesson
appropriate for your
students?

Materials

What materials does
the teacher need for
this lesson?

What materials do
the students need
for this lesson?

Paper (to work through problems)
Base ten blocks
Place Value Mat

Academic Language Demand(s):
What language function do you
want students to develop in this
lesson? What must students
understand in order to be
intellectually engaged in the
lesson?
Students will need to understand terms such as: hundred, ten, one, place, value, place value, addition,
add, subtraction, subtract
What content specific terms
(vocabulary) do students need to
support learning of the learning
objective for this lesson

Students will have to use academic language such as: hundred, ten, one
Students must understand difference between add (addition) and subtract (subtraction)
Students must understand difference between sum and difference
What specific way(s) will students
need to use language (reading,
writing, listening and/or
speaking) to participate in
learning tasks and demonstrate
their learning for this lesson?

Students will need to use academic language to be able to converse
Students will need to use academic language to be able to explain thought process when figuring out a
problem
What are your students abilities
with regard to the oral and written
language associated with this
lesson?

Students have already been introduced to academic language.




How will you support students so
they can understand and use the
language associated with the
language function and other
demands in meeting the learning
objectives of the lesson?

Instructor will begin lesson using academic language with explanations. Instructor will then phase out the
explanations and use exclusively the academic language (when instructor feels class is comfortable with
academic language).

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the
resources section at the end of the lesson plan.
Type of assessment
(Informal or Formal)

Description of assessment
(formative or summative)
Modifications to the assessment so
that all students could demonstrate
their learning.
Evaluation Criteria - What evidence of
student learning (related to the learning
objectives and central focus) does the
assessment provide?
Informal

Formative Student must complete work with
75% accuracy.
Student must complete work with 85%
accuracy.
Formal

Formative Student must be able to create three-
digit addition and/or subtraction
problems with 75% accuracy with
teacher assistance.
Student must be able to create three-digit
addition and/or subtraction problems with
85% accuracy.














Document adapted for original design by Deborah Layzell, Illinois State University