Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: Kate Donsky Grade: 2

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards:

Standard 2.OA.A: Represent and solve problems involving addition and subtraction.

Standard 2.NBT.A.1: Understand that the three digits of a three-digit number represent amounts
of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

Standard 2.NBT.B.5: Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.

Instructional Objective:

SWBAT (students will be able to) add within 100 using place value blocks, gaining a deeper
understanding of the composition of two-digit numbers and how to represent them using ones
and rods.

Students will demonstrate their knowledge by solving addition problems within 100 on
worksheets, representing each problem using place value blocks, and explaining their thought
process verbally or in writing.

Assessment:

Students will demonstrate their knowledge by solving addition problems within 100 on
worksheets, representing each problem using place value blocks, and explaining their thought
process in writing on worksheet.

Academic Language Objective:

Students will learn and acquire academic language related to addition within 100 using place
value blocks

Tier 1 (basic vocabulary) words related to addition, such as "add," "plus," "equals," and "sum."
Practice these words in the context of simple addition sentences.

Tier 2 (high-frequency academic words) by introducing terms like "place value," "ones," "tens,"
"addend," and "compose." Discuss the meanings and use these terms in examples.
Gradually introduce Tier 3 (content-specific vocabulary) words like "unit cube," "rod,"
"composition," "regroup," and "exchange" in the context of adding two-digit numbers. Relate
these terms to the physical representation using place value blocks.

Students will demonstrate their knowledge of academic language by using the identified Tier 1
vocabulary in verbal and written explanations of addition problems. Incorporating Tier 2
academic words when discussing the concepts of place value, ones, and tens during class
activities. Applying Tier 3 content-specific vocabulary in describing the role and representation
of unit cubes and rods in adding within 100 using place value blocks.

Assessment:
On worksheets, students incorporate the words "place value," "ones," "tens," "addend," and
"compose" when explaining the steps taken to add within 100 using place value blocks. Students
will use the content-specific vocabulary (e.g., "unit cube," "rod," "composition," “exchange”)
when discussing and representing the role of place value blocks in adding within 100.

Content:
The lesson's content knowledge includes a strong emphasis on understanding place value,
proficiency in using base ten blocks to represent and add numbers within 100, recognition of the
addition process, familiarity with the place value chart, competence in reading and writing
two-digit numbers in various forms, and the use of mathematical language. The ability to use
place value blocks to add numbers accurately and fluently, emphasizing the connection between
the physical representation and the abstract concept of addition within 100.

PROCEDURES FOR THE LESSON/ACTIVITY

Materials:
base ten blocks (ones and rods), place value chart, worksheets

Classroom management:
State expectations about how when the teacher is speaking, their voice should be off. Remind
students to raise their hand when they want to speak, unless it is specifically stated for them to
call out their answers. Monitor students to make sure they are on task.

Opening:
T: Good morning mathematicians! Today we are going to be adding two-digit numbers. We will
be using our place value chart and base ten blocks to help us show our thinking and understand
how we add two-digit numbers together. Friendly reminder that when my voice is speaking, your
voice should be off. When you want to ask a question, give and answer, or have something to say
about what we are discussing and learning, please raise your hand.

Quickly review place value concepts and key vocabulary, and why understanding place value is
essential for addition. Introduce place value blocks (ones and rods) and demonstrate how they
represent numbers. Also re-teach vocabulary of composition, exchange, and regrouping.
Emphasize that a rod represents ten and a cube represents one.
- T: Who can tell me what "place value" means?
- S: It's like the value of each digit depending on its place in a number.
- T: Fantastic! Now, let's talk about place value blocks.
- I hold up a rod and a cube.
 - T: These are our place value blocks. A rod represents ten, and a cube represents one. Can
anyone think of why we might need a different block for tens and ones?
- S: Because tens are bigger than ones, and tens and ones represent different values.
- T: Exactly! We're going to use these blocks to represent numbers in a way that helps us
add more easily. Watch me closely to see how we can represent numbers by using base
ten blocks.
- I use the place value blocks to represent the number 47 on the board.
- T: So, we have four rods for the tens and seven cubes for the ones, representing the
number 47. Can you see how each digit has its own special place?
- S: The 4 is in the tens place, and the 7 is in the ones place!
- T: Great job!
- T: I am going to review a few words that we learned about last class: regroup,
composition, and exchange. These words are going to be helpful when we are explaining
our thinking today.
- T: Remember that we said regrouping is reorganizing or rearranging digits in different
place values during addition to ensure the sum is correctly represented. Give a quick
example.
- T: Remember that we said composition is the act of combining individual place values to
create a larger number.
- T: Who remembers what exchange means?
- S: To trade!
- T: Yes, in exchange we will do this today when we trade ten ones for one unit in the next
higher place value.

Guided Practice:
1. Review the place value chart together. Ask questions like, "What digit goes in the ones
place?" and "Where does the digit 2 go in the number 24?"
2. Write a number on the board and have students represent them with place value blocks.
Ask them comprehension questions such as, "How do you know where to place the ones
and tens?"
3. Model adding two-digit numbers on the whiteboard, drawing place value blocks. Walk
through the steps, emphasizing combining ones and tens. Repeat this process multiple
times until it is clear that students understand this process
a. T: “I am going to complete the addition problem 34 + 27. Watch closely as we use
our place value blocks to represent and solve it step by step.”
b. I draw a place value chart on the whiteboard and write the addition problem:
34+27
c. T: We have the numbers 34 and 27. Let's start by representing them using our
place value blocks. Who can remind me what the 3 and 4 represent in 34?
d. S: The 3 is in the tens place, and the 4 is in the ones place
e. T: Great job! So, we'll need three rods for the tens and four cubes for the ones.
Let's represent that on the board.
f. I draw three rods and four cubes on the whiteboard, each labeled with its
respective digit.
g. T: Now, let's move to the number 27. What do the 2 and 7 represent?
h. S: The 2 is in the tens place, and the 7 is in the ones place!
i. T: That’s right! So, we'll need two rods for the tens and seven cubes for the ones.
Let's represent this by drawing it.
j. I draw two rods and seven cubes next to the existing representation.
 k. T: Now, let's combine our place value blocks to find the sum. Let's start with the
ones place. How many ones do we have altogether?
l. S: Four ones from 34 and seven ones from 27 make 11 ones!
m. T: Great job! Now, we know we can't keep all 11 ones in the ones place. What do
we do when we have more than 9 ones in the ones place?
n. S: We regroup!
o. T: That’s right! We make a trade, also called regrouping. How do we regroup?
What are we exchanging?
p. S: We regroup and exchange 10 ones for a rod in the tens place!
q. T: That is right! As we discussed, 10 ones compose each ten, so we can exchange
10 ones for a rod in the tens place.
r. I adjust the place value blocks on the whiteboard, exchanging 10 cubes for one
rod.
s. T: Now, in the tens place, we have three rods from 34, two rods from 27, and the
extra one we just regrouped. How many rods is that in total?
t. S: That's six rods!
u. T: Fantastic! Now, let's update our place value chart. We have six rods and one
cube. So, what's our final answer?
v. S: The sum is 61!
w. T: Outstanding! You've got it. So, 34 + 27 equals 61. Great teamwork, everyone!
Now, let's try another one together.
x. (Repeat this process two more times with two other two-digit addition problems,
guiding the students through the practice)

Activity
Provide worksheets with addition problems involving numbers within 100. Instruct students to
use place value blocks to represent and solve each problem. Have students draw the base ten
block representations that they made with the base ten block manipulatives. On the worksheets,
students will have to explain their thinking in writing when they added the numbers together.

Assessment
Observe students during interactive activities and independent practice. Review completed
worksheets, written explanations, and class discussions to assess individual understanding.

Closing
Summarize key concepts: the role of place value in addition, representing numbers with place
value blocks, and combining ones and tens to add.

T: Great job, everyone! Before we wrap up, let's reflect on what we've learned.
Comprehension questions to ask the class for group discussion:
- T: Can anyone share one thing they learned today about place value and adding within
100?
- T:Can anyone share one thing they found interesting or challenging about using place
value blocks in addition?
- T: Who can tell me how to represent the number 25 on the place value chart?

T: Thank you for sharing, everyone! I am looking forward to working more with base ten blocks
to add within 100 next class.