Co-Teaching Lesson Plan

Subject Area: Math

Grade Level: 2nd grade
Class Description: Place Value
Classroom Arrangement: Inclusive
Students with Disabilities:
Student

Shelley

Disability
Classification
OHI (ADHD)

IEP Accommodations
and Assistive
Technology
Frequent Breaks,
Directions will be
read-aloud, Sample
Place Value Chart
- An aid will be
available to help
guide student along.
Shelley will be able
to use a place value
chart with a few
examples already on
it for understanding.

Thomas

LD

Spell Check,
Extended time,
Graphic Organizer,
Reduced Language
- An aid will be
available to help and
Thomas will receive
more time to
complete the
activity.

I.

Preparation

Additional
Modifications for
this Lesson

A. Purpose: Being able to solve addition problems by using a place value chart
as a concrete model and manipulatives to show understanding.
B. Objective(s) must be measurable:
a. When using manipulatives, students will be able to demonstrate their
understanding of place value by placing numbers in the tens and ones places
with 85% accuracy.
b. Before placing numbers in place value, students will be able to add two onedigit numbers together to find the sum with 90% accuracy.
c. Students will further show understanding of place value by writing their own
number and displaying it in their charts with 90% accuracy
d. When using manipulatives, student will be able to add two one-digit numbers
together to find their sum with 90% accuracy.
C. Content Standards:
2.NBT.1 Understand that the three digits of a three-digit number represent
amounts of hundreds, tens, and ones
2.NBT.3-Read and write numbers to 1000 using base-ten numerals, number
names, and expanded form.
2.NBT.5-Fluently add within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction.
2.NBT.7-Add within 1000, 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.
*NBT=Number&Operations in Base Ten
Common Core Standards:
1.OA: Work with addition and subtraction equations
1.NBT: Understand place value
1.NBT: Use place value understanding and properties of operations to add
and subtract
Essential Questions:
a. How can the use of manipulatives aid in students understanding of place
value and addition?
b. How are students able to represent one mathematical concept and problem
in many different ways?

Key Vocabulary:
Place Value, Manipulatives, Expanded Form, Standard Form, Unit Form,
Addition, Composition

Materials:
Place Value Chart
Blank White Paper
Markers
Egg Carton (s)
Coins
Place Value Worksheet
Addition Worksheet
Pencil
Procedures:
Co-Teaching
Method
One Teach,
One
Observe

Time

General
Education
Teacher

Special
Education
Provider

4
minutes

1.) Activate
prior
knowledge
by asking
them what
they have
learned so
far about
place value
as review.
2.) Who can
tell me where
the ones and
tens places
are?
3.) Ask if 0
can be either

He/she will
watch from
the back of
the room and
observe who
is
participating
and who is
not during
this brief
portion of
the lesson.
Will help
students who
become
easily
distracted by
keeping

Assessment

Question to
consider:
Who is
participating
(is it the same
children every
time or are
there different
students who
are
participating?
Are questions
clear enough
that students
know what
youre asking?

in the tens or
the ones
place and
when this
would occur?
4.) Show
example on
the board
showing a
single digit of
9 and a
double of 20
showing that
9 is 0 tens
and 9 ones
while 20 is 2
tens and 0
ones so there
fore a zero
can be in
either place
and needs to
be used to
represent the
absence of a
place value
5.) Allow
students to
share any
other
knowledge
that they
want to share
about place
value and
addition and

them on
tasks and
focused on
example that
the gen. ed.
teacher is
giving. For
this short
portion, the
special
education
teacher can
be taking
notes on the
students in
the class
that he/she
needs to so
that maybe
he/she can
better help
them student
during the
activity or
during
separate one
on one time.

Do they
remember
learning about
place value
before so that
they can be
successful at
the activity or
should this
section have
been longer?
Were there
any students
who looked
completely
lost and how
can you help
them if this
lesson was
performed
again?

how they can

apply what
they have
been
learning.
Many
students may
want to
participate so
try as best as
you can to
stay within
time
constraints.
6.) Students
may respond
by proving
their preexisting
knowledge or
may respond
with
confusion, as
they may not
remember
learning
about this.
This is why I
recommend
doing this
activity right
at the end of
the unit as a
review, but
not too much
later that the

students may
not
remember
anything.
Hopefully,
the students
will respond
by saying
that a 0 can
be used for
any place
value as a
holder or a
sign of a lack
of value for a
particular
place.
*If it doesnt
seem as if
they are
remembering
place value
or are
struggling
with the
questions
and answers,
you can bring
out the place
value cubes
as
manipulative
s and do a
short
introduction
with those in

order to help
those who
are
struggling.
See example
picture
below.
B.

Body of the Lesson/Lesson Development

Co-Teaching
Method

Time

5
Station
Teaching

10
minutes

General Education
Teacher

Special
Education
Provider

Assessment

Procedure/During
the Activity:
1.) After reviewing
the concepts and
activating their
prior knowledge,
tell the students
that they are
going to be doing
an activity to
practice and show
off their addition
and place value
skills.
Let them know
that you are going
to place them into
groups and then
explain the
activity to the
class (desks will
be pre-arranged
into smaller
groups depending
on the layout of

Teacher will
work with an
inclusive group
of both students
with disabilities
and without
disabilities. The
teacher will put
more focus on
our two special
education
students by
scaffolding
them and
providing
accommodation
s such as more
time to work on
the assignment,
differed forms of
representations,
and more
scaffolding
through
modeling and

Are the students

using the
manipulatives
correctly? Are
they following
the instructions
and varying
what they do
based on task
instructions.
Observation will
again be a large
component
here. The
students will
also be filling
out worksheets,
at some
stations, so that
can be collected
and added to
their portfolio.
Other questions
to consider:

the classroom).
While explaining,
reference place
value definitions
that students gave
in the before
phase and connect
those to the
activity
4.) After ten
seconds, lay the
container on the
table and open it
to see which slot
the pennies
landed in. For
example, lets say
the pennies were
in 6 and 5. The
worksheet
provided to the
students would
ask them to write
down the two
numbers that the
pennies landed in
so the child would
write down 6 and
5.
2.) In terms of
grouping, try to be
strategic in
putting children
together. If it were
a different activity,
you could just
have them count
off or pull their
popsicle names to

guided practice.
During this
section, our two
students may
need more time
at a specific
section or may
need additional
assistance with
counting. One
way of doing
this would be to
represent the
numbers
separately with
manipulatives.
For example, if
the student
lands on a 5 and
an 8 with their
pennies in the
egg carton, the
special
education
teacher could
show them 5
tokens plus
eight tokens
and have them
count them all
up. This will
provide them
the opportunity
to learn the
same material,
but in a step by
step way that
these children

Did the students

ask for teacher
or other
students for
help when
asked to do
work
individually?
About how
many students
were able to
answer the
questions
correctly?
For the students
who got the
questions
wrong, what
were they
misunderstandi
ng?

assign groups, but

for math, their
skills levels should
be taken into
consideration. For
example, in a
group of four,
there can be two
students who may
be advanced in
Math and two
students that may
struggle just a bit.
This is done
intentionally so
the group can try
to work out as
many problems
with each, and
without the
teacher, as
possible.
3.) After all
students are in
groups, bring out
the egg cartons
and ask the
students
Do you know
what this is?
Hopefully they will
know what it is
and then you can
go on and explain
the multiple uses
for it before telling
them that you are
going to be using

will need.

the egg carton for

an activity today
in class. As the
teacher, you will
take two pennies,
put them in the
container and
shake it around a
little. If you want
to practice
counting, you can
shake it for ten
seconds and have
students count out
loud, they would
have to add those
together 6+5=? to
find the sum. Once
the sum, of 11, is
found, the
students will have
to write down the
tens place and
one's place below.
So for this
example, they
would put 1 in the
tens blank and a 1
in the ones blank.
5.) After modeling
this at the front of
the room and
showing them on
a worksheet
projected on the
wall, or
Smartboard, you
will then tell them

to begin and to
raise their hand if
they have any
questions.
Guided Practice:
Before setting
them off on their
own, call on tables
to show you
various aspects of
the lesson. For
example, can each
table show me
how to shake the
carton around?
Next, can
everyone use their
draw erase board
and write down
which numbers
their pennies
landed on.
*Teacher will then
go around the
room and confirm
the numbers for
each child and
help others when
needed. After she
checks each
individual, she can
tell him or her to
move on and
begin writing
down the
numbers.

-Once she has

checked
everyones written
numbers on their
dry erase board,
she told them to
transfer over and
write them on
their worksheets
and place in
corrects place vale
slots. The whole
class will do
problem one
together and then
continue their
worksheet with
the rest of their
table.
*ask if they have
any questions that
they want to
address as a
group.
*If no one raises
their hand, tell
them to begin and
record their results
taking five turns
each.
6.) Students will
continue to work
on activity until
their sheets are
filled and will send
a representative
from the group to

let the teacher

know when each
group member has
finished.
*Encourage
students to use
each other as
lifelines for
questions before
going to the
teacher. If no one
in your group can
answer a question,
then it is time to
raise your hand
and wait for the
teacher

C.

Closure or Concluding Activity

CoTeaching
Method
Parallel
Teaching

Time

General Education
Teacher

Special
Education
Provider

Assessment

5
minutes

- Comparing and
Discussing ("After")
1.) Upon
completion, the
teacher will ask the
students to come
back together as a

Parallel
instruction
provides that
both teacher
are doing the
same thing.
The special

Students must
draw a picture
showing their
understanding
of what they
learned during
the lesson. Than

group. He/she will

ask each group to
share one equation
and one place value
example that came
about from this
activity. They can
share one that they
found challenging
or just any problem
that they want.
2.) Write the
examples given on
the board and ask
students how, after
completing this
activity, they think
that place value
and addition are
related or can be
used together.
3.) Since many
students may not
feel comfortable
participating, ask all
students to write
down one thing that
they learned while
playing this game
on the back of their
worksheets. Also
tell them to make
sure that every
blank and box is
filled in and then
hand it in to the
papers due box to
be graded for
completeness (and

education
provider is
also taking
part in-group
discussion.
This teacher
is bouncing
ideas off of
the students
as well as the
teacher to
provide the
teacher with
better
knowledge of
what
misconceptio
ns students
may have.
**This teacher
will largely
follow the
same format
as the general
education
teacher with
this teacher
focusing on
the special
education
students as
well.

they will have to

write a brief
paragraph
describing their
picture and how
it relates to
place value and
addition.

to be used as an
informal
assessment to the
completion of the
unit)
4.) Thank the class
for participating and
let them know that
you are going to
keep reviewing and
working with place
value because it is
an important
concept to grasp!

Follow-Up Activities: Independent Practice, Enrichment, or Reinforcement:

1.) Have students write down their own addition problems and have other
students show them using place value charts
2.) Have students who did not complete their artifacts work on them the
following day and share them with the class.
3.) As a real world connection, a teacher could discuss addition in terms of
money, since the pennies are being used. He/she could explain that the
numbers in the game, both the numbers in the egg carton and the sums that
the students would find can represent dollars or cents. The game could then
be played again assuming that everything is in cents. For example, if the
penny lands in a 7 cents and a 9 cents, the student could still add those
together to get 16 cents which could then be sorted in place value the same
way as above. This could be a little confusing because pennies represent 1
cent so they may not understand the role of the tens place here.
4.) While there are many ways to vary this activity and add, or take away,
difficulty, I am just representing one way in which to practice the place value
and addition concepts within a fun, and engaging, lesson activity.
5.) After this lesson is performed with their small groups, we could have
them do it independently or even in pairs, if enough materials are acquired.
Evaluation:
Of Student Learning:

As mentioned in the closing activity, not every lesson, especially a minilesson has to include a formal, summative evaluation. If beginning a unit or
just trying to see how effective instruction was, a short questionnaire or quiz
if you will can be passed out to the students and handed in on the way out as
an exit ticket. This will evaluate student learning and understanding while
also helping the teacher to see if he/she should change their ways. If on
every exit ticket, the students do not seem to understand then the teacher
will realize that this activity and method did not work for her class. He/she
can use this information to build a different lesson, better get to know her
students, and evaluate objectives set at the beginning of the lesson.
Of Teacher Processes: As the teacher it is important to think of everything
that you could have possibly done in order to reach a greater number of
students. There are many questions to ask yourself in order to figure out how
you should adapt your lesson in the future. Here are some questions that you
may ask yourself:
1.) What would you change about the lesson if you were to give it again?
2.) Did I provide multiple opportunities to respond?
3.) Did the scaffolding help students understand the task?
4.) Did I scaffold enough with some students?
5.) How might I change the assessment in the future to better test students
understanding?
Explicit Strategies Used:
Guided Practice
Modeling
Think-and-Write
Preview/Review