Brianna M.

Camposano
Fall 2019 – Observation 2
Thursday October 10th, 2019

Grade 02 – Mathematics Lesson

Unit topic: Addition with no re-grouping
Lesson Goals: Students will listen, think, speak and solve addition without regrouping. They
will develop active listening, critical thinking skills, and work collaboratively with others.
Lesson title: Addition with no re-grouping
Estimated length of lesson: 45 minutes
TEKS Standards:
2.4 A recall basic facts to add and subtract within 20 with automaticity;
2.4 B add up to four two-digit numbers and subtract two-digit numbers using mental strategies
and algorithms based on knowledge of place value and properties of operations;
2.4 C solve one-step and multi-step word problems involving addition and subtraction within
1,000 using a variety of strategies based on place value, including algorithms;
Learning Objectives: I will use manipulatives and a place value chart to help me understand
how to add without regrouping.
Grouping: In this activity, the students will begin as a whole class, then in groups and later
individually. The way in which the students will be placed in groups is by tables they are set at.
Materials:
Teacher: Student:
Math binders Pencil
Sharon Wells Worksheets Highlighter
Place Value Place Mats Dry Erase Markers
Base 10 Blocks Math Notebooks
Addition Flash Cards
YouTube Video
Resources: Information that was used for this lesson is based on Sharon Wells Mathematics,
Sharon Wells Mathematics Teacher Handbook, Activity Ideas through Pinterest and Youtube.
These resources are aligned with the TEKS that are assembled in a way that can help support the
students learning. It supports their skill building in different strategic ways. The activity the
students will use in their group work is hands on with manipulatives, that will benefit them by
allowing them to practice strategies in solving addition problems efficiently and with accuracy
by skill building with two-digit and one-digit numbers using place values.
 Brianna M. Camposano
Fall 2019 – Observation 2
Thursday October 10th, 2019
Connections to other subjects: Content subjects that are integrated within the lesson is
language arts vocabulary that integrates within the mathematic lesson. Aside from vocabulary,
comprehension is also integrated in how well the students are to understand the unit of addition
without regrouping based on the activities that are used to help master those skills and
knowledge.
Gradual Release of Responsibility: The lesson begins with the teacher modeling each of the
mathematical practices within the lesson plan. As the teacher models the “I do” portion the
teacher is creating conversation with the students to begin to articulate the knowledge. That will
guide the students later through the “we do” portion, in which they will practice as a group and
then “I do” which students individually receive support as needed.
Instructional Procedures:
Introduction: The teacher will begin the lesson by reading the story problem of which Sharon
wells has provided as the problem. The teacher will begin to ask questions that will have students
relate prior knowledge from the short math problem. Along with testing the student’s
comprehension over what the problem is asking. The teacher will link what is being asked to
determine whether the problem is addition or subtraction.
Teacher Modeling: When the teacher is modeling the first story problem, the questions that will
be asked are, “There are 4 mailboxes on one street and 4 on the other. Now what are they asking
us to determine? How can we figure out the total of both mailboxes on each street?” The teacher
will then sketch it out using the problem-solving model, as students follow along by practicing
on their sheets. On the next problem, the teacher will read and ask students questions about the
problem to generate knowledge of what is being asked. The teacher will ask such things as, “if
there are 9 birds sitting on a wire and then 4 more birds came along, what can I analyze about the
information that is given?” During both word problems the students will respond. The teacher
will reassure students of the information that is given while sketching out the word problem onto
the sheet. The teacher will count along with students to make sure that the information on the
sketch matches that of the story problem. The teacher will continue to move along the model into
the following sections determining whether addition or subtraction will be needed in solving the
problem. This will be determined in how the students analyze the problem and figure which
operation is essential for what is being asked. The teacher will guide students as she models to
determine the outcome and future steps. Lastly, solving the problem and creating a solution
sentence. Once the two problems of the day have been solved, the students will then be asked to
recall and solve two columns of basic facts for the day individually. The students will now have
practice in one-digit word problem addition and through basic facts. After all students have
completed their basic facts the teacher will then review those problems with the class.
Body of the lesson: Going into the body of the lesson the teacher will begin by providing a short
video on addition with no-regrouping. After the teacher will ask students to turn to the page that
states addition with no re-grouping 2. This lesson introduces the activity and has the students
practice with the teacher as they’re modeling. The teacher will then introduce the two-digit plus
two-digit addition problem by writing it on the left side of the place value chart. The teacher will
 Brianna M. Camposano
Fall 2019 – Observation 2
Thursday October 10th, 2019
then use the manipulatives to set up the addition problem within the first row. Students are to
follow along as the teacher is modeling by sketching it onto their paper. The teacher will then
explain to students that blocks in the tens and one’s column will all move down to the decision
area and are to be added to find the sum of the problem. As a class, the teacher and students will
determine the sum of the problem by counting the base ten blocks that were moved into the
decision area. The teacher will guide the students by counting the ones located on the decision
area, then the tens on the left. This will be practiced 3-4 times as the teacher is modeling. The
teacher will then grab the student’s attention by using the attention getter, “Macaroni and Cheese
everybody freeze!” Students will freeze and the teacher will then begin introducing the activity.
The teacher will let students know that they will be in their assigned groups. The groups will
receive 6 addition flash cards, a large place value mat, base 10 blocks, and individual place value
charts. The teacher will tell groups to look at a flash card and recreate the problem using the
blocks and by sketching it in their large place value mat as a group then solving. The students
will solve each of the six problems as a group.
Guided Practice: Through the math lesson students will receive guided practice when the lesson
is being conducted as a whole group. In which the teacher is producing the “I Do,” in modeling
the lesson with guided practice solving with the class. The teacher is also monitoring students as
they follow along. The “We Do,” portion is when students begin the activity alongside their
peers in their group to try and determine each math problem given. It will target different needs
such as those who are visual learners by watching the way the teacher models the lesson along
with practicing on their own. Not only will it allow students who are visual learners but will
allow auditory learners in the class to be able to listen and watch. Students who learn best with
manipulatives will use base 10 blocks to help interact and engage in the activity, all while
working collaboratively with their group. Which would give the opportunity to work in small
groups and target linguistic learners.
Independent practice: After the activity has finished, the teacher will use the attention getter,
“Hocus Pocus Everybody Focus.” The teacher will then tell students to place their base 10 blocks
and place value charts at the edge of the table. As students put together their things, the teacher
will then begin to pass out a half sheet of paper with two addition problems. Students are now to
practice working individually to solve two problems using all the steps they have practiced with
the teacher and as a group. As students begin their assignment, the teacher will walk around the
room to monitor if the students have clearly understood the lesson through the different areas of
practice.
Conclusion: The teacher will conclude the lesson by picking two students to demonstrate how to
solve the two-digit addition problem without regrouping. Each student who is picked and goes
up to the projector will receive support by the teacher and class as needed.
Assessment: As a final closure to the lesson, the teacher will give one last two-digit addition
problem. The students will solve the problem on a place value paper and turn it in as a ticket out
the door. This one problem can help determine whether the student has fully comprehended the
lesson with or without the base 10 blocks and allow them to strategize adding up and down the
columns without regrouping.
 Brianna M. Camposano
Fall 2019 – Observation 2
Thursday October 10th, 2019

Extension: If time permits students will be provided with an extension activity that connects and
targets the student’s individual needs. The students will get onto their laptops and log on to
Reflex Math. Each individual student has their very own portal that accommodates to their needs
through strengths and weaknesses in Math. This is counted to challenge gifted and talented
students at their own level and also provide assistance to those students who might be struggling
in different areas.