Lesson Plan

Addition / Subtraction with/without Regrouping

adding and/or subtracting 2-3 digit numbers beginning without regrouping then advancing to regrouping
Teresa H.
Classroom teacher
Culloden Elementary School
Culloden, WV
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My Grades 2
My Subjects English Language Arts, Math, Science, Social Studies

Students will be able to...

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Grades 2
All Notes
Teacher Notes
Student Notes

1 Hook

To determine background knowledge and to formulate a baseline for instruction, I will create a Wordle using student input of what they know about the topic. Students will get to view the completed creation which will indicate the most popular responses and serve as a launch point for an introductory group discussion.

2 Direct Instruction

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New concepts will be introduced using the associative lesson modeled using the Smartboard, (example - starting point ...G.2 Add a two-digit and a one-digit number - without regrouping).

I would apply this same process to lessons along the chain of progression from the aforementioned starting point to J.7 Balance subtraction equations - up to three digits.

3 Guided Practice

We'd begin with whole group review using the first couple pages on the associative pgs, (addition and subtraction with various subskills). With teacher guidance, the practice problems would be completed by students working in pairs on individual white boards. Individual students would then present their attempt to the class using the Elmo projector and explaining their thinking to their peers.

4 Independent Practice

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Teacher would assign specific lesson(s) per skill currently being worked on for independent completion using laptops. Students would submit answers within the online program as well as on paper for teacher to review problem solving process. Data can also be accessed via IXL reports specific to skill to determine mastery.

5 Wrap-Up

Once mastery of skills have been achieved, students would work in small, collaborative groups to create a puppet show to share with the class which would involve a multi-digit addition and subtraction problem to be solved by their peers. Groups would be heterogeneous to allow scaffolding for students who require support mathematically or with literacy or artistic expression, provided by peers with strengths in those areas.