EDUC 2220- Educational Technology Lesson Plan Template

Regrouping with Base Ten

Jayda Sands

2nd grade

Common Core Standards:

http://education.ohio.gov/Topics/Academic-Content-Standards/New-Learning-Standards

Standards for mathematics in early grades, students experiment with representing problem
situations in multiple ways including numbers, words (mathematical language), drawing
pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need
opportunities to connect the different representations and explain the connections. They should
be able to use all of these representations as needed. Understand that the three digits of a
three-digit number represent amounts of hundreds, tens, and ones. Adding two and three digit
numbers

Lesson Summary:
The purpose of this lesson plan is to help students learn how to add and subtract two and three
digit numbers and also be more familiar with base-ten and knowing the representation. We will
be learning regrouping of base ten to add or subtract.

Estimated Duration:
I will need an estimated time of 170 minutes. I will break this up into 3 30 minute lessons and 1
50 minute lesson for an assessment which will add up to 140 minutes and the last 30 minutes will
be at the end of the lesson to just make sure they are understanding and going over anything they
may have questions or doubts about.
Commentary:
I would like to approach this in a way that they will be intrigued so I will need to find a way that
will get them excited and to understand. Whether that being representing the base ten with
objects that they like and letting them get creative with it. For example letting a pepperoni equal
one and a slice of pizza representing ten and then finally a whole pizza representing one hundred.

Instructional Procedures:
Day 1:
The first 15 minutes I will be going over the base ten concept and going over some key points
about bundling and regrouping with base ten on a google slideshow. This will consist of some
note taking in order to understand going forward. The next 15 minutes will be some simple
practicing involving worksheets and drawing two, three and even four digit numbers shown as
base ten.
Day 2:
The first 5 minutes we will regroup and remember what we learned the previous day. The
remainder of the time we will be working on showing addition and subtraction in base ten by
doing some problems like 20+15, 5-3 something that doesn't involve regrouping just yet. I want
students to understand base ten with addition and subtraction of two-digit,three-digit numbers
without confusing them right away.
Day 3:
The first 15 minutes will be me explaining and demonstrating on a google slide of how
regrouping works. This will give a visual to students of how the regrouping process works with
addition and subtraction. Showing them that in 15+15 the two 5s in 5 represent 10 individual
ones so we would regroup those to create 1 bundle of 10 and at that point we have 10+10+10.
And subtraction as well in 12-13 we need to ungroup the group of 10 in 12 representing 12
individual things and then subtracting accordingly. The remainder of the time students will be
working individually on the computer to make a powerpoint similar to mine with some problems
I will assign to them.
Day 4:
We have really covered everything that we need to so now for the 50 minutes students will be
assigned 3 problems to do and make a video with a partner that shows them answering this
problem using objects that they have. This will challenge them to show how they got their
answers. Each student will be responsible to do the 3 assigned problems and then come up with
their own problem to show either regrouping in subtraction or addition. They will then post their
videos to our classroom page and I will go over them individually to assess how they are
grasping the concept of addition and subtraction in base ten.
Day 5:
The last 30 minutes of this lesson will be after I am done assessing the videos from my students.
I will look at points some students are struggling with and just go over those again with the class
and take any questions or concerns my students may have. This is mainly for a recap or
clarification that is needed before we end this lesson.

Pre-Assessment:
A strategy I would have to pre-assess student knowledge before my lesson would be a short quiz
where I would ask an open ended question about what the students know about base ten and
adding by base ten. I want this to be really open-ended so that I could really see what they know
or aren't confident about.
Scoring Guidelines:
 My scoring guidelines for the pre-assessment will not be scored on correctness, it will be a
participation grade, as long as the students attempt the questions I ask they will receive full
credit. Even if the students answer the questions completely wrong or are honest and say
they don't know. This will help me gauge where they are and they will not need to worry
about their grade.
Post-Assessment:
Students will be assigned 3 problems to do and make a video with a partner that shows them
answering this problem using the base-ten blocks that they have. This will challenge them to
show how they got their answers. Each student will be responsible to do the 3 assigned problems
and then come up with their own problem to show either regrouping in subtraction or addition.
They will then post their videos to our classroom page.

Scoring Guidelines:
I will be scoring the post-assessment based on a rubric that I create. There will be three sections
of the rubric and a scale from one to three. The first section will be based on the correctness of
the work that each student did one being they did not get any correct two being they got most
correct and three meaning they got them all correct. The second section will be how well they
explained the problems on the video. One being they did not explain well or at all, two being
they explained well and were mostly correct and three meaning they explained very well and
were correct in their explanation. The final section will be the video, one being they did not
make a video at all, two being they made a video but it was not good quality and did not contain
what was asked, three being they made a good video with good quality and what was asked of
them. This will be a 30 point project, 3 being 10 points each, 2 being 5 points each and 1 being 2
points each.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or
accelerated students: I would love to put these students with the students who are struggling to
grasp the concept that way they will be able to help those students with the final assessment
since it is with a partner. That way these students could maybe explain things differently to help
the struggling students differently.
Discuss additional activities you could do to meet the needs of students who might be struggling
with the material: I could do more one-on-one activities with students that are struggling that
way they can sit with me and watch me do it. Then ask any questions and then I can watch them
do a problem and see how they are doing it and why they maybe help them and explain what
they are doing wrong
Extension
https://study.com/learn/lesson/the-base-ten-number-system.html this site has a video explaining
base-ten again and also has an option to take a quiz too to see if you are understanding the
concept

Homework Options and Home Connections

There would be no homework assigned for this lesson, there will only be homework if the
assignment is not finished in class. If a student needs more help or practice I can assign a web
based quiz on our google classroom that they can do for extra clarity and clarification and if they
have siblings or their parents who can help them understand the work better that I definitely
encourage them to help as much as possible.

Interdisciplinary Connections
I could integrate this lesson with decimal placement since base ten has a big play into decimals
and how they are read. I can also integrate this into a writing numbers assessment because they
would need to understand base ten before they would need to be able to understand base ten and
basically 36 is thirty and six. So I believe that these would be great to do lessons on after this
lesson.
Materials and Resources:
For teachers
To teach this lesson I will need to have some materials. Those materials include both
electronic materials and physical materials. I will need a smart board to use for my presentations
and I will also need, base-ten- blocks, a computer that will connect to a smartboard to show the
presentation and a personal computer to view students' work outside of school for grading
purposes. Also access to a printer to print pages and problems for the students.
For students
Students will need a tablet or computer that can record a video, base-ten-blocks, access to
google classroom to post their work, pencil and paper to take notes and they can also use the link
I provided above to if they need more practice or clarification on base ten.

Key Vocabulary
Some key vocabulary includes the following:
Base Ten- numbering system in common use. Base ten refers to the position of each number.
Place Value- The value of each digit in a number.
Expanded form-a way to write numbers that shows the place value of each digit
Tenth- One part when the whole is divided into 10 equal parts
Hundredth- One part when the whole is divided into 100 equal parts
Thousandth- One part when the whole is divided into 1000 equal parts