INSTRUCTIONAL PLANNING TEMPLATE

Overview and Context

Your name(s): Macy Holmberg

Grade level and school: 2nd Grade, Wines Elementary

Title of lesson/activity: Mentally Adding and Subtracting 10 and 100

Teaching date(s) and time(s): Thursday, February 1, 2018 at 1pm-2pm

Estimated time for lesson/activity: 60-90 minutes

Overview of lesson: This lesson has children practicing adding 10 and 100 using
a number grid and recognizing patterns when 10 or 100 is
added.

Context of lesson: This is the sixth lesson in unit 5 and it follows lessons that
have covered making change and arrays. Following this
lesson, students will work with 10’s and 100’s on an open
number line.

Sources: Everyday Mathematics

Alignment of Learning Goals, Assessments, Activities

Connection to Learning Goals Assessment Connection to
Standards activities

CCSS.MATH.CONTENT. Students will be able to Informal observation Students will be

2.NBT.A.2 skip-count by 10’s and during station time practicing problems
Count within 1000; 100’s starting at any that ask them to
skip-count by 5s, 10s, number less than 1,000. skip count, using a
and 100s. number grid.

CCSS.MATH.CONTENT. Students will be able to Assessment task/Exit Students will

2.NBT.B.8 add or subtract 10 or Ticket complete a variety
Mentally add 10 or 100 100 without solving with of tasks that require
to a given number paper/pencil them to add 10 and
100-900, and mentally count up by 100’s.
subtract 10 or 100 from
a given number
100-900.
 Attending to the Learners
Anticipating student ideas: I anticipate that a majority of my learners can skip count by
10 and 100, it just depends on the context that it is
presented. When the class counted off by 10’s in a circle,
where each person only says one number, it seemed
relatively easy for them to count. Some of my students
struggle with adding/subtracting 10’s or 100’s in a number
grid, while others might only struggle when changing from
90 to 100 or 900 to 1,000 etc.

Making the content accessible to
all students:
I am differentiating the instruction in the small guided math
groups to ensure that all students are successful in the
lesson. Some students will be working on transitions
between changing from 10’s to 100’s while others will work
on 1,000’s and some even working with decimals.

Instructional Sequence
Materials: Powerpoint slides, white board, dry erase marker, laptops/ipads, headphones,
Addition/Subtraction Spin boards, 10’s/100’s dice, Everyday Math Journals,
pencils, number grids, base ten blocks

Time Steps Describing What the Teacher and Students Notes and Reminders
Will Do (including management
considerations)

7 Introduction: -Update Daily Slides to include

minutes Today we are going to begin with a discussion Discussion Problem
about adding 10. I want you to think about -Update Daily Slides to reflect
different ways you can add 10 to any number. I am new stations
going to give you a minute to think about the -Make sure area around
problem using your math notebook. When you have document projector is clean
at least one answer, you can give me our quiet
signal, a thumb, to show me that you are ready. To
review, I am going to read you a problem that
involves adding 10, you are going to think about
the problem and show me a thumb, and then we
will talk about our answers.
Problem: What is 95 + 10? What strategies can you
use to solve this problem?
Ways to add by 10 discussion:
-Number scrolls
-Number lines
-Count by 10’s
 Questions: Did anyone do this the same way? How
did you know? Is there another way? Which ways
take a long time?

In our small groups today, we are going to work on Preview stations

adding and subtracting 10 and 100, sometimes Have station leaders get station
using a number grid to help us! boxes

Small Guided Math Groups:

Group 1:
Skip Counting using a calculator addition and
subtraction (10’s first if time then 100’s)
-Say chorally as counting
7-10 min -see patterns (what is the same/different) Number grids (100’s) for each
per -Compare to number grid student
group -Start at 35, 45, 55, 65, 75
SAY: Look at how the ten’s place is changing Count slow, using whiteboard,
and how our one’s place is staying the same underline the 10’s place
-Start at 83, 73, 63, 53, 43, 33
Try 100, 110, 120, 130
Try 100, 200, 300, 400
-Backwards by 10 starting at 120
-Backwards by 100 starting at 900

Group 2/3:
Skip count chorally by 10’s and 100’s
-2,12,22,32,42,52
-105, 205, 305, 405, 505
-Backwards by 10 starting at 205 Paper and colored markers for
SAY: Look at how the ten’s place is changing each student - show sentence
and how our one’s place is staying the same stem on white board
-Backwards by 100 starting at 1,500
Use number grid to practice going up from 98 to
108, 1,900 to 2,000 etc Have a couple number grids
Explain thinking: around the table (100’s and
“I noticed ________ in the ten’s place 200’s)
because________”
(Students use colored markers)

Group 4:
Skip count chorally by 10’s and 100’s Paper and colored markers for
-256, 266,276, 286, 296, 306 each student - show sentence
-399, 499, 599, 699, 799, 899,999, 1099 stem on white board
-Backwards by 10 starting at 812
-Backwards by 100 starting at 2,300
Count by 1,000’s?
 Use number grid to practice going up from 98 to
108, 1,900 to 2,000 etc
Explain thinking:
“I noticed ________ in the ten’s place
because________”
(Students use colored markers)

Group 5:
Decimal intro - ones, tenths, hundreths Have base ten blocks
Count up by tenths: 1, 1 and one tenth, 1 and 2 Let students use white board to
tenths, 1 and 3 tenths solve problems
Could show base 10 blocks where flat is one, long is -physically show hundreths
tenth, and cube is hundreth making tenths for re-grouping
Other practice problems:
Addition with no re-grouping:
1.34 + 2.52 = 3.86 (Say number together: 3 and
36 hundreths, point to tenths, point to hundreths)
3.73 + 5.16 = 8.89
Addition with re-grouping:
1.59 + 1.33 = 2.92
3.98 + 2.47 = 6.45

Stations: Need to borrow iPads from Mr.

1. Math Journal to p. 118 Toohey
2. Khan Academy
5 min 3. Addition/Subtraction Spin
4. Xtra Math For station #5:
5. Seesaw Number grid reminder video + Add Labels to folders for N, Q,
Differentiated Number Grids D (N, Q, D are the ability
(​https://www.youtube.com/watch?v=RWg5yCu4V8 groups)
A​)

Conclusion:
Today, we saw that we can use a number grid to
help us solve addition and subtraction problems
with 10’s and 100’s. We also saw that there are
patterns that we can learn, to help us do addition
and subtraction by 10 quickly!

I have an exit ticket for you to show how you add

10 and explain your answer. Try your best!

Learning goal for self:
Reflection on Planning
My learning goal for this lesson is to be precise with the
language that I am using in guided small group time. By being
careful with my language, I can help my learners below grade
level to catch onto the material quicker and cause less confusion
on what the task is.

Preparing to teach this lesson:
To prepare for this lesson, I have had multiple conversations
with my Mentor Teacher about the content and facilitation of the
Everyday Math lesson. I have drafted a lesson plan that was
shared with my Mentor and Field Instructor for feedback. Upon
receiving feedback, I edited my lesson and practiced the content
at home before teaching.

Exit Ticket:

Name: ______________________________ 
 
Solve 98 + 10 = ______________ 
 
 
Count back by 100’s: 1,200 ​,​ ______ ​,​ ______ ​,​ ______ ​,​ 800​,​ _______ 
 
 
 
 
Explain what changes when you move down a ​column​ in 
a number grid. What stays the same? Write two 
sentences. 

__________________________________________

__________________________________________

__________________________________________

__________________________________________