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Lesson
Class #: Vertical Addition with Regrouping Course Math 2 – Nov 28
Title/Focus

PROGRAM OF STUDY OUTCOMES

 GLO: Develop Number Sense
 SLO: Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers
to 100 and the corresponding subtraction by:
i. Using personal strategies for adding and subtracting with and without the support of
manipulatives
ii. Creating and solving problems that involve addition
 SLO: Apply mental mathematics strategies for basic addition facts and related subtraction facts to
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LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Have a basic understanding of regrouping and carrying digits when doing vertical addition.
2. Use strategies they’ve learned up to this point to complete addition equations vertically.

MATERIALS AND EQUIPMENT

 Mini Whiteboards and whiteboard markers
 Smart Board for examples of equations
 Whiteboard and whiteboard markers
 Physical copy of lesson plan
 Math Journals
 Number lines

PREPARATION AND LOGISTICAL CONSIDERATIONS

 Previous knowledge of vertical addition and the line strategy we’ve been practicing
 With the mini whiteboards making sure students aren’t doodling or drawing on them as I’m
showing them something new and important that for their learning
 Different mathematical abilities, students may need additional help and guidance with this
strategy.
 The transition from nutrition break into class could cut into the time by a couple minutes.
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PROCEDURE
Introduction Time
 Have all the students sitting at the green carpet.
 Today we are going to be building off what we were learning before with our
vertical addition and the line strategy we’ve been working on. Before, we were
only using smaller numbers in the ones spot, because we didn’t know what to do if
the addition was over 9 (when we got a ten, we wrote it in the answer and our
answer was way off!). Now I’m going to show you what we call regrouping or
carrying the 1.
 I will then do a couple examples with the students of some addition that involves
the carrying of the 1. Here I will do exactly what we have been doing up to this
point by writing the equation in a vertical format, describing what each part of the
equation is, draw our line, but notice here that when we do our first addition that
the number we get is over 10. Now in my equals part of the equation, why 10 min
wouldn’t this make sense? This doesn’t make sense because we are adding up the 11:10-11:20
one’s spot and we get a 1 that we have to move into the ten’s spot. So, what we do
is we draw a line that will take the one above our ten’s spot. Then, we will have 3
numbers to add up in our ten’s spot because of the extra 1 that we carried from the
one’s spot.
 Doing 5-10 examples on the whiteboard by the green carpet going through with the
students the process of carrying the 1 to get them a decent exposure to the idea of
what they’re doing so they know what to do when they have the bigger numbers to
add in the one’s spot.
 We then are going to be moving to doing some examples on the Smart Board with
the kids that they can write and follow along on mini whiteboards
Body Time
1) Have the students grab a mini whiteboard and
whiteboard markers, then go to their table spots to get
ready to do some examples.
2) Remember the expectations for using the mini 5 min
Transition Time whiteboards, we have times where we can draw on 11:20-11:25
them, but now is a time where we’re using them for
learning and we’re doing math. The students know that
they should be making expected choices here with the
whiteboard and emphasize it.
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1) Here I will have the Smart Board set up to a blank page
that I can write on for my examples.
2) I will do a couple examples doing the motions with them
in writing down some numbers, saying the plus, writing
some more numbers, saying the equals, drawing our line
from the strategy and then covering each side to do the
equation.
i. Here again I will really emphasize what to do
and maybe if I get the answer from the one’s
spot say: “Hmm I might be stuck here what can
I do with this extra 1 in the ten’s spot?”, and if a
Examples on
student raises their hand to help out and says
Smart Board 20 min
the right thing then it’s perfect. If not, I’ll say:
11:25-11:45
“Oh I remember, I have to carry the extra 1 up
to the ten’s spot!”.
ii. After I do some of these examples, I will then
write some equations on the board (around 3-
5) for students to work on where I can walk
around and assess how the students are doing
with the strategy and maybe help out the
students who maybe don’t fully understand or
get what we’re doing.
3) Also, during this time, I am going to be checking to see if
the students are drawing on their mini whiteboards
instead of doing the equations.
1) Have the students put away what they are working on
and meet back at the green carpet. Have a leader go grab
the math journals bin and come bring it back to the
4 min
carpet.
Transition Time 11:45-11:49
2) Once the leader grabs the bin, hand out the math
journals by calling out the students’ names and handing
them out one by one. The students know what they are
supposed to be doing with these.
1) The students will be writing this new strategy that they
Math Journals are learning in their math journals. 10 min
2) Walk around and see if the students need help or need a 11:49-11:59
reminding
1) Have the students put their math journals back in the
bin which will be at my desk and have the same student
Transition Time leader who brought it out to put it away. 5 min
2) Have the students clean up around their table spots and 11:59-12:04
areas, then meet me back at the green carpet for
debriefing.
Conclusion Time
 At the green carpet with the students, provide a brief closure of what we’ve 8 min
done up to this point, using vertical addition, then using our line strategy to 12:04-12:12
make this easier and now moving into carrying.
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 Ask the students how the strategy works to look for understanding
 Once the debriefing is done, have the students go and meet at the blue carpet
to get ready for afternoon attendance.
Assessment
 Using the mini whiteboards and having me walk around checking that the students are using
or at least trying the strategy

Additional Notes: