| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Addition with no regrouping |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Addition with No Regrouping
Elementary (Grade 2-3)
Mathematics
20 students
30 minutes
This lesson aligns with the Common Core State Standards for Mathematics, particularly:
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 mins | Introduce the topic of addition without regrouping. Review terms and concepts briefly. |
| 2 | Mini-Lesson | 10 mins | Teach how to add two-digit numbers using examples on the whiteboard without regrouping. |
| 3 | Printable Card Distribution | 5 mins | Hand out printable addition cards to students. Explain how to complete them during practice. |
| 4 | Guided Practice | 5 mins | Students work independently on their cards, using manipulatives if needed; teacher aids where necessary. |
| 5 | Random Check | 3 mins | Collect or randomly check the cards for understanding without student presentations. |
| 6 | Assign Homework | 2 mins | Explain the homework assignment, ensuring students understand the task. |
| 7 | Conclusion | 0 mins | Briefly recap what was learned in the lesson and address any lingering questions. |
"Good morning, everyone! Today, we’re going to dive into a very exciting topic: addition without regrouping. Before we begin, can anyone remind me what addition is? [Pause for student responses.] Exactly! Addition is when we combine two numbers to find out how many we have in total. We will focus on adding two-digit numbers today. Who can remind us what a two-digit number looks like? [Wait for responses.] Great job! Let’s get started!"
"Now, let’s take a look at how we can add two-digit numbers without regrouping. First, I’ll show you an example on the whiteboard. [Draw the problem on the whiteboard: 23 + 14.]
"Can anyone tell me what the first step is? [Wait for responses.] Yes! We start by adding the ones place. So, what is 3 plus 4? [Pause for responses.] Correct, it’s 7!
"Now, let’s move to the next step: adding the tens place. What is 2 plus 1? [Wait for responses.] That’s right, it’s 3!
"So, when we put it all together, what is 23 plus 14? [Pause for responses.] Yes, it’s 37!
"Today, we won’t have to regroup these numbers, so it will be a little easier for us!"
"I have some printable addition cards for each of you. I’ll hand these out now. [Distribute the cards to students.]
"Now, take a look at your cards. You will find different two-digit addition problems on them. Your task is to solve these problems just like we practiced on the whiteboard. You’ll have some time to work on them. If you need manipulatives, feel free to use them. Does everyone understand? [Wait for responses.] Great! Let’s get started.”
"Okay, everyone, go ahead and start working on your cards. You have 5 minutes. Remember, you can use manipulatives if that helps you! If you have any questions, please raise your hand, and I’ll come around to assist you. [Move around the classroom to offer help, checking for understanding.]
"Remember to check your work before moving to the next problem!"
"Alright, time’s up! Now, I want to check a few of your cards to see how you did. I’ll collect just a few from each of you and see if we’re all on the right track. [Collect cards or check responses randomly.]
"Great job, everyone! I’m seeing a lot of correct answers. Keep it up!"
"Before we wrap up, let’s talk about your homework. For tonight, you'll have a homework assignment that includes similar addition problems without regrouping. Make sure to complete it and return it tomorrow. If you have any questions while working on it at home, feel free to raise your hand tomorrow. Does everyone understand the homework assignment? [Wait for responses.] Awesome!"
"To conclude today’s lesson, we learned how to add two-digit numbers without regrouping. Can anyone give me one thing they learned today? [Wait for responses.] Yes, that’s right! Adding numbers can be fun!
"Remember, practice makes perfect. If you have any questions, don’t hesitate to ask tomorrow. Have a wonderful day, everyone!"
Solve the following addition problems without regrouping:
Write an equation for the addition problem and then solve:
For each problem below, show your work by breaking it down into the ones and tens place before finding the final answer:
Choose two of the addition problems you solved and explain how you added them step by step. Use the terms "ones place" and "tens place" in your explanation.
Create your own addition problem using two-digit numbers without regrouping, and then solve it.
Reflect on today’s lesson:
Practice with manipulatives at home! Gather some small items (like buttons or coins) and use them to visually show how you can add two-digit numbers together. Write down one problem and the result using your items.
Describe a time when you used addition in real life. What numbers did you add, and why was it important?
Make sure to show your work for each problem and bring your homework back tomorrow!
| Question | Answer |
|---|---|
| What is addition? | |
| What does a two-digit number look like? | |
| What is the first step in adding two-digit numbers? | |
| What is 3 plus 4? | |
| What is 2 plus 1? | |
| What is 23 plus 14? | |
| How can manipulatives help you when solving addition problems? | |
| What will be on your homework assignment? | |
| Why is it important to check your work when solving problems? | |
| What was one thing you learned today? |