Grade Level

2nd Grade

Time

60 minutes

Standards

CCSS.MATH.CONTENT.2.NBT.B.5

• Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.2.OA.B.2

• Fluently add and subtract within 20 using mental strategies.

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Lesson Objective (I Can Statements)

• I can use place value models and drawing strategies to add two-digit numbers within 100.
• I can explain how addition and subtraction are related.
• I can solve addition problems using place value and number bonds.

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Materials Needed

• Base-ten blocks (units and tens rods)
• Whiteboards and dry-erase markers (1 per student)
• Number bond templates (handout)
• Addition problem cards (labeled M - Moderate, C - Challenging, E - Extension)
• Chart paper with vocabulary: sum, addends, place value, tens, ones
• Visual timers
• Dyslexia-friendly fonts worksheets (large, spaced print)
• Colored counters (optional)
• Exit ticket slips

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Background Knowledge Needed

• Understanding of place value (tens and ones)
• Familiarity with single-digit addition facts
• Basic understanding of number bonds and decomposing numbers
• Recognition of addition as combining quantities

Foundational skills review needed

• Counting by tens and ones up to 100
• Recognizing the place value of digits in two-digit numbers

Impact on Pacing

If students show gaps in place value or single-digit addition fluency, build in 10-15 minutes early in the lesson to review and model these foundational concepts using manipulatives. This may slightly reduce time for extensions but ensures mastery.

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Success Criteria

• I can build two-digit numbers using base-ten blocks.
• I can correctly add two two-digit numbers using place value.
• I can explain my thinking using addition vocabulary.
• I can independently solve addition problems up to 100 using models or drawings.

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Lesson Activities

1. Introduction & Hook (10 min)

• Engage students by showing a mystery number made with base-ten blocks (e.g., 3 tens rods + 7 units).
• Ask: "What number do you see? How do you know?" (Review place value language).
• Introduce the day’s goal with the "I can" statements displayed large and read aloud.
• Use a quick “number talk”: Add 24 + 35 mentally. Students share strategies aloud to activate prior knowledge.

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2. Do the Math: Concept Development with Models (25 min)

Language/Academic Vocabulary

• Sum
• Addends
• Place value
• Tens
• Ones
• Decompose
• Number bond

Step 1: Use base-ten blocks to model 24 + 35

• Teacher models building each addend with tens and ones blocks.
• Combine blocks physically and then regroup if more than 9 ones.
• Ask students what happens when we combine digits in the ones place more than 9 (introducing the concept of regrouping).

Step 2: Draw a number bond for the same problem

• Break down the numbers into tens and ones.
• Show 24 = 20 + 4 and 35 = 30 + 5 on the number bond template.
• Add tens together: 20 + 30 = 50
• Add ones together: 4 + 5 = 9
• Combine to get 59

Step 3: Guided Practice

• Students use whiteboards and base-ten blocks to solve 43 + 26. Teacher circulates and prompts using language (e.g., "How many tens do you have now?")
• Possible misperception: Students might add digits separately without regrouping or confuse place value. Address by encouraging them to say place value aloud.

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3. Problem Set - Do The Math (15 min)

• Distribute problem cards labeled:
  • M (Moderate): 32 + 15, 44 + 23
  • C (Challenging): 57 + 48, 69 + 22 (regrouping involved)
  • E (Extension for advanced learners): 75 + 88 (challenge: decomposing and regrouping twice)

Students choose problems based on readiness, use number bonds and base-ten blocks or drawings to solve.

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4. Student Debrief (5 min)

• Gather students to share strategies and solutions.
• Sample debrief question: "How did using tens and ones help you find the sum?"
• Sentence stem for students: "I added the ___ first because ___, then I..."
• Discuss misconceptions students overcame and clarify through model redrawing if needed.

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5. Exit Ticket (5 min)

• Each student solves 28 + 36 independently on worksheet with number bond graphic.
• Teacher collects slips to quickly assess mastery.

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Differentiation Strategies

Learner Type	Strategy	Rationale
Dyslexic learners	Use dyslexia-friendly fonts, larger print worksheets, color-coded place value (green for ones, blue for tens), and provide oral instructions.	Reduces visual stress and reinforces understanding through multi-sensory input.
Struggling learners	Provide extra base-ten blocks and one-on-one support during guided practice. Use verbal cues.	Builds conceptual understanding before moving on to abstract problems.
Advanced learners	Challenge with three addend problems or adding two-digit numbers with regrouping and zero in ones place (e.g. 70 + 28).	Extends knowledge while keeping them engaged.

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Academic Language Support

Use consistent vocabulary with visuals and sentence frames:

• "When I add the tens, I get ___."
• "I have to regroup when the ones place sum is more than 9."
• "The sum of 24 and 35 is ___ because ___."

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Application Problem: Draw and Solve

Problem:
Maria has 46 apples and buys 27 more. How many apples does she have in total?

Draw Model:

• Draw tens rods and ones units for 46 and 27 (4 tens + 6 ones and 2 tens + 7 ones).
• Combine and regroup if over 9 ones.
• Write number bond and equation 46 + 27 = ____.

Solve:
Students complete on whiteboards or paper, sharing their process verbally or in writing.

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Summary and Reflection

• Review the "I Can" statements with the class and have students self-assess.
• Encourage students to articulate how using place value and models helps add.
• Highlight success from exit tickets and plan small group reteach if necessary.

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Teacher Reflection (Post-Lesson)

• Did students engage with manipulatives effectively?
• Were misconceptions about regrouping addressed?
• Did students speak in complete sentences using academic language?
• Were all learners (including dyslexic and advanced) appropriately challenged and supported?
• How did pacing feel; was foundational knowledge sufficient, or is a review needed next lesson?

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This lesson is designed to build fluency and conceptual understanding of two-digit addition aligned with Common Core standards, incorporating multiple learning styles, academic language integration, and explicit success criteria to empower students.