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Week Overview

This 5-day lesson plan is designed for 2nd grade students to build a strong conceptual understanding of tens and ones addition aligned with the Common Core State Standards (CCSS). Students will progressively master place value, addition with regrouping, and verbal explanation of their mathematical thinking. Each day is 60 minutes and designed for a class of 25 students. The structure follows the I-Ready Math format: Try It (individual exploration), Discuss It (partner/small group sharing), Connect It (whole group synthesis/teacher modeling).

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Day 1: Understanding Place Value in Addition

Learning Objectives

• CCSS.MATH.CONTENT.2.NBT.A.1
• Understand that two-digit numbers are composed of tens and ones
• Represent numbers using tens and ones
• Add tens and ones separately before combining

Materials

• Base Ten blocks (tens rods and ones cubes)
• Place value mats (labeled Tens | Ones)
• Whiteboards and markers

Lesson Breakdown

Time	Activity	Description
10 min	Try It	Students use base ten blocks to build given numbers (e.g., 34, 27) and break them into tens and ones. Record on place value mats.
15 min	Discuss It	Partners share their block arrangements and explain how many tens and ones they used. Teacher circulates to listen and prompt thinking with questions like "How many tens? How many ones?"
20 min	Connect It	Teacher models adding tens and ones separately using an example (e.g., 34 + 25). Students follow on whiteboards. Emphasize place value.
10 min	Independent Practice	Students solve 5 addition problems using place value mats and base ten blocks to visualize, then write addition expressions.
5 min	Wrap-up / Exit Ticket	Quick oral quiz: "How do you know if a number has 3 tens or 4 tens?" or "What does the '4' mean in 34?"

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Day 2: Adding Tens and Ones Without Regrouping

Learning Objectives

• CCSS.MATH.CONTENT.2.NBT.B.5
• Add two two-digit numbers with sums less than 100 using place value knowledge
• Understand addition as combining tens and ones separately without regrouping

Materials

• Place value charts
• Base ten blocks
• Whiteboards

Lesson Breakdown

Time	Activity	Description
10 min	Try It	Given two numbers like 42 + 35, students use base ten blocks to build each and represent on place value charts independently.
15 min	Discuss It	In pairs, students explain how they added the tens and ones separately and write equations like 40 + 30 = 70 and 2 + 5 = 7.
20 min	Connect It	Teacher leads whole group modeling scribing addition equations from blocks and charts emphasizing no regrouping needed.
10 min	Independent Practice	Worksheet with 6 addition problems without regrouping, students use place value mats or draw tens/ones and find sums.
5 min	Wrap-up / Think-Pair-Share	Students explain to a partner: "Why didn’t we have to carry over any numbers today?"

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Day 3: Introduction to Addition with Regrouping

Learning Objectives

• CCSS.MATH.CONTENT.2.NBT.B.5
• Add two-digit numbers with sums greater than 100, including regrouping (carrying) from ones to tens place
• Use place value understanding to explain regrouping

Materials

• Base ten blocks
• Place value mats
• Whiteboards

Lesson Breakdown

Time	Activity	Description
10 min	Try It	Students use blocks to add 48 + 27. They physically group 10 ones cubes into 1 ten rod when needed.
15 min	Discuss It	In small groups, students discuss why they had to regroup. Teacher facilitates with guiding questions.
20 min	Connect It	Teacher models regrouping on the board with base ten blocks and place value mat, explicitly showing how 10 ones become 1 ten.
10 min	Independent Practice	Problems involving regrouping (e.g., 56 + 38) with instructions to use blocks or drawings to demonstrate regrouping.
5 min	Wrap-up / Exit Ticket	Students write a sentence explaining regrouping in addition using place value language.

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Day 4: Explaining Addition Strategies with Regrouping

Learning Objectives

• CCSS.MATH.CONTENT.2.NBT.B.7
• Explain addition strategies using place value, properties of operations, and equations
• Develop mathematical communication skills through oral and written explanations

Materials

• Sentence starters (e.g., "First I added the ones...", "Then I regrouped by...")
• Student math journals
• Whiteboards

Lesson Breakdown

Time	Activity	Description
10 min	Try It	Students solve a regrouping problem independently (e.g., 67 + 48) and note steps on whiteboards.
15 min	Discuss It	Pairs use sentence starters to orally explain their addition process to each other. Teacher notes good vocabulary use.
20 min	Connect It	Class discussion on different strategies; teacher records student explanations on board highlighting place value words and strategy terms.
10 min	Journal Writing	Students write a short paragraph explaining how they solved an addition problem with regrouping using place value terms.
5 min	Wrap-up / Share Out	Volunteers read their explanations aloud, focusing on clarity and use of math language.

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Day 5: Review and Assessment

Learning Objectives

• CCSS.MATH.CONTENT.2.NBT.A.1
• CCSS.MATH.CONTENT.2.NBT.B.5
• CCSS.MATH.CONTENT.2.NBT.B.7
• Demonstrate mastery of place value understanding and addition with and without regrouping
• Communicate mathematical reasoning clearly

Materials

• Mixed addition problem set (with and without regrouping)
• Exit tickets
• Manipulatives (optional)

Lesson Breakdown

Time	Activity	Description
15 min	Try It	Students independently solve a mix of 8 addition problems on dry erase boards, using place value blocks or drawings as needed.
15 min	Discuss It	Partner review: Students exchange answers and explain how they solved each problem emphasizing place value and regrouping understanding.
20 min	Connect It	Teacher-led class discussion on common strategies, misconceptions, and problem solving approaches.
10 min	Exit Ticket	Short quiz with 5 problems: Students add two-digit numbers and write a sentence explaining one of their answers.

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Additional Teacher Notes

• Use manipulatives daily to continuously reinforce concrete understanding before abstract notation.
• Provide sentence frames to support language development in explaining math processes.
• Encourage peer collaboration to build confidence and oral communication skills.
• Monitor each student during Discuss It activities to identify who needs additional support or extension.

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This detailed plan ensures a coherent gradual build from place value understanding to complex addition with regrouping while developing students' oral and written explanation skills essential for math comprehension and adherence to the Common Core standards.