Adding
and Regrouping
3 Digit
Numbers
Lindsey Franklin
1^{st} Grade Mathematics
March 4, 2006
Author
Information
I,
Lindsey Franklin, am a senior at Piedmont Baptist
College and
Overview
Purpose/Goals:
To teach students the importance of
mathematics and its uses. Many
people do not see how mathematics can be fun, so the
purpose of the lesson is to: 1.)
Teach students about adding three digit numbers 2.) Teach students about regrouping
numbers 3.) Incorporate fun games from the internet to aid
in the learning process and
4.) Make the lesson as interesting and meaningful as
possible.
Objectives:
1.) Add multiples of hundreds
2.) Add 3 digit numbers, regrouping the ones.
3.) Add 3 digit numbers, regrouping the tens
4.) Complete unit assessment test in less than 30 minutes
with 70 percent accuracy.
All lessons in this unit cover
Mathematics Standards for
Strands: 
Number and
Operations, Measurement, Geometry, Data Analysis and Probability, Algebra 
COMPETENCY
GOAL 1: 
The learner
will read, write, model and compute with whole numbers through 999. 

Objectives a.
Connect model,
number word, and number using a variety of representations. b.
Read and write
numbers. c.
Compare and
order. d.
Rename e.
Estimate f.
Use a variety of
models to build understanding of place value (ones, tens, hundreds).. 1.02 Use area or region models and set
models of fractions to explore partwhole relationships in contexts. a.
Represent
fractions (halves, thirds, fourths) concretely and symbolically. b.
Compare
fractions (halves, thirds, fourths) using models. c.
Make different
representations of the same fraction d.
Combine
fractions to describe parts of a whole 1.03 Create, model, and solve problems
that involve addition, subtraction, equal grouping, and division into halves,
thirds, and fourths (record in fraction form). a.
Strategies for
adding and subtracting numbers. b.
Estimation of
sums and differences in appropriate situations. c.
Relationships
between operations 1.05 Create and solve problems using
strategies such as modeling, composing and decomposing quantities, using
doubles, and making tens and hundreds 
COMPETENCY
GOAL 2: 
The learner
will recognize and use standard units of metric and customary measurement. 

Objectives a.
Length (meters,
centimeters, feet, inches, yards). b.
Temperature
(Fahrenheit) 2.02 Tell time at the fiveminute
intervals. 
COMPETENCY
GOAL 3: 
The learner
will perform simple transformations. 

Objectives a.
Symmetric
figures. b.
Congruent
figures. 
COMPETENCY
GOAL 4: 
The learner
will understand and use data and simple probability concepts. 

Objectives 
COMPETENCY GOAL
5: 
The learner
will recognize and represent patterns and simple mathematical relationships. 

Objectives 
From website:
http://www.ncpublicschools.org/curriculum/mathematics
Computer Skills:
Competency
Goal 1: The learner will understand important issues of a technologybased society
and will exhibit ethical behavior in the use of computer and other
technologies. 
Objectives: 
Competency
Goal 2: The learner will demonstrate knowledge and skills in the use of
computer and other technologies. 
Objectives: 
From website: http://www.ncpublicschools.org/curriculum/computerskills
NETS*S:
GRADES PRE K  2
Performance Indicators:
All students should have opportunities to demonstrate the following
performances.
Prior to completion of Grade 2 students will:
From website: http://cnets.iste.org
Learner
Description
All four lessons are designed for a second grade learning
level class in
Mathematics. The prior knowledge
that the class should have is the basic understanding of whole number 099, basic
addition facts and adding two digit numbers. The abilities required of students
in the class are: being able to listen, read, copy and compute the material.
They will demonstrate their knowledge through an end of the week test, plus
worksheets and working problems on the board.
Special
needs: I will be using different teaching methods for different types of
learners including visual, oral and kinesthetic. I have one student with
learning disabilities who requires outside help three days out of the week and
two very advanced learners. Three students who are nearsighted will be placed
closer to the front to see the board. At the end of each lesson I include some
options for students who get done with the work quickly and need extra things
to stimulate their learning.
Chapter 23
Review/ Test
Name_____________________
Add.
200 + 400 = _________
100 + 700 =_____
300 + 600 =
_________
500 + 200 = _____
Add. Regroup when you need to.
Hundreds Tens Ones
Hundreds Tens Ones
1
4
9
3
8
2
+
1
2
3 + 1
7
5
The elephant ate 150 peanuts for
breakfast. They ate 250
peanuts for lunch. How many peanuts did they eat in all? _______
The big elephant eats 400 peanuts for
dinner. The little
elephant eats 150 peanuts for dinner. Why
do you think the little
elephant
eats fewer peanuts?
Resource
List
1.) Teacher and Student Textbook and Workbook
(MacMillan/McGrawHill Math. Grade
2, Volume 2)
2.) Test book
3.) Microsoft Word
4.) Microsoft Power Point
5.) Internet
6.) Intervention Handbook (MacMillan/ McGrawHill Grade 2,
Volume 2)
7.) Exploration Activity Guide (MacMillan/McGrawHill Grade
2, Volume 2)
8.) Overhead Projector
9.) Place value models and manipulatives
10.) Mighty Math Carnival Countdown Computer Software 3.1
(From Riverdeep. Grade
Level K2)
11.) Disney’s “Count on Math” Series
(Title 1Solving Equations, Grades 26)
12.) Blank notebook paper, pencils
Sources
1.) Math. MacMillan/McGrawHill
Math. Grade 2, Volume 2.
included: Intervention Handbook and Exploration Activity
Guide)
2.) http://www.lessonplanspage.com/Math23.htm
“Math Lesson Plans Grades 23”.
3.) http://www.macul.org/newsletter/2000/jan2000/techelem.html
“Using Technology in
the Elementary Classroom”.
Assessment
This unit will consist of three
lessons, one review day and a written test on the
fifth day which is already included. However, there are
other ways I will be assessing the
students’ progress. I will be
using a three point rubric for assessment. There are five elements or
categories and three qualifiers for each part.
Scoring Rubric:
1513: A
1210: B
97: C
64: D
30: F
LESSON PLAN
Date: Day
One
Subject
or Class: Grade 2 / Math
Text Reference: MacMillan/McGrawHill Math. Grade 2 p. 433434
Objective: Students will add hundreds and complete
student made worksheet.
Activity 
Description of Activities and Setting 
Materials and Supplies 
Time 
1. Focus and Review 
We have just had a test on learning to add 2 digit numbers. Now we will move to adding 3 digit numbers. 

1 minute 
2. Statement of Objectives 
Today we are going to learn how to add numbers that have three digits instead of only two. 

1 minute 
3. Teacher Input 
Write out problems on overhead from previous test (5 + 3 = 8: 6 + 3 = 9) Use same method to solve 100 + 300 (Think 1 + 3 = 4, so 1 hundred + 3 hundred = 4 hundred). Illustrate with counting blocks 
TRANSPARENCY
AND OVERHEAD  Counting blocks 
5 minutes 
4. Guided Practice 
Using a spinner labeled 1, 2, 3 and 4, set up sentences by calling out two numbers as you spin. Students write answers on paper. Call out and have them check each others papers. 
Spinner Paper and pencils for students 
15 minutes 
5.
Independent Practice 
Using Microsoft Word, have students type ten number sentences in multiples of hundreds. Have students print out their problems and give to person to their right to check. 
COMPUTER:
MICROSOFT WORD 
20 minutes 
6. Closure 
As the students line up for lunch, ask each a true or false question from the math lesson Ex.: 100 + 200 = 300 *T 500 + 200 = 7 *F 

8 minutes 
For advanced learners: Write numbers 100500 on the board. Have pairs sit together and let one pick two numbers to add. Partner shows one addend and the sum of the two numbers. The other students must figure out the hidden addend.
LESSON PLAN
Date: Day
Two
Subject
or Class: Grade 2 / Math
Text Reference: Textbook p.
437738
Objective: To build onto
adding three digit numbers by regrouping ones.
Activity 
Description of Activities and Setting 
Materials and Supplies 
Time 
1. Focus and Review 
 List 3 problems from yesterday on board. Draw names to do these on the board. Today we will learn how to add 3 digit numbers that are not hundreds. 
Board Chalk 
3 minutes 
2. Statement of Objectives 
Today we will learn how to add numbers that have three different digits. By the end of the lesson you will be able to add them on your own by practicing on a worksheet. 

2 minutes 
3. Teacher Input 
Review meaning of regroup with students Show power point presentation of regrouping and adding numbers 
COMPUTER:
POWER POINT PRESENTATION 
20 minutes 
4. Guided Practice 
Have pairs of students count out a set of 2 hundreds and 5 ones models and a set of 3 hundreds and 8 ones models. Add groups together. They need to trade 10 ones for 1 ten model. Continue practicing regrouping. 
Place value models 
5 minutes 
5.
Independent Practice 
Worksheet page 437. Regrouping and using models to add. H T O 1 2 3
+
2
3
8

Worksheet 

6. Closure 
Review by students accessing internet at www.funbrain.com/math/index.html 
COMPUTER:
INTERNET 
5 minutes 
For advanced learners: Write 200 + _______= 600 on board and so on. See who gets the most right.
LESSON PLAN
Date: Day
3
Subject
or Class: Grade 2 / Math
Text Reference: Textbook
page 439440
Objective: Regrouping
Tens
Activity 
Description of Activities and Setting 
Materials and Supplies 
Time 
1. Focus and Review 
Review meanings of ones, tens and hundreds/ Write 234 on board and identify each place. 
Board Chalk 
2 minutes 
2. Statement of Objectives 
Today students, you will add three digit numbers, and we will learn how to regroup the tens place. 

3 minutes 
3. Teacher Input 
Ask “How do you know when to regroup in the tens place?” (A: “If the sum in the tens place is greater than 9, I regroup.”) Work through Learn worksheet with them (page 23 Text: Do example 1) 
Textbook Worksheet 
10 minutes 
4. Guided Practice 
Quick check of some on the board : H T O 2 4 8 +
3
2
6 
Board Chalk 
5 minutes 
5.
Independent Practice 
Students use the math software program (medium level) to add 3 digit numbers, regrouping the tens place. 
MIGHTY MATH CARNIVAL COUNTDOWN SOFTWARE COMPUTER 
20 minutes 
6. Closure 
Compare scores of math software. The highest scorer gets some candy as a prize. Review on the board again how to add the numbers, regrouping the tens place. 

5 minutes 
For advanced learners: Let them tackle the hard level on the software.
LESSON PLAN
Date: Day
4
Subject
or Class: Grade 2/ Math
Text Reference: Review for
test!
Activity 
Description of Activities and Setting 
Materials and Supplies 
Time 
1. Focus and Review 
Yesterday we learned to add 3 digit numbers, regrouping in the tens place. Today we will review over adding those numbers and regrouping in the ones and tens place. 

2 minutes 
2. Statement of Objectives 
Today we are watching a video about adding and regrouping. Then we will play a review game on the computer for our test tomorrow. 

3 minutes 
3. Teacher Input 
Show Disney’s “Count on Math” Series (Grades 26). 1^{st} Title on adding. 
TELEVISION AND VIDEO 
10 minutes 
4. Guided Practice 
Let the students access the Soccer Shootout math game on the internet at http://funbrain.com/fractop/index.html (Hard level: Addition) 
INTERNET AND COMPUTER 
15 minutes 
5.
Independent Practice 
Review over some problems for the test tomorrow. Use the test as a guide. 

10 minutes 
6. Closure 
Answer questions about the test or the material. 

5 minutes 
UDL Analysis
Description
of Instruction: In this unit, the teacher will
provide many different representations of the math concept by lectures, manipulatives,
visuals, games and worksheets, power points and even videos. There are
definitely many opportunities for a student to succeed in this week of learning
by listening well, completing their work, following instructions, having good
conduct and showing an understanding of the concept through projects, tests and
worksheets.
Modification for Gifted/Slow Learners: At the end of each lecture lesson, I
included various ways to challenge
advanced students in their knowledge. They could also work ahead on some things
or even help other peers who are struggling. For slow learners, study sheets
and after school help will be provided, as well as more time to work with the
manipulatives used in class. They will also have access to number charts taped
on their desk for help with easy addition and subtraction.
Modifications
for ESL students: By working in groups, an ESL
student can definitely profit on some of these projects. Peer instruction and
help has been proven over and over again to be useful. They also could be given
a help sheet with some common English terms. Another useful idea is to have a
special tutor or even find a supplement textbook written in their language.
I. TECHNOLOGY OPERATINS AND
CONCEPTS
IB. Demonstrate
continual growth in technology knowledge and skills to stay abreast of current
and emerging technologies.
II. PLANNING AND DESIGNING LEARNING
ENVIRONMENTS AND EXPERIENCES
IIA.
Design developmentally appropriate learning opportunities that apply technologyenhanced
instructional strategies to support the diverse needs of learners.
IIB.
Apply current research on teaching and learning with technology when planning
learning environments and experiences.
IIC.
Identify and locate technology resources and evaluate them for accuracy and
suitability.
III. ASSESSMENT AND EVALUATION
IIIA.
Apply technology in assessing student learning of subject matter using a
variety of assessment techniques.
IIIB.
Use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize student
learning.
IIIC.
Apply multiple methods of evaluation to determine students’ appropriate
use of technology resources for learning, communication and productivity.
IV, SOCIAL, ETHICAL LEGAL AND HUMAN
ISSUES
VIC.
Identify and use technology resources that affirm diversity.
Instructional
Design Reflection
Overall, this project has really stretched me as far as the
teaching realm goes. It really made me more appreciative of how much work
teachers really do. It is also helpful for me to realize what pressure teachers
are put under to make sure their students succeed in every given area. This
unit was only for one subject for one week and it definitely stretched me as
far as organization and preciseness.
Another very important thing I have learned is how many
resources are out there to help teachers with their jobs. Using things like the
internet, videos, manipulatives or even overhead projectors can be utilized as
great tools for lessons. The technology side of our world has really become a
great help to teachers and is something that should not be feared or cast
aside.
Lastly,
I learned that there are numerous ways to teach a concept. Education is a never
sleeping, always changing field. It has so much to offer and can never be
mastered by one person at one time. It takes a group effort of teachers sharing
ideas amongst themselves for the good of students. It also takes participation
on the student’s part to do their best at everything they do. Learning
should always be exciting to us, especially in the world of mathematics where
there is so much room for creativity and originally designed lesson plans.