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Mercurio_________________

Grade Level Being

Subject/Content: Math/

Taught: 2

Subtracting two 2-digit

numbers

Name: __Kellie

Group

Size:

Whole

Group

Lesson Content

What Standards (national

or state) relate to this

lesson?

MACC.2.NBT.2.5 Fluently add and subtract within 100 using strategies based on place

value, properties of operations, and/or the relationship between addition and subtraction.

Essential Understanding

How do you record 2-digit subtraction?

Objectives- What are you

teaching?

SWBAT draw quick pictures and record 2-digit subtraction using the standard algorithm.

SWBAT rotate groups to answer math problems based on their skill level.

Rationale

I am teaching this because students need to practice adding and subtracting numbers

without using their fingers.

They will eventually be able to regroup numbers quickly in their head which helps with

mental math.

Evaluation Plan- How will

you know students have

mastered your objectives?

Formative

The students will be completing the two problems at the bottom of page 242 from their

packet and I will be checking these answers for correctness. I will then use their answers

to put them in groups. If they got both questions incorrect, I will have them do 1-digit

subtraction. If they got one wrong, I will have them do 2-digit subtraction. If they got both

of them correct, I will have them do 3-digit subtraction.

Summative

I will collect their answer sheets and see how many they got correct. I will also have them

complete an exit ticket just like the previous lesson, where they answer a question and

rank their understanding on a scale of 1-3.

Mercurio_________________

Grade Level Being

Subject/Content: Math/

Taught: 2

Subtracting two 2-digit

numbers

is necessary for a teacher

to teach this material?

What background

knowledge is necessary for

a student to successfully

meet these objectives?

What misconceptions

might students have about

this content?

Name: __Kellie

Group

Size:

Whole

Group

The teacher needs to know how to regroup numbers and be able to demonstrate how to

decompose a 10 for 10 ones so the students are able to subtract. The teacher also needs

to know their students and needs to know what groups they should go into based on

ability.

The students need to know their basic addition and subtraction facts. The students also

need to know how to regroup. The students need to know how to decompose a ten.

The students may not remember their basic addition and subtraction facts, making it

hard to subtract the two numbers quickly. The students may subtract the top number

from the bottom number. The students may take a ten and regroup it to the ones but

forget to change the number of tens they have.

Lesson Implementation

Teaching Methods

I will teach through direct instruction, modeling with base ten blocks how to regroup for

subtraction. I will then model how to solve a subtraction problem with regrouping, having

the students try to model their own on their papers. I will then have the students work on

their own, completing the two problems before beginning the scoot activity. Accountable

talk when going over questions and/or during turn and talks.

Step-by-Step Plan

(What exactly do you plan to

do in teaching this lesson? Be

thorough. Act as if you needed

a substitute to carry out the

lesson for you.)

Where applicable, be sure to

address the following:

Time

Who is

responsibl

e?

of how to regroup because this was something they had

struggled with in my first lesson. I will then demonstrate how

to regroup for subtraction using base-ten blocks and how to

properly write it down in problem form.

2. Then I will have students model the for the teacher problem

at the bottom of page 241 using base-ten blocks. Then I will

Mercurio_________________

Grade Level Being

Subject/Content: Math/

Taught: 2

Subtracting two 2-digit

numbers

What Higher Order

Thinking (H.O.T.) questions

will you ask?

How will materials be

distributed?

Who will work together in

groups and how will you

determine the grouping?

How will students

transition between

activities?

What will you as the

teacher do?

What will the students do?

What student data will be

collected during each

phase?

What are other adults in

the room doing? How are

they supporting students

learning?

What model of co-teaching

are you using?

Name: __Kellie

Group

Size:

Whole

Group

3. I will have the students complete the two problems at the

bottom of page 242 as a formative assessment and use that

to group them. If they got both questions incorrect, I will have

them do 1-digit subtraction. If they got one wrong, I will have

them do 2-digit subtraction. If they got both of them correct, I

will have them do 3-digit subtraction. I will be using their

scores and their ratings from the last lesson they did with me

to help with their groupings.

4. I will then explain the rules for the scoot game and pass out

the index cards with the problems on it. I will also have a

student passing out paper to the class while I am passing out

the index cards. One of the index cards will have a letter and

the other will have a number. During the first round, the

students will only flip the index cards that have the letters on

them.

5. Once the students are in their appropriate groupings, they

have 1 minute to complete the problem. If after the timer

goes off and the students need more time, I will add 15-30

more seconds. When the students hear the timer go off, they

know to stop and put their pencils down and to flip the index

card over. When I ring the bell and shout Scoot! that is their

signal to scoot seats with only their paper and pencil. They

are to leave the index cards on their desk.

6. The students should have a total of 8 question completed by

the end of this lesson. After they have rotated through all of

the questions that have letters on them, we will complete the

process again using the cards with the numbers on them.

7. At the end the game, the students will complete an exit ticket

that has one subtraction question (54-27=27) on it (the same

for everyone) and they will rate themselves based on their

confidence on how well they understood the lesson. 1 is they

Mercurio_________________

Grade Level Being

Subject/Content: Math/

Taught: 2

Subtracting two 2-digit

numbers

Name: __Kellie

Group

Size:

Whole

Group

someone, and 3 is they get it and they could teach it to

someone else if they had to.

What will you do if

I will extend the time limit from 1 min to 1 min 30 sec. If the student still

cannot get the concept, I would have them move from 2-digit subtraction to 1digit subtraction.

I will challenge the student to see how fast they can solve the problems

correctly or see how many problems they can solve correctly in the same

amount of time as the other students.

needs as people and as

learners

If applicable, how does this lesson connect to the interests and cultural

backgrounds of your students?

This lesson will be in a game format for the students and all of the students

enjoy playing games, especially with their friends.

If applicable, how does this lesson connect to/reflect the local community?

This reflects the local community by focusing on respect and sharing. The

students are switching desks and need to be mindful of the other students

materials that may be on, in, or near the desks. They also need to be aware

that when they are switching, not to push each other out of the way to get to a

new desk.

How will you differentiate instruction for students who need additional

challenge during this lesson (enrichment)?

For these students, I will be assigning them questions that have 3-digit

subtraction as opposed to 2-digit subtraction.

Mercurio_________________

Grade Level Being

Subject/Content: Math/

Taught: 2

Subtracting two 2-digit

numbers

Name: __Kellie

Group

Size:

Whole

Group

How will you differentiate instruction for students who need additional

language support?

I will have the students have the instructions translated into their native

language by another student.

Accommodations (If

needed)

J,A,M,N and possibly V will need to do 1-digit subtraction or they will need to work on 1 st

grade math in the back of the class with my CT.

Materials

Base-ten blocks

Index cards with problems for each group according to skill level (two per desk with a

total of 36 problems)

A bell to signal for students to switch seats

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