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# USF Elementary Education Lesson Plan Template (S 2014)

Mercurio_________________
Subject/Content: Math/
Taught: 2
Subtracting two 2-digit
numbers

Name: __Kellie
Group
Size:
Whole
Group

## Date of Lesson: 11/3/16

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

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.

## USF Elementary Education Lesson Plan Template (S 2014)

Mercurio_________________
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
this content?

Name: __Kellie
Group
Size:
Whole
Group

## Date of Lesson: 11/3/16

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

Time

Who is
responsibl
e?

## 1. I will model how change a tens rod into 10 ones as a reminder

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

## USF Elementary Education Lesson Plan Template (S 2014)

Mercurio_________________
Subject/Content: Math/
Taught: 2
Subtracting two 2-digit
numbers
What Higher Order
Thinking (H.O.T.) questions
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?
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name: __Kellie
Group
Size:
Whole
Group

## have them write down the problem.

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

## USF Elementary Education Lesson Plan Template (S 2014)

Mercurio_________________
Subject/Content: Math/
Taught: 2
Subtracting two 2-digit
numbers

Name: __Kellie
Group
Size:
Whole
Group

## have dont get it at all, 2 is they get it but couldnt teach it to

someone, and 3 is they get it and they could teach it to
someone else if they had to.
What will you do if

## a student struggles with the content?

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.

## a student masters the content quickly?

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
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.

## USF Elementary Education Lesson Plan Template (S 2014)

Mercurio_________________
Subject/Content: Math/
Taught: 2
Subtracting two 2-digit
numbers

Name: __Kellie
Group
Size:
Whole
Group

## Date of Lesson: 11/3/16

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