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Lesson Plan Template

Primary Subject Area: List the primary content area for this lesson.
Math

Content Standard(s) and/or Common Core Learning Standard(s):

(1c: Setting Instructional Outcomes)
2.NBT.B.7- Add and subtract within 1000, using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a
written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds
and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or
hundreds.
Outcomes: What will students know and be able to do as a result of this lesson? Include if the outcomes will be differentiated as part of the
lesson, if applicable. Include a variety of different types of outcomes. Should be written: Student will learn.
(1c: Setting Instructional Outcomes)
Students will learn to subtract with regrouping in the tens and ones places. Students will remember to check to
see if they need to regroup or not before subtracting. Students will subtract accurately.
Lesson Procedures: The procedures should clearly describe the sequence of learning activities (identify the pedagogy used with each
activity). Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks
during the learning activities. Each activity should specifically connect to one of the learning outcomes.
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing
Coherent Instruction)
I will begin with showing the students a problem word problem and then move into regrouping. They will have the
opportunity to turn and talk with their neighbor about how they would solve the problem. We will go through 3
different examples as a class. These problems will be demonstrated and we will discuss it as a class and then I
will hand out a work sheet for the students to work on at their seats. (approximately 5-7 min)
Students will then be given a worksheet that contains various math problems and a handout with two anchor
phrases: More on top, no need to stop and More on the floor, go next door and get 10 more. Some of the math
problems need regrouping and some of them may not. Students will work with a partner at their tables to solve
the equations accordingly: More on Top- No need to Stop and More on the floor-Go next door and get 10 more.
These are two phrases we have been using since the beginning of this unit to help them remember to check if
they need to regroup before subtracting. Students will be working on using the phrase I agree with you because
or My thinking is different than yours because.. as they work through sorting the problems. We will then go
over them as a whole group. I will remind them to make sure they are showing their thinking like Real-World
Recognizer reminds us. Real-World Recognizer is one of our super heroes we use to remember our Math Practice
Standards. (approximately 15 min)

Interdisciplinary Connections: Provide a listing of the subject area(s), in addition to the primary subject area that is incorporated in this
lesson with explanation.
(1a:
Demonstrating Knowledge of Content and Pedagogy)
Students need to have a basic knowledge of place value to be successful with regrouping. They need to
understand more and less, ones, tens and understand what it means to take something away. Basic subtraction
skills are also needed for this lesson. The vocabulary can sometimes be a challenge to students so I try to use
various terms for the same thing. For example I might use the words more, larger, greater, biggest
interchangeably so that students become familiar with the concepts. We also use the words take away, subtract
and minus when referring to subtraction.

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Anticipated Difficulties: What academic difficulties or possible misunderstanding do you anticipate that students may encounter, if
applicable? How will you prevent them from occurring?
(1a: Demonstrating Knowledge of Content and Pedagogy)
Students often forget to ask themselves if there is more on top or more on the floor before they begin
subtracting. We will review these phrases throughout todays lesson and I will offer them an anchor card to take
with them while working independently that will hopefully remind them to ask the question each time before they
subtract. Students will forget to write how many 10s or 1s they have after they go next door and get 10 more. I
will remind them to record their thinking at all times- that they need to be Real World Recognizers (math
practice standard) and show their thinking. Basic subtraction mistakes are still a possibility as students are still
working on learning their facts.

Grouping Strategy: Describe how you will group students to facilitate learning of the outcomes of this lesson, if applicable.
(1e: Designing Coherent Instruction)
Students will work with their table during productive group work. Students will work independently on their final
sorting activity. I will be walking around to help those who I feel need a little more support.

Differentiation: Describe how you will differentiate instruction for a variety of learners, if applicable.
(1e: Designing Coherent
Instruction)
I will differentiate instruction by walking around and supporting those that need my help. Students who have an
understanding of the material will be allowed to go work independently and choose which math game to play or
work on a challenge page.

Relevance: How is this lesson relevant to students in this class (interests, cultural heritages, needs), if applicable?
(1b: Demonstrating Knowledge of Students)
This lesson will be presented to all students in the class. Several of my students struggle with staying engaged
during any lesson and usually require additional support when working independently. I will encourage and support
those that need additional support, while giving some free choice to those who have completed the independent
work. I have students who enjoy math games once they are finished with their independent lesson. Students are
given the opportunity to choose what fits their learning interests.

Technologies and Other Materials /Resources: List all academic resources, and technologies that are needed by the student or the
teacher to execute the lesson.
(1d
: Demonstrating Knowledge of Resources)
Resources needed include: PowerPoint example problems, regrouping subtraction work sheets, print out
subtraction color by number sheets, anchor cards, crayons or colored pencils, Math Practice Standards super
hero cut out

Assessment: Describe any formative or summative assessments to be used in the lesson, if applicable.
(1f: Designing Student
Assessments)
I will monitor students while they are working to see who still is having difficulties with this lesson. I will know to
keep a closer eye on them or pull them into the small group during independent time. I will use the color by
numbers page to see if students understand when they need to regroup or and when they do not. I will also use
this activity to see which students understand the concept of regrouping while subtracting. This coloring page
will allow me to see what mistakes or misunderstandings students are making and allow me to plan for the next
lesson.

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Reflections: Write a reflection assessing the effectiveness of the lesson and ways in which it might be improved, if applicable. It is
recommended you review the rubric prior to writing this reflection.
(4a: Reflecting on
Teaching)

Be sure to attach or upload any resources used with this lesson including assessment results or student work