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Name: Aaron Hansen Date: 4/3/17

Title: Subtraction with Regrouping Review and Double Digit Introduction

Grade Level(s): 2nd Subject: Math

Time Requirements: 1 hour

Materials List:
- Dice
- Felt squares
- Pencils
- Base 10 blocks
- Paper

Standards: http://www.azedgov/azccrs/
2.NBT.B.7 Add and subtract within 1000 using regrouping as needed. Students may
draw pictures to help solve the problem

Instructional Objective: (student friendly language)

.SWBAT solve double digit subtraction w/ regrouping problems using different math

Language Objective: SWBAT justify their mathematical reasoning using key math terms
such as exchange/borrow/trade.

Active Instructional Plan:

Lesson Introduction/Anticipatory Set: The lesson will begin with briefly with review
of what was discussed last week. As well as letting the students continue their game of
race to 0. This game was introduced Friday, but students only had 10 minutes to play so
only one group finished (~20 minutes or less)
Main Lesson Tasks/Activities :
Modeling: After students have finished their game, students will be called to the rug with
their base 10 blocks and their partners. Using the document camera, I will show students a
double digit regrouping math problem. I will ask the students if I can the 7 cubes away
from 9. Then I will ask students if I can take 2 rods away from 5. While students answer, I
will be recording the algorithm while modeling with the base 10 blocks on the document
Guided Practice: At this point I will ask for student volunteers to help me solve another
double digit subtraction problem with regrouping in which one student will be modeling
with base 10 blocks and the other will be doing the algorithm. This may be shorter as
students seem to have a good grasp on regrouping. This lesson will help me gauge
whether or not students will be able to move into 3 digit subtraction with regrouping.
Independent practice: Students again get to play race to 0 but with the new rule of
using 2 dice instead of 1. While students are playing their games, I will be walking around
checking the math problems that they have been setting up. After students begin finishing
I will have them switch partners.
Closure: As closure, we will play one last game of race to 0 but as a classroom versus the teachers!
While playing student will come up to do the math while I ask them to explain their reasoning for solving
their problem in the way that they do.

Assessment/Evaluation: Most of the assessment in this lesson is formative as I walk

around the classroom and here students discussions while looking at their work. Students
also demonstrate their knowledge by orally explaining what they are doing and why in
order to show comprehension.

Differentiation Strategies Lower achieving and really all students are allowed to use
manipulatives as needed in order to solve the problem. Students are also paired in groups
in a socially lax environment of playing a game. For higher achieving students, game rules
can be changed to a 3 digit number and racing to zero as well as the amount of dice they
use for each roll.