Math

Lesson 9.7 Using Addition to Check Subtraction

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9
2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction.
2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
Children will relate addition to subtraction by using one operation to check the other.

Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
Students will successfully complete independent practice worksheet packet and be able to explain how they got their answers.
What modifications of the above assessment would you use for language learners and/or students with special
needs?
While teaching the lesson, I will explicitly discuss academic language and check-in for understanding. I will also model using
manipulatives on a part-part-whole graph to help solve the problem.

Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
Subtract two-digit numbers, add two-digit numbers.
Strategy to connect school learning with prior experiential knowledge and/or cultural background
Ask the students to explain what they know about subtraction, addition and regrouping.
Pre-assessment strategy
Remind children that they have already learned how addition and subtraction are related. What are the related addition facts
for 5-2=3

Academic Language. TPE: 7 & 9
What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?
Regroup, difference, sum, check, addition, subtraction, add, parts, whole.
Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels)
Describe your differentiated instructional strategy.
After guided instruction, I will have the class work on independent practice worksheet while I walk around and check for
understanding. For students that are lower level, I will allow them to use manipulatives and also have them use a part-part-
whole graph to model the problem. Students who are advanced and complete their work early will be allowed to help their
peers who are struggling because as they reteach the lesson, they reinforce their understanding of the problem. I will offer
these students advanced practice worksheets or games. There will also be blank worksheets in the back of the classroom for
students to create their own problems and challenge a partner to solve.



Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and
prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor
student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.
Time
Teacher
Students
Resources/



Materials
8:30
Teacher will activate prior knowledge by
Students will think-pair-share and then raise hands Paper, pencil,

reminding children that they have already
to participate in discussion.
manipulatives,

learned how addition and subtraction are

part-part whole

related. What are the related addition facts
chart.

for 5-2=3? Teacher allows think-pair-



share.










8:35
Review vocabulary. Teacher already has
Students read vocab words chorally with teacher


vocab words written on whiteboard.






8:40
Teacher begins enVision math computer
Students watch video and participate in questions.
Laptop/compute

lesson. Teacher pauses several times during
r, CD-rom for




8:45


8:50




8:52






9:05

video to ask questions and check for

understanding.

Teacher passes out independent practice
worksheets

Teacher begins guided practice problems
from worksheet on the board.



Teacher has children work independently
or with someone sitting next to them.
Teacher circulates around classroom to
focus, assess and advance student thinking
and will decide which problems will be
shared.

Teacher will review selected problems with
the class to check for understanding.

Students think-pair-share and fill out worksheet
completing same problems. One student at a time
explains their answer to the class.


Students work independently or with a partner to
complete worksheet packet.





Students follow along and correct their answers

enVision math
lesson.

9.7 Practice
Worksheets