LESSON PLAN TEMPLATE

Name: DeFilippo Topic/Title: Math/Subtraction with Regrouping Grade Level: 2 1a. STANDARD: NJ Common Core Standards CCSS.Math.Content.2.NBT.B.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. CCSS.Math.Content.2.NBT.B.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. 1 2a. STUDENT LEARNING OBJECTIVES SWBAT subtract two digit numbers using regrouping. 3. ASSESSMENT 1b. ENDURING UNDERSTANDINGS SWUT numbers are interrelated through regrouping as well as why you need to regroup when the ones place has a number that is over ten.

VISION-SETTING: KNOW, SO, SHOW

2b. TEACHER CONTENT KNOWLEDGE (necessary prior knowledge) TW need to know how to regroup two digit numbers using subtraction.

Informal- TW ask students to give a thumbs up, to the side, or down signal to see how well they understand the topic/segment of the lesson if I feel like the students are confused or falling behind. TW walk around the room and observe how well the students are working/answering questions. TW use a checklist to see how well the students are working and answering question. Formal- TW have the students correct an incorrect regrouping subtraction problem worksheet and write what the mistake was, the correct answer, and how they solved it correctly. TW check over scavenger hunt. If students dont understand how to subtract with regrouping a small group will be made to practice this concept during recess.
4. ADAPTATIONS AND ACCOMMODATIONS (During CL I and II, indicate which individual children need adaptation or accommodation.)

CB and KC are sitting in groups that have students who are strong readers and overall strong students. CB and KC are pulled out of class for reading with a reading enrichment program. KC will get peer help from OC if necessary if she falls behind in a task. DP is an ELL student. DP will get a longer wait time when picked on to answer questions. DP gets pulled out of class to go to an integrating into a new environment class specifically for ELL students. **There will be a new student coming to our class sometime in February with severe behavioral problems and a tendency for severe behavior issues. More information to come after further observations. ** Rock Star Role Model
PROCEDURE AND PRACTICE TEACHERS ROLE WHAT ARE STUDENTS DOING? Questions to Ask 1 STARTER/ANTICIPATORY SET (5 min.) TW ask true or false questions to the class using a power point on the star board. SW answer questions. When answering a 2 digit subtraction problem I start with the tens place-False I write the larger number first and put it on top of the smaller number- True Do I need to regroup? 90-16-True Do I need to regroup? 65-14-False MATERIALS

METHODS: GO

Star board Power Point

2. INTRODUCTION OF NEW MATERIAL (Guided Instruction/Procedure/Exploration) (5 min.) TW introduce a regrouping poem to help the students remember when, how and why to regroup when using subtraction. Poem: More on top, No need to stop! More on the floor, Go next door, Get 10 more! Numbers the same, Zeros the game! *students were recently introduced to the topic of double digit subtraction 3. GUIDED PRACTICE/EXPLORATION/ACTIVITY (15 min.) 1. TW hand out tens and ones work mats as well as tens and ones manipulatives to solve problems on a worksheet labeled Subtraction with regrouping. 2. TW read an introduction to regrouping and provide an example on the worksheet.

SW recite the poem.

Worksheet labeled When to regroup?

1.

SW get their tens and ones work mats along with their tens and ones manipulatives. SW listen and read the same introduction to regrouping on their worksheets. SW use tens and ones manipulatives on a tens and ones work mat to solve 3-5 subtraction with regrouping problems. SW solve the next 3 problems without their work mat or tens and ones manipulatives.

Tens and ones manipulatives Tens and ones work mats Worksheet labeled Subtraction with regrouping

2. 3. TW have the students draw the tens and ones that they have made on their work mats on their worksheets by using straight lines to represent a tens block and a dot/square to represent a ones cube. Ex] 42-17=25, 70-15=55, 55-18=37 4. *Depending on the amount of time that is needed to complete the 3 problems with tens and ones manipulatives and how well they are understanding the concept we may be able to complete the next 3 without using them.* TW work out the next 3 problems without the tens and ones manipulatives. TW call on students to walk her through solving a problem. Ex] 81-36=45, 67-39=29, 90-54=36 4. INDEPENDENT PRACTICE (15 min.) TW tell the students that they will be going on a scavenger hunt. -Can someone tell me what a scavenger hunt is? -TW split the students into 4 groups of 5 based on their Milk and Cookie Partner and assign them a section of the room to search for their secret word. *milk and cookie partners are groups of 2 that have high leveled students paired with lower leveled students* Group placement: rug, elmo, sink, back table TW pass out the worksheet labeled Subtraction Scavenger hunt -While students are working on the problems I will put the answer cards around the room. -After you are finished solving the 5 problems on the worksheet you can go searching for the answers. Directions: -You can only look in your section of the classroom. -When you have completed the whole assignment and found the secret word place in the finished work basket.

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4.

SW ask questions about the scavenger hunt. SW go to their groups assigned section once they have completed their worksheet to check their answers and solve their secret word. After completing the assignment depending on time they will: 1. put it in the finished work bin 2. we will go over it as a class

Worksheet labeled Subtraction Scavenger hunt Scavenger hunt cards

5. CLOSING (5 min.) Closure activity: You be the Teacher TW pass out the worksheet labeled You be the Teacher. TW tell the students to: - look at the problems that are on the paper -write the correct answer to the problem -on the provided lines write what the mistake was and explain how you solved the problem correctly.

SW look at the problems that are on the paper and write the correct answer to the problem. SW write what the mistake was and explain how they solved the problem correctly.

Worksheet labeled You be the Teacher

HOMEWORK/FOLLOW UP ACTIVITY (if appropriate). REINFORCEMENT

Extended activities if students finish an activity early they can: 1. color by the code subtraction puzzle worksheet 2. math libs worksheet