Date: Tuesday, November 15th, 2016

Subject: Math: 5-1 Subtract Tens and Ones on a Hundred Chart

Common Core Standard(s):
Number and Operations in Base Ten 2.NBT
Use place value understanding and properties of operations to add and
subtract.
5. Fluently add and subtract within 100 using strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction.
Procedure:

5-1

Materi
als

Solve
and
Share

Guided
Practic
e

Subtract Tens and Ones on a Hundred Chart

Objective: Use a hundred chart to subtract tens and ones.
Essential Understanding: Patterns on a hundred chart can be used to
subtract numbers and to develop mental math strategies and number
sense.
pencils
5-1 Math Pages Doc camera/projector
100s charts
Dry erase
Clipboards
markers
Dry erasers
Electronic Hundreds Chart
Whole group on large rug, students will grab their 100 chart and math
pages on the way to the rug.
The teacher will play the visual learning video
The teacher will then ask students to look at the front page of their
math papers. The teacher will show students how to think of the
subtraction problem as an addition problem to solve using the hundreds
chart and solve the problem 57-23

The teacher will ask students to flip to the Guided Practice section and
show students how to solve the next subtraction problem using the
large hundreds chart on the whiteboard (69-36) by thinking of the
problem as an addition problem.
The teacher will ask the students to solve 54-24 by themselves while
the teacher does the problem on the board. The teacher will check in
with students to see if they are able to solve by themselves and ask
what addition problem they used to think about the subtraction
problem.
The teacher will ask students to turn and solve 65-34 and 47-22 with
their math partner, reminding them that even though the equal sign
and answer is on the left side for 65-34, its still going to be solved the
same way.
The teacher will listen in on partnerships and to determine who may
need more support.
The teacher will ask two partner volunteers to show how they solved
the two problems

Annie Vincent

Small
Group

Students will break into small groups for math.

At the last rotation, Mrs. C moves with the lower group to the
Independent Work.

Mrs. Vincent
At back table

Mrs. Calandra
At table 4

Independent
Work
At table 1 or 2

Orange
Group

Independent Practice

Math Practices and

Problem Solving

Math Center A

Yellow
Group

Independent Practice

Math Practices and

Problem Solving

Math Center B

Green
Group

Math Practices and

Problem Solving

Independent Practice

Math Center C

*Mrs. C has actually been rotating with the orange group for the last rotation. For this
lesson, she will move with them to the Independent work area.
Plans for differentiation:
All students will have access to a hundreds chart. Instead of using the hundreds
chart provided on the math pages, I will be encouraging them to use the hundreds
chart I provide them with so that they are able to use a dry eraser marker to circle
the numbers in the problem, otherwise, the hundreds chart in the math pages will
become very confusing two problems in and I dont want students to stop and
erase their work.
For the students in the green group who may finish earlier, they will be able to use
the Chrome books to practice math facts.
Assessment:
Observation
Math pages
Center recording sheets
Plans for accommodation/modification:
There is one student with an IEP that is low in reading and math. She sometimes
needs help reading the word problem questions and she will always have a teacher
leading her group for support.
Whats next?
Topic 5-2
2

Annie Vincent

Reflection:

Annie Vincent