UDL Activity

Lesson: Subtracting two-digit numbers with regrouping.

Audience: 2nd graders, whole group

Objective: The students will be able to subtract suing regrouping strategies.

Common Core Standards: CCSS.MATH.Content.2.NBT.B.5

Time frame: 45 minutes

Materials: Activity pages (worksheets)

Lesson overview: Teacher will explain to the students that they will be subtracting using a regrouping
strategy using the standard algorithm. The teacher will review subtraction without regrouping using the
stand algorithm, to remind them of what it looks like. Then the teacher will show the students how to
use the algorithm to subtract with regrouping.

Why I choose this lesson: I choose this lesson because I feel like this lesson is too much for 2 nd grade
students to learn in whole group and without any other strategies to use. This lesson seems very boring
and not engaging for the students. I would prefer to teacher the student’s other strategies and
techniques, before teaching them the standard algorithm. I would like to work with the 2 nd graders in
small groups of 4-6 students and teach them how to use base ten blocks to subtract with regrouping.
They can visually see manipulate the blocks to better understand what they are doing with the numbers
in each place value.

UDL CHECKLIST: After going over the checklist while reviewing this current lesson a found that this
lesson needs does not support the UDL principles 100 percent. Just looking at my notes I noticed that
this lesson does not allow for students to express their work other than using the standard algorithm.
The standard algorithm is not going to be the best strategy to teach this standard to all students. They
need to be taught this standard in a small group setting and be able to have access to tools and
manipulatives in order to fully understand the concept. For example, this lesson is going to have to be
taught over the course of a week. Each day a review and new strategy should be taught to help build the
students understanding of subtracting using regrouping. Students should be taught using base ten
blocks, place value discs, expanded form and more. In order for them to be able to look at standard
form, they need to be exposed to different techniques and strategies so that they can understand what
is going on. They need to be able to use what strategy works for them no matter what others are using.
They need to be able communicate their finding in a way that is suiting for them, not for everyone. Not
all learners learn the same way or see things in the same way. They must be able to show others their
wat of thinking and why. They will also benefit from working with others and seeing how they solve the
problem because it may give them for insight or a better technique to use. Also, not all students are
going to be able to solve the same number of problems. The teacher is going to have to modify
problems based on the group of students he or she is working with. Each group of students are going to
have their won set of goals, and they need to be identified before they begin their work. I also found
that the lesson need to have assess themselves and reflect on their work. They need to be able to
monitor their own work to see what they know and what they need to work on. They need to have
supports like charts and templates to help them through the process.
OUTCOME: During this lesson I would like to improve the representation of the lesson and take it from
worksheets to a more hand on activity for the students. Students are better at solving problems when
they have worked with it hands on to see what they are doing, and it helps them to understand why. I
would also like to make this activity more engaging because if I give the students a worksheet, thy are
going to look at it like really, this is what we are doing. If I give them manipulatives and let them work
with a partner or small groups, they will be engaged and work with others to figure out the problem and
be able to talk about their reasoning. I would also like for them to use virtual math manipulatives as
well.

Checkpoints:

Checkpoints to improve:

4.1: Vary the methods for response and navigation

 Based on the initial lesson, students are given worksheets to complete using the
standard algorithm. They are to cross out the numbers on top and change them to a
new number, then take the number on the bottom away from the number on top. There
is no where for them to show their complete understanding and problem-solving skills
just using this algorithm. Once the students completely understand what they are doing
with the numbers, then they can use the algorithm. They need to be able to answer the
questions how they see that fits them and their abilities. Not all students are able to just
answer, they need something in front of them to help with and they need to be able to
talk it out. I want them to be able to use different tools, like pencil and paper, text to
speech and video drawings to show their thinking and understanding of the skills
learned. They will also work with a partner or work in small groups to practice their skills
and abilities.

5.2: Use multiple tools for construction and composition

 Based on the initial lesson, there is no tools, videos, or manipulatives for the students to
use to solve the problem. They are to just solve the problems based off watching the
teacher show them what to do. There is no real understanding of what they are doing
and why. I want the students to be able to watch videos so who them how to subtract
using regrouping to see how the numbers are being manipulated and why. I also want
them to be able to have access to tools/manipulatives that they use to solve the
problems the best way that they see fit. This will help them to better express their
thinking and ability as they work independently or with a group. It will be a more
concrete and hands on experiences for them that will help them remember and build
their knowledge. Students will have access to base ten blocks, place value discs, white
boards, paper, pencils, markers and more when solving two-digit subtraction with
regrouping.
 Technology: https://youtu.be/Buyaqe_L5-Y
o This video shows students how to subtract two-digit numbers with regrouping
in a fun and engaging way. They can re-watch the video as much as they need
to. They can follow along with the video to solve the problem using a
whiteboard.
 https://app.seesaw.me/#/item/new/class/class.345ffa24-8dff-464b-a4c7-b9b23bbccef0
(seesaw)

o They can use seesaw to draw out how they are solving the problem
using subtraction with regrouping. During this time, they can also record
their selves talking as they solve the problem. This allows for them to
expression their thinking and understanding.
o They can also take a picture of their work that they completed on paper
or using manipulatives and post for their teacher and others to see.
o Interactive activities where students are going to manipulative base ten
blocks, or place value discs to solve two-digit subtraction with
regrouping. All work is saved and submitted to the teacher. The teacher
can view the work and push it back to the students if they need to fix or
redo their activity.

https://www.coolmath4kids.com/manipulatives/base-ten-blocks

o This site allows for students to manipulate base ten blocks on a device
and they are working to solve problems. The can group blocks together
and ungroup blocks. They can also draw on the screen as they work.
This site allows for use different tools as they are working. They can
change the color of the blocks as well.

The teacher will use videos to show student’s ways to subtract two-digit numbers using different
strategies to help with their understanding of the standard being addressed. After the teacher works
with the students in their groups, then the students will have the opportunity to work with a partner or
independently to practice what they learned. They will use the coolmath4kids website to practice
manipulating base ten blocks to solve two-digit subtraction with regrouping. They will also have two-
digit subtraction activities to complete on seesaw.me to show the strategy they use and their
understanding. They can also review the videos that the teacher used in their small group settings.
During this time students will also have access to manipulatives like base ten blocks, paper, pencils,
markers, and place value discs.