Name:Sydney Castillo Grade/Subject: 2nd Date: 9/2/2023

1. Texas Essential Knowledge and Skills (TEKS): (C2)

2.4 A Recall basic facts to add and subtract within 20 with automaticity.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Students will know how to make 10 to help solve a subtraction problem and
show their understanding of how to make 10 to solve a subtraction problem.

3. SMART
Objective(s): (C3)
Essential Question:
After a whole group lesson, in a think-pair share, students will communicate
mathematical ideas, reasoning, and their implications using multiple strategies
symbols (plus and minus) and language (minus, subtract, difference, equals,
making ten).
What strategy did we use to find the difference of an equation?

4. Central Focus
(C4)
How will this lesson link
This lesson will link to other lessons such as multiplication such as
with other lessons in the
multiplesof 10, place value, etc.
unit?

Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn
and use to engage in the
content area in
meaningful ways.
I can use the strategy "make 10" to solve subtraction problems.I can show
my understanding of subtraction.I can use an addition fact to solve a
subtraction fact.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
 Describe how you can use and addition fact to solve a subtraction fact.
Explain how you can use the "make 10" strategy to solve subtraction
problems.
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Sum, addend, decompose, associative property, commutative property,

There are 4 language

demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Students will share their knowledge with a partner in a think-pair-share
discussion utilizing their vocabulary to share.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Students will use anchor charts for visual representation to refer to while
working on this lesson.
They will also compare and contrast the two strategies they have learned.

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Repetitive exposure
understand, use, and
practice the concepts and
language they need to 2. Word Games
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: students will write down and solve the subtraction problem with themake 10
strategy and show me how they can use addition to solve subtraction problem
strategy.
-Talk: Think-pair-share

Syntax - (GO TO Page)

1. Anchor Charts

2. Compare & contrast

Making Content Comprehensible (R9)

Create vocabulary/word wall, manipulatives, and sentence frames.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be Math Bee
aligned to the TEKS,
and objectives.
Summative:
Subtraction quiz

Assessment of your language demands:

Formative:
Matching key vocabulary terms to their definition/symbol on Nearpod.

Summative:
Vocabulary quiz

8. Hook (C7) Hook activity (make connections to prior learning)

Decomposing song
Closure (C7) Closure Activity: (make connections to prior learning)
Exit pass

Refer to a real-life scenario involving items of ten and how we would need
Student Assets (C7) Personal assets: to know our 10 strategy to solve for it.
 Cultural assets: student collaboration
Community assets:
9. Body of Lesson/
Teaching Strategies and I DO – I will show them how to make 10 and addtion to solve a subtraction
Learning Task(s) strategy through a powerpoint and demonstration.
(C9)

Be sure to include:
How will students learn
and use academic WE DO – We would practice together on an IXL group jam session.
language?

Three higher order

thinking questions.

YOU DO – They would work on an activity with a partner using both

Marzano Strategy strategies.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: tiering

o Gifted / advanced learners: anchoring activities

Technology: -(GO TO page)

Nearpod, google classroom, IXL, powerpoint (Math bee)

Marzano Strategy - (GO TO page)

Anchor charts, compare and contrast.
Higher Order Thinking Questions (GO TO page)
1. What strategy would you use to find this subtraction problem?
2. How would you define the word addend?
3. What other operation can we use to solve a subtraction problem?

Grouping / Partnering Technique: (Hattie)

Heterogeneously

Potential misconceptions and your plan to address it:

The student may have trouble understanding which operation to use. I will
address it byhelping the student use manipulatives to act out the situation.

10. Resources and Chromebook, compare & contrast worksheet, place value chart mat, ones &
materials needed (C9) tens manipulatives, pencil.
 (E7)
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
(How might you differentiate materials and resources for learners with various needs?)
Most of my students have the accommodations they need for both math
and reading but when I see that a student who is a hands on learner
struggle without manipulatives I provide them. I adjust to the child's needs.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
Procedures:
"Pepperoni Pizza" "Eyes on Teacher" to have students stop what they're doing and
focus their attention on me.
"1,2,3, Where should we be?" "Sitting on the carpet quietly" for transition.
"Time-out" (Students show me a T-sign) to stop and review if students are having
trouble with the material or stop and refocus.
Teacher helper will pass out materials.Behavior will have consequences and
rewards. Consequences will be verbal warning, removal of Dojo points, Parent
phone call, referral. Rewards will consist of Verbal praise, dojo points, student of
the month, line leader, prizes. 
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Text-to-Speech
2. Content Language support
3. Supplemental Aides (Place value Chart, Mnemonic devices, Hundreds
chart, etc.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Reduced answer choices (ex: 3 answer choices instead of 4)
2. Reworded questions for better understanding.
3. Highlighting important words/phrases in reading or math assignments
Strategies for ELLs (strategies that support language acquisition)
1. Utilize visuals as much as possible throughout lessons.
2. Scaffolding (pairing them with students of the same Native Language,
allowing them to write in their native language, etc.
3. Provide sentence starters for them to practice the English Language.
4. Voice to text
5. Honor the "Silent Period"