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L.Yearta
Lesson Plan Form

Teacher: Dana Edwards
Unit Name: Adding and Subtracting Within 100
Lesson Title: Introducing Comparing Problems
Grade Level: 2
nd


Standards Objective(s) Assessment
CCSS:
Use addition and
subtraction within 100 to
solve one- and two-step
word problems involving
situations of adding to,
taking from, putting
together, taking apart,
and comparing, with
unknowns in all
positions, e.g., by using
drawings and equations
with a symbol for the
unknown number to
represent the problems.
1) The student will be able
to recall problems that
require them to subtract
or take away.























2) The student will be able
to communicate and
perform problems with
key math vocabulary:
difference, equals,
equation, minus,
subtract, and
subtraction.



1) The teacher will
assess the following
objective by
observation as she
presents subtraction
problems on the
whiteboard that the
students have been
working with prior to
the upcoming lesson.
She will mentally
note or write down
those students who
identify the problem
as a subtraction
problem, use
appropriate methods
to get the right
answer and provide
the right equation.
She will also note
those students who
do not seem to get it
and who needs extra
assistance.

2) The teacher will
assess the following
objective by
observation. As
she/he is teaching
the new lesson and
providing comparison
problems for the
students to work
with, she will note
those students who
are using the
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3) The student will be able
to subtract one-digit
numbers to 10 using
comparison strategy.

appropriate terms of
difference, minus,
equals, subtract and
subtraction when
stating the equation
that the problem
shows and using the
appropriate symbols.

3) The teacher will
assess this objective
by observing the
students play the
comparison game.
She will observe who
is using the materials
appropriately, those
using correct
equations to
represent their
problems and playing
the game correctly.
She will also assess
them by evaluating
their worksheets that
go along with the
game. The pair of
students must
complete one of five
rounds correctly to
demonstrate their
knowledge or
accuracy of the
material (due to time
constraints).
Materials and Resources:
1) Connecting cubes (or unifix cubes)
2) Ten-frame Number cards (one of each number 1-10)
3) Two-color counters
4) Workspace worksheet (pg. 32) with game instructions provided on the back.
5) Interactive Whiteboard Tools (provide workspace pages, word problems and
manipulatives students will be working with from the book [interactive])

Lesson Introduction
*How will you engage
your students in the
1) I will begin the lesson by reviewing subtraction (take away)
problems with the students to activate their schema. I will
present the students with word problems on the board and
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topic? they will have to tell me whether it is a subtraction or an
addition problem. Once they tell me this, they will have to
instruct me to write an appropriate equation for this problem.
Finally, the students will supply me with the answer. They
can find the answer by using mental strategies, counters,
unifix cubes, their fingers or a number line. There will be bags
of counters and cubes on a table to use if necessary. A
number line will also be posted in the classroom for
assistance. We will review as many problems necessary until
I feel the students have a strong grasp on take away
(subtraction problem) method [5-7 minutes].
Procedure
*Be specific give step-
by-step instructions
Next, I will say to the students, Youve just reviewed
subtraction take-away problems. Today youll learn to solve
another type of subtraction problem called a comparison
problem. Using the Whiteboard Tools, I will present a
problem to the class, a comparison problem. [Problem: You
have $9. I have $6. What is the difference?] Then, I will say,
Here is another type of subtraction problem-a comparison
problem. I will read the problem aloud to the students. Then
I will state, In this subtraction problem we dont remove or
take away anything. We are comparing two amounts. We
can show this with a cube train. I will use the unifix cubes on
the Whiteboard tools to build the two quantities. They will be
displayed one under the other so the students can compare
the quantities. Next, I will say, We can see that the
difference between 9 cubes and 6 cubes is 3 cubes as you
can see a space of three missing cubes. We can write the
equation 9-6=3. The minus sign in this problem does not
mean take away. It means find the difference. The difference
between 9 and 6 is 3. 6 is 3 less than 9. The difference is
what we call the answer in comparison subtraction problems.
After that I will present the students with two similar
problems and I will scaffold them in solving those problems in
a similar way. Lastly, I will provide them with one final
problem, but the students will have to solve it on their own as
a class without my assistance. If they can successfully do it
on their own, then I will move on to the next and final activity
[10 minutes].
Then, I will announce to the class that they will be playing
a game based on the comparison subtraction problems or
finding the difference that they just learned in class. I will
explain the rules to them thoroughly on the whiteboard. First,
I will tell the students that they will be broken up into groups of
two. Then, I will tell them that each group will be given 10
cards. The cards will be numbered from one to ten. After
that, I will tell the students that they will have to shuffle the
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cards good to make sure that they dont get the same
numbers every time. After that, I will explain that each student
in a group will have to turn over a card. I will demonstrate this
on the board with the cards, counters, and unifix cubes that
are provided on the whiteboard. I will state, I drew a three
and David drew an 8. Who has the bigger number? After
the students answer I will state, You each will make a cube
train for the number that you picked then you will compare
them. How many cubes am I going to have in my train?
What about David? As the students respond, I will build my
train and let the students count the blocks with me aloud and
repeat the same process for Davids blocks. Next, I will ask
them what is the difference between the two and what
equation can you write for this. The students should respond
saying, 5. 8-3=5. Lastly, I will state, The difference is 5.
The player who picked the card with the bigger number will
take 5 counters. I will ask, Who had the bigger number at the
beginning and how many counters will he/she take? Then I
will state, Each group will play five rounds. After 5 rounds
the winner is the player with the most counters. I will
demonstrate the game instructions as many times as the
students need me to. Then, I will break them off into groups,
give them their worksheets to write their equations on and tell
them to find a quiet spot around the room to play. I will walk
around and observe which students are playing correctly,
writing the correct equations and understanding the concept
of difference. When each group is finished they will clean up
their areas and hand me their worksheets in a quiet fashion
with their names on it. They are to sit quietly at their desks
once they are done [15-20 minutes].
Lesson Closure
*How will you
summarize the lesson?
I will conclude the lesson by stating, Who can tell me what
kind of subtraction problems we learned how to do today? I
will wait for the students to respond. Then, I will say, Thats
correct, we learned about comparison subtraction problems.
Are we actually taking away or comparing two numbers? I
will wait for the students to respond. Lastly, I will ask what the
best part of the lesson was and let each student take a turn
expressing their favorite part of the lesson [5 minutes].