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Mercurio_________________
Grade Level Being
Subject/Content: Math/
Taught: 2
Subtracting two 2-digit
numbers
Name: __Kellie
Group
Size:
Whole
Group
Lesson Content
What Standards (national
or state) relate to this
lesson?
MACC.2.NBT.2.5 Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction.
Essential Understanding
How do you record 2-digit subtraction?
Objectives- What are you
teaching?
SWBAT draw quick pictures and record 2-digit subtraction using the standard algorithm.
SWBAT rotate groups to answer math problems based on their skill level.
Rationale
I am teaching this because students need to practice adding and subtracting numbers
without using their fingers.
They will eventually be able to regroup numbers quickly in their head which helps with
mental math.
Evaluation Plan- How will
you know students have
mastered your objectives?
Formative
The students will be completing the two problems at the bottom of page 242 from their
packet and I will be checking these answers for correctness. I will then use their answers
to put them in groups. If they got both questions incorrect, I will have them do 1-digit
subtraction. If they got one wrong, I will have them do 2-digit subtraction. If they got both
of them correct, I will have them do 3-digit subtraction.
Summative
I will collect their answer sheets and see how many they got correct. I will also have them
complete an exit ticket just like the previous lesson, where they answer a question and
rank their understanding on a scale of 1-3.
What background
knowledge is necessary for
a student to successfully
meet these objectives?
What misconceptions
might students have about
this content?
Name: __Kellie
Group
Size:
Whole
Group
The teacher needs to know how to regroup numbers and be able to demonstrate how to
decompose a 10 for 10 ones so the students are able to subtract. The teacher also needs
to know their students and needs to know what groups they should go into based on
ability.
The students need to know their basic addition and subtraction facts. The students also
need to know how to regroup. The students need to know how to decompose a ten.
The students may not remember their basic addition and subtraction facts, making it
hard to subtract the two numbers quickly. The students may subtract the top number
from the bottom number. The students may take a ten and regroup it to the ones but
forget to change the number of tens they have.
Lesson Implementation
Teaching Methods
I will teach through direct instruction, modeling with base ten blocks how to regroup for
subtraction. I will then model how to solve a subtraction problem with regrouping, having
the students try to model their own on their papers. I will then have the students work on
their own, completing the two problems before beginning the scoot activity. Accountable
talk when going over questions and/or during turn and talks.
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
Time
Who is
responsibl
e?
Name: __Kellie
Group
Size:
Whole
Group
Name: __Kellie
Group
Size:
Whole
Group
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson will be in a game format for the students and all of the students
enjoy playing games, especially with their friends.
If applicable, how does this lesson connect to/reflect the local community?
This reflects the local community by focusing on respect and sharing. The
students are switching desks and need to be mindful of the other students
materials that may be on, in, or near the desks. They also need to be aware
that when they are switching, not to push each other out of the way to get to a
new desk.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For these students, I will be assigning them questions that have 3-digit
subtraction as opposed to 2-digit subtraction.
Name: __Kellie
Group
Size:
Whole
Group
How will you differentiate instruction for students who need additional
language support?
I will have the students have the instructions translated into their native
language by another student.
Accommodations (If
needed)
J,A,M,N and possibly V will need to do 1-digit subtraction or they will need to work on 1 st
grade math in the back of the class with my CT.
Materials
Base-ten blocks
Index cards with problems for each group according to skill level (two per desk with a
total of 36 problems)
A bell to signal for students to switch seats