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Interdisciplinary Connections: Provide a listing of the subject area(s), in addition to the primary subject area that is incorporated in this
lesson with explanation.
(1a:
Demonstrating Knowledge of Content and Pedagogy)
Students need to have a basic knowledge of place value to be successful with regrouping. They need to
understand more and less, ones, tens and understand what it means to take something away. Basic subtraction
skills are also needed for this lesson. The vocabulary can sometimes be a challenge to students so I try to use
various terms for the same thing. For example I might use the words more, larger, greater, biggest
interchangeably so that students become familiar with the concepts. We also use the words take away, subtract
and minus when referring to subtraction.
Updated 12/13/161:16 AM
Anticipated Difficulties: What academic difficulties or possible misunderstanding do you anticipate that students may encounter, if
applicable? How will you prevent them from occurring?
(1a: Demonstrating Knowledge of Content and Pedagogy)
Students often forget to ask themselves if there is more on top or more on the floor before they begin
subtracting. We will review these phrases throughout todays lesson and I will offer them an anchor card to take
with them while working independently that will hopefully remind them to ask the question each time before they
subtract. Students will forget to write how many 10s or 1s they have after they go next door and get 10 more. I
will remind them to record their thinking at all times- that they need to be Real World Recognizers (math
practice standard) and show their thinking. Basic subtraction mistakes are still a possibility as students are still
working on learning their facts.
Grouping Strategy: Describe how you will group students to facilitate learning of the outcomes of this lesson, if applicable.
(1e: Designing Coherent Instruction)
Students will work with their table during productive group work. Students will work independently on their final
sorting activity. I will be walking around to help those who I feel need a little more support.
Differentiation: Describe how you will differentiate instruction for a variety of learners, if applicable.
(1e: Designing Coherent
Instruction)
I will differentiate instruction by walking around and supporting those that need my help. Students who have an
understanding of the material will be allowed to go work independently and choose which math game to play or
work on a challenge page.
Relevance: How is this lesson relevant to students in this class (interests, cultural heritages, needs), if applicable?
(1b: Demonstrating Knowledge of Students)
This lesson will be presented to all students in the class. Several of my students struggle with staying engaged
during any lesson and usually require additional support when working independently. I will encourage and support
those that need additional support, while giving some free choice to those who have completed the independent
work. I have students who enjoy math games once they are finished with their independent lesson. Students are
given the opportunity to choose what fits their learning interests.
Technologies and Other Materials /Resources: List all academic resources, and technologies that are needed by the student or the
teacher to execute the lesson.
(1d
: Demonstrating Knowledge of Resources)
Resources needed include: PowerPoint example problems, regrouping subtraction work sheets, print out
subtraction color by number sheets, anchor cards, crayons or colored pencils, Math Practice Standards super
hero cut out
Assessment: Describe any formative or summative assessments to be used in the lesson, if applicable.
(1f: Designing Student
Assessments)
I will monitor students while they are working to see who still is having difficulties with this lesson. I will know to
keep a closer eye on them or pull them into the small group during independent time. I will use the color by
numbers page to see if students understand when they need to regroup or and when they do not. I will also use
this activity to see which students understand the concept of regrouping while subtracting. This coloring page
will allow me to see what mistakes or misunderstandings students are making and allow me to plan for the next
lesson.
Updated 12/13/161:16 AM
Reflections: Write a reflection assessing the effectiveness of the lesson and ways in which it might be improved, if applicable. It is
recommended you review the rubric prior to writing this reflection.
(4a: Reflecting on
Teaching)
Be sure to attach or upload any resources used with this lesson including assessment results or student work