Ready, Set, Teach 2 Lesson Plan Format

Intern:
Subject:
Title of
Lesson:

Lesson Plan #:
Melayna Blassingame
Grade: 2nd
Date:
Math
More on the Floor, Go Next Door and Get 10 More!

3
11/09/2016

Standards:
TEK #
4

Knowledge
Number and operations. The student
applies mathematical process standards
to develop and use strategies and
methods for whole number
computations in order to solve addition
and subtraction problems with efficiency
and accuracy. The student is expected to:

Skill:
(B) add up to four two-digit numbers and subtract
two-digit numbers using mental strategies and
algorithms based on knowledge of place value and
properties of operations;

Materials:
Teacher:
I will bring:
The sayings
4 spinners
3 types of worksheets
Cards with subtraction problems

Student:
They students will provide:
Math Journals
Pencils
I will give them:
A spinner
A worksheet
A card with a subtraction problem

Lesson Frame:
learn how to subtract 2 digit numbers with regrouping.
We will
subtract 2 digit numbers with grouping.
I will
Anticipatory Set:
I will introduce subtracting 2 digit numbers by teaching them a saying. More on Top No Need to Stop!
Numbers the Same Zero is your Game! More on the Floor, Go Next Door and Get 10 More! I will show
the examples of each.
More on Top: 34-22=12
Zero: 45-25=20
More on the Floor: 53-26= 27 (I will show them how to do the math using the algorithm)

Time:
2 min

Instructional Strategy/Modeling:
I will show them how to solve 2 digit subtraction problems with regrouping by writing a practice
problem on the document camera. I will write the problem straight up and down, highlighting the ones
place. This will show them that they need to focus on the ones place first to decide which step they will
take. Since they will need to regroup I will walk them through step by step. We will repeat this a couple
of times as I ask different students the next step to solving the equation.

Time:
7 min

43 take a ten stick away and give it to the ones place (cross out the four and make it a 3)
-27 m
ove the ten stick to the ones, making it 13. The new equation will become 13 in the ones place
and
30
-7
-20
The answer will become 16
FSGPT:
(if applicable)

What is the first step when solving a subtraction problem?

What is the next step after determining that there is more on the floor?
Once we have taken a ten stick away from the tens where do we move it?
So now we just subtract down and what is the answer?

Guided Practice:
I will give the students an equation to solve in their journals. Once they have completed the equation I
will write the equation on a blank screen on the smartboard and ask the students to come up to the
board to solve pieces of problem. This will show the students again how to solve a subtraction problem
step by step.
FSGPT:
(if applicable)

Can anyone show me the first step when solving 53-27?

Now can someone show me how to solve the next part of the equation?

Check for Understanding:

I will give the students one number of the subtraction equation and a spinner to each table. In order to
get the second number each table will spin the spinner and subtract the two numbers in their journal. I
will choose a student to bring their journal to the document camera so we can look at their answer and
their process of solving.
FSGPT:
(if applicable)

Time:
5 min

Time:
3 min

Can ______ bring their journal to the front please?

Independent Practice:
I will give the students a worksheet with subtraction problems on it. The problems will require
regrouping and the students will be required to show each step of the equation.

Time:
9 min

FSGPT:
(if applicable)
Differentiation:
Group 1
For the low group, I will give the
students 4 problems to solve, each

Group 2
The middle group will have a
worksheet that will have 5
problems to solve, the first couple

Group 3
For the high group, I will give the
students 6 problems to solve. All of
the problems will have bigger

problem will have small numbers to

subtract.

of problems will have small

numbers and they will continuously
become more difficult.

numbers that will be a little more

difficult to solve.

Closure:
I will give the students a card with a subtraction problem on it. The students will be required to solve
the equation by regrouping. They will need to show that they took away a ten stick and moved it to the
ones. On the back of the cards the students will answer the question How do you know when you will
need to move a ten stick from the tens to the ones? They will turn the card into me at the end.

Time:
4 min

FSGPT:
(if applicable)
Assessment:
I will take the independent work and their closure to assess their learning. This will show me if they
have comprehended the lesson I was teaching.

How will you

Frame the lesson?

Work in the power zone?

Use Frequent, Small Group, Purposeful

Talk?
Recognize & Reinforce?

Have your students write critically?

Differentiate for all learners?

Assess student learning?

Time:

I will tell the students what they are required to learn for the day.
I will walk around to keep the students attention on me the entire
time, if I notice one student not paying attention or talking, I will
stand behind them keeping them on task.
I will ask questions to the students to require them to pay attention
and answer. This will show me what I need to spend more time on.
I will recognize and reinforce both good academic and good
behavioral actions by stating what was good and why it was done
correctly.
In the closure the students are required to write at least one
complete sentence about subtraction.
The independent work will be different for the three groups of
learners. The low group will have smaller numbers to work with and
less equations so they can spend more time on each problem. My
high group will have more equations and bigger numbers.
I will use their independent work and closure to assess their
learning. I will review each paper and card to see who needs to
spend more time on subtracting with regrouping.