Subtraction With Regrouping

Author: Rachel Starr

Subject(s): Mathematics
Grade/Level: 2
nd
grade
Length: 50-60 minutes
Essential Question: How do you subtract when regrouping is involved?
Performance Objective: Students will be able to use the three powerful strategies learned during
addition and subtraction, and apply it to subtracting with regrouping. The lower level learners can
use sticks and dots to help them visually see how to subtract with regrouping, and if really
necessary, a hundred chart. The remainder of the class will use sticks and dots to subtract and use
a different powerful strategy to check their answer. Higher level learners can use a standard
algorithm to check their work.
Academic Language: Sticks and dots; Regrouping, tens and ones
Students will use this academic language when applying their knowledge to subtraction with
regrouping. An appropriate example of a student using this academic language would be: When
regrouping, I traded a tens stick and made it into ten ones, because 10 ones and a ten stick is the
same thing, then subtracted the tens and ones place values in the equation.
Lesson Summary: During this lesson, students will practice subtracting using one or more of the
powerful strategies they learned throughout this year. Students will apply this knowledge when
learning about subtracting that requires regrouping. The students will watch a Brainpop Jr. video
that shows them how to subtract that requires to regroup, and then the teacher will continue to
model with the sticks and dots, and on the white board. The students will do an independent
activity that allows them to practice the skill they just learned and then share their answers at the
end of the lesson.
Standards/Performance Indicators:
Common Core:
2.OA.A.1- Represent and solve problems involving addition and subtraction- 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
problem.
2.NBT.B.5- Use place value understanding and properties of operations to add and subtract-
Fluently add and subtract based on place value, properties of operations, and/or the relationship
between addition and subtraction.
2.NBT.B.9-Use place value understanding and properties of operations to add and subtract-
Explain why addition and subtraction strategies work, using place value and the properties of
operations.
Instructional Materials:
Student dry erase boards
Erasers
Dry Erase Markers
Large dry erase board
Sticks and dots
Projector
Computer
Student Activity Book
Resources:
Investigations
BrainPop Jr.
VdW pages:
Room Arrangement & Materials and Resources Placement:
The student white boards, markers, and erasers will be located in two bins, one on either side of
the room. The teacher dry erase board will be located on the rug facing the students with markers
in the bin, so that every student can see the board. The Projector will be facing the wall, near the
rug and turned on for the students to watch the video. The sticks and dots will be in reach of the
white board, so that when students make a circle, they can see and demonstrate how to solve
subtraction with regrouping problems.
Initiating Strategy: As a part of the classroom routine, the students will listen to movement
number five on the cd and come to the rug when the song is over. Quickly explain to the students
that todays fluency will be at their seats. Today we are going to practice subtraction problems
using one of our three powerful strategies. They will get a dry erase board, a marker, and an
eraser quickly and have a seat at their desk. The teacher will call the boys first to walk over to the
other side of the room. The teacher will then call the girls to get their white boards on the closest
side of the room.
Teaching Procedure:
Fluency (5-10 minutes)
-As soon as every student has the materials for fluency, the teacher will use an attention getter to
focus the students attention on him/her.
-The teacher will write on his/her white board a subtraction problem that does not require
regrouping
-Give the students 30 seconds to solve the problem
-The teacher should be walking around the room to make sure students are on task
-For students that solve the problem early, tell them to check with another strategy
-Use an attention getter to focus the students attention on the teacher
-Ask the class what is answer to the subtraction problem, or pull a stick
-Repeat until time runs out
-Have the boys return their materials and go to the rug
-Have the girls return their materials and sit on the rug
Instruction(15-20 minutes)
-Tell the students today is the start of something brand new. It is subtracting with regrouping.
We are going to watch a video about Moby and Annie who are playing a game and need to solve
how to subtract when there are not enough ones in the ones place to subtract.
-The teacher will say Warning, Warning, Warning! and the students will repeat. Tell the
students this is very important because we are practicing this right after the video ends, so pay
close attention to what Moby and Annie do.
-Play the movie (5 minutes long)
-Sing the make a circle song
-Write the equation 100-17=? on the white board
-Model how solve this problem using sticks and dots. Make sure to emphasize the idea that a ten
stick is the same as ten ones.
-Model 100-17=? on the white board using sticks and dots. Then model how to check the answer
using the open number line. Then model how to solve using the standard algorithm.
-Tell the students that youre going to give them a challenge
-Write on the white board 100-53=?
-Have one of the students demonstrate how to solve this problem using the sticks and dots
-Tell the students to give the volunteer a round of applause
-Model how to solve this equation using sticks and dots on the white board. Then model how to
check using the open number line, and then model how to solve using the standard algorithm.
Independent Practice (20 minutes)
-Tell the students to go to unit 8 in their workbook and complete pages 1&2 in their activity book.
-They are to pick one of the strategies that were just demonstrated, and to check their answer with
another strategy.
-Call specific math groups to go to their seats
-Give students a five minute warning
-Give students a one minute warning
-Use an attention getter to focus the students attention back on the teacher
-Tell the students It is time to finish up. Please bring your math sheet to the rug, and have a
seat.
Closure:
Review (10 minutes)
-As soon as all the students return to the rug, use an attention getter to focus everyones attention
up front
-Tell the students to look at a specific problem
-Read the problem out loud
-Have the students turn and talk to a friend of how they solved the problem and what their answer
is.
-Use an attention getter to focus their attention back on the teacher
-Choose a volunteer to describe how they solved the problem
-Have the students give a round of applause for the volunteer
-If time permits, choose another problem to review
-Repeat the previous steps
-Tell the students what their homework is
-Have the students hand in their activity
-Play the movement music and remind students that during this time they are to quietly mail their
homework home.
Assessment/Rubrics: The teacher will assess the students work during fluency by observing the
strategies that students are using. The teacher will make any adjustments to errors during fluency
so that the students can be successful at solving the subtraction problems. The teacher will use the
independent practice to formally assess how the students did during their work time and correct
any mistakes. The independent practice activity will allow the teacher to assess what
misconceptions are developing and how to fix them for the next lesson.
Differentiating Instruction: The teacher will differentiate instruction by providing a variety of
techniques to understand the concept being learned, such as the BrainPop Jr. video, and the visual
sticks and dots aid during instruction. During independent practice, the lower level learners have
a goal of completing the first three problems successfully without using a hundreds chart. The
high level learners and the G/T students will have an extension activity. The students will solve
how to subtract a two digit number from a three digit number that involves regrouping.
Transition to the Next Lesson: This lesson will prepare students to be able to solve subtraction
problems with regrouping in the next few lessons. The students will continue to practice this skill
until they have mastered this concept.