Mathematics lesson plan EDMA262

Lesson Topic:
Subtraction using
2 digit numbers

Date: 16th
April 2015

Year Level(s):
Year 2

Lesson
duration:
45 Minutes

Mathematical Focus: Counting back, counting down to and counting up from a given number
in a subtraction situation using a variety of different strategies.
Australian Curriculum (AC):
Year level(s): Level 2
Content strand(s): Number and Algebra Number and place value & patterns and algebra.
Content descriptors(s):
Explore the connection between addition and subtraction (ACMNA029)
Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (ACMNA030)
Solve problems by using number sentences for addition or subtraction (ACMNA036)
(ACARA, 2012)
Proficiency strand(s) and statement:
Understanding: Identifying and describing the relationship between addition and subtraction.
Problem Solving: Formulate own problems from realistic situations. Developing different
strategies for working out problems.
Reasoning: Compare and contrast related calculations to form generalisations.
Students prior knowledge:
The students understand/know already that:
Subtraction involves separating a quantity from a given collection.
Empty number lines and use of bead strings.
The students understand/can do mathematically:
Count down from one number to find the result of two collections.
Make comparisons between two quantities by noting the difference between the two.
Counting back on a number line.
Key questions to guide learning and prompt student thinking:
How could we find the difference between 7 and 3?
If we showed 32 beans and wanted to subtract 18, how could we do it?
What are mental computation strategies? Why is it important for us to have mental computation
strategies when solving problems?

Assessment:
What assessment strategy or strategies will you use in this lesson?
Observational checklists
Informal observations (sticky notes)
Anecdotal notes
Reflection sticks (listen to focus students responses)
What will you look for, and analyse, in the evidence found in the assessment?
Strategies used by the students. Whether or not they were effective strategies and their
potential to be generalised.
Use of mathematical language to explain chosen strategies.
Mental computation.
Students who were visual learners.
Students who preferred to solve the problems mentally or on paper.
Various ways students recorded their thinking
Resources:
Teacher

Beans
Empty number line
4 coloured reflection sticks

Student
Paper/Math books
Pencil
Bag of beans
Bead strings

Organisation for learning:

Whole class sit on the floor for tuning in.
Whole class move into a horseshoe shape on the floor for guided investigation.
Students work in pairs for investigation while the teacher roves the room.
Whole class in a circle on the floor for reflection.
Considerations for learner diversity:
Indigenous learners:
Two-way learning programs to enable parents and others to engage and interact in
mathematics and also teachers from around the school.
Cross-age tutoring.
Pay attention to the language of mathematics meanings, uses etc.
Become aware of Indigenous ways of knowing, learning and doing so these can be applied
in the classroom.
English as additional language learner/dialect (EALL/D) learners:
Peer tutoring can be offered.
Work one on one (get additional assistance).

Lesson actions:
e5: ENGAGE, EXPLORE
Lesson introduction (Whole TUNING IN):
-Instruct the children to sit on the floor for a tuning in activity.
-Explain that today we are exploring subtraction problems and the various strategies that can be
used to solve them.
-Brainstorm subtraction.
Question: How could we find the difference between 7 and 3? Would we count down to or count
back?
-Select students to provide the class with an answer, allowing for students to agree or disagree.
Question: If we had 22 beans and wanted to give 8 to my friend, how could we work it out?
-Instruct students to discuss the problem with the person next to them.
-Invite children to share thinking.
-Question: Could we show our thinking using an empty number line? (appendix 1)
-Today in pairs, create some problems for each other and solve them in two different ways,
making sure you record all your thinking.
-Give students a bag of counters or beans.
e5: EXPLORE, EXPLAIN, ELABORATE
Development/investigation (Part - INVESTIGATING):
Do the same thing as tuning in but in partners and with different numbers.
-One student takes a handful and the other rolls the die to find what number they will be
subtracting.
-Students work in pairs generating problems for each other and convince each other what they
have done, if it is correct and the strategy they have used. See if the partner can work it out in
another way and swap over.
-Students have the opportunity to work with empty number lines (appendix 1), beans, counters
and bead strings.
-Teacher roves around the classroom seeing how students work and the strategies they are
using, providing assistance where necessary.
-Question: How did you count them all? Is there a quicker way?
-Question: What are mental computation strategies? Why is it important for us to have mental
computation strategies when solving problems?
-The teacher choses four individuals with different subtraction strategies to be the holder of the
reflection sticks (appendix 2) for the conclusion and reflection of the lesson.
Adjusting the lesson
Enabling prompt:
-That is a great strategy; can you try another strategy or method of working out?
Extending prompt:
-More complex problems using 3 digit numbers.
-Creating a subtraction algorithm from a worded problem.

e5: EXPLAIN, ELABORATE, EVALUATE Look at probing questions on LEO

Plenary and conclusion (Whole REFLECTING and GENERALISING):
-Instruct the students to gather back on the floor.
-Draw the students attention to the reflection sticks, asking them why they are an important
inclusion to the conclusion of a lesson.
-Introduce the students who have been allocated to reflect on different aspects of the task.

Purple stick What are some things you had to think about when deciding which strategy to
use?

Green stick What strategy did you use?

Blue stick Can you work out red sticks problem in a different way?

Yellow stick Can you explain the thinking you think blue stick did?
-Question: when would you use count back (12-9, 11, 10 etc../count down to (12-9, 11, 10, 9).
-Question: Did anyone find anything interesting or learn something new from the reflection sticks?

Post-lesson review and evaluation (to be completed once the lesson is taught):
Student Achievement:
Teacher Effectiveness:

Appendix 1: Empty Number Line

Appendix 2: Reflection Sticks

Reflection Sticks

Reflection sticks are coloured icy pole sticks handed out to four children before the conclusion of
the lesson. These children may be focus children or children who showed competence and a
thorough understanding of the task.

Each of the four coloured sticks is allocated a different question:

Purple stick What are some things you had to think about when deciding which strategy to use?

Green stick What strategy did you use?

Blue stick Can you work out red sticks problem in a different way?

Yellow stick Can you explain the thinking you think blue stick did?

The reflection sticks are used to assist the children and teacher in concluding and forming a
reflection of the lesson. Students sit in a circle on the floor for the reflection to take place.

Reflection on feedback:
After reviewing my feedback and seeking further feedback from Ann, I have become aware that I
misinterpreted many aspects of the Mathematics Assessment Interview. As I did not follow the
script carefully enough I have missed data meaning the students I chose to interview can not be
coded correctly. This in turn caused me to assign the incorrect growth points to each of my two
chosen students. In looking at my report feedback, it became evident to me that I was repeating
what the students did rather than focussing on analysing the data and the strategies they were
using. Ann suggested that my lesson plan was one too advanced for level 2 students and my
choice to include a YouTube video would have been more beneficial if the video focused on the
mathematical language of subtraction. I also chose to incorporate multi base arithmetic blocks
(MAB) into my lesson, unaware that they were recommended for levels 3 upwards due to them
being a pre grouped concrete model. This means that students are unable to take them apart and
view the number as being made up on many parts. Non-proportional models are recommended.

In my updated lesson plan I have chosen to focus solely on the topic of subtraction which is more
relevant to level 2 mathematics. As it is evident that students learn effectively through the inclusion
of concrete non-proportional materials, I have chosen to include elements such as empty number
lines, beans and bead strings. This allows students to model a visual representation of the
strategy they have chosen to work with throughout the task to the teacher and their peers.