TCNJ Lesson Plan

Regroup 1 ten for 10 ones

Student Name: Amanda Rego School Name: Oak Tree Elementary

Grade Level: 2nd Host Teachers Name: Terri Gross

Guiding and/or Essential Questions:

Why is it important to know different ways to subtract?
Why do we need to know how to regroup 1 ten for 10 ones?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)

Prior Knowledge:
o Students have previously been taught many different subtraction strategies for
solving one and two digit numbers.
Possible Misconceptions:
o Students know how to solve addition problems where they have to regroup, and
so they might not understand how you take away a ten, rather than regrouping.
Students might be able to understand this better when either shown or
drawing place value blocks

Standards:

CCSS.Math.Content.2NBT.B.5- Fluently add and subtract within 100 using strategies

based on place value properties of operations, and/ or the relationship between addition
and subtraction.
CCSS.Math.Content.2NBT.B.9- Explain why addition and subtraction strategies work,
using place value and the properties of operations.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to exchange 1 ten for 10 Students will complete an independent practice,
ones in their subtraction problems. where the teacher will check the students work
for accuracy.
Materials/Resources: (List materials, include any online or book references and resources)
Place value blocks
Math pages from their math books: 323- 328
Math pages that I will give to them so that they have space to write
Math Video

Plan for set-up/distribution/cleanup of materials:

Students have their math books in their desk, and they will rip out their math
pages from their math books.
I will hand out to everyone the extra math pages
I will have the place value blocks to demonstrate with and I will give them to
certain students if they need a visual. However, I will not give them to everyone
because it may become a distraction for many students and not all of the students
will need it.
The video will be set up on the computer. I will have one of the students turn off
the lights before we watch the video.
Step by Step plan (numbered):
1. Lesson beginning: After our morning work/ activities, I will have the students clear off
their desks. I will tell them to take out their math book. I will tell them to rip out the next
2 pages and hold them up in the air (we will not be using these pages, so they will be
collected.)
2. I will then tell them to rip out the next 3 pages, write their name on their homework, and
circle which homework problems they need to do for homework. I will remind the
students which group they are in and which problems they need to do. The problems will
also be written on the board.
3. I will then explain to them that today in math, we will be learning the more traditional
way of subtraction, where we write the problem up and down, rather than left to right. I
will explain that we will be learning how we regroup for subtraction and that it is
different than addition. I will tell them that their eyes should be on the video and that they
should not be looking anywhere else or doing anything else.
4. I will play the video and stop it at certain times for the students to respond and answer
questions, and allow time for me to explain certain things to them.
a. I will ask them, How do you know you need to regroup when subtracting 34-6?
Students should answer that there are not enough ones to take away 6 from 4.
b. I will ask them, How many ones are there after you regroup one 10 for 10 ones?
Students should respond that there are 14 ones.
5. I will then have the students look at the Solve and Share. I will read them the question out
loud. I will then tell them to draw a tens and ones chart on their paper. I will also draw it
on the board. I will then say, How would we write 23 using tens and ones in our chart?
Students should say that two tens should go in the tens part and 3 ones should be in the
ones side.
6. I will then ask, Can we subtract 6 ones from 3 ones? Students should say no. I will then
show them how we can cross off one of the tens and move it to the ones side. I will ask,
How many ones are in this ten? Students should say 10, and then I can draw ten ones in
 the ones place. I will then ask them, How many ones are now in the ones place? We
will count together and get the answer of 13. I will then ask, Can we now subtract 6
from 13? Yes we can. I will then cross out 6 ones from 13, and the class will be able
to see that in our chart we are left with 17. I will say, 23- 6= 17
7. I will then pass out the extra worksheets that I made for them, and I will explain, Boys
and girls, your math book was very silly because they wanted you to solve all of these
problems, but they did not give you any space to solve the problems. How crazy! You
will use the worksheet that I gave you to solve the problems, and I even made a tens and
ones chart already for you! However, you still need to put the answers onto your math
pages because the questions also ask if you need to regroup or not.
8. I will then have the students look at the Do You Understand? I will read the problem to
them. I will then explain to the students that in order to tell whether you have to regroup
or not, you need to look at the ones place of the bigger number. If the ones place of the
bigger number is smaller than the ones place in the number you are subtracting from, you
need to regroup. If the number is smaller, then you do not need to regroup. I will explain
to the students that they do not need to write anything in the Do You Understand box.
9. The students can then look at number 1. I will say, The book already did this problem
for you, but lets look at it. I will write the bigger number in the tens and ones chart, and
ask the students if they need to regroup. I will then show them how they can regroup to
find the answer.
10. I will allow students to work on problems 2-4 independently, but go over all of the
answers together as a class.
11. Students can work independently on the independent practice, but I will explain that they
need to get their work checked before moving to their centers. Before allowing them to
work, I will tell the students which centers they will be allowed to go to. I will also
remind them of their behavior during centers:
a. They should only be using spy talk because other people are still working and
they do not want to disturb them. Also, if they get to a center 1st, they can do it on
their own before a partner gets there.
12. I will then allow the students to work independently, and helping students when
necessary. If I see that there is a group of students who are having a good deal of trouble,
I can pull a small group of them to work with.
a. Later on in the lesson, the math specialist will come in and pull a group to work
with
b. Mrs. Gross will also be walking around the room to assist students when
necessary.
13. Once all of the students are in their centers, I will keep track of their noise level and walk
around the room to make sure that the students are working and not just playing.
14. Closure: When it is time to clean up, I will have the students go back to their seats. I will
get their attention by turning off the lights. After all of the students are back at their seats,
I will have the students complete a self- evaluation on whether or not they feel as if they
understood the lesson.

Key Questions (that you will ask):

Do we have to regroup when subtracting?

How would we write this number in our tens and ones chart?
 How many ones are in the ones place?
How many tens are in the tens place?
How do you know when you have to subtract or not?

Logistics:

Timing:

Intro & Video: 5 minutes

Solve and Share/ Do You Understand/ Guided Practice: 15 minutes
Independent Practice: 20 minutes
Centers: 10 minutes
Transitions:

I will gain the students attention by turning off the lights.

Classroom Management:

While the students are independently working, I will be walking around the room
and making sure that the students are staying on task.
I will also remind the students what noise levels they should be at.

Differentiation:

Some students will be able to use the place value blocks if need be.
Some of the students will receive push- in math support during our math time. We may
also pull another small group during the lesson depending on how the students are doing.
Homework: We split the class into Lions, Tigers, and Bears. Each group is assigned
different homework problems to do based on how well they are doing with math. Each of
the students will be assigned the same amount of problems.