LESSON PLAN EDUCATOR NAME: Katelyn Bass GRADE LEVEL: 2nd Grade DATE: 9/21/11

SUBJECT/TOPIC: Math/ Topic 9-4 Subtraction: Models to subtract Two- Digit Numbers LONG RANGE/UNIT GOAL: Students will be working on understanding how to subtract Two-digit Numbers. This unit will works towards giving students a comprehensive lesson on algorithms, operational means and relationships, and mathematical processes. OBJECTIVES: Student will use models to subtract two-digit numbers, with and without regrouping. Essential Understanding: The standard algorithm for subtracting two-digit and two-digit numbers is just an extension of the algorithm for subtracting two digit and one digit numbers. TENNESSEE STATE LEARNING ACCOMPLISHMENTS TO BE ADDRESSED AND ASSESSED: 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. STUDENTS PRESENT LEVELS OF PERFORMANCE/KNOWLEDGE: In first grade students learned how to relate counting on and counting back to addition and subtraction and understand them as inverse operations; and how to use models (such as discrete objects, connecting cubes, and number lines) to represent part-whole, adding to, taking away from, and comparing to situations to develop understanding of the meaning of addition and subtraction. Students have been working on that foundation and continuing their subtraction skills. In previous lessons we have learned about subtracting through regrouping 1 ten for 10 ones, using models to subtract two and one digit numbers, and subtracting two and one digit numbers using the standard algorithm. CLASSROOM LAYOUT Students will sit at their desks during whole class instruction. During our problem-based interactive learning students will work in their pairs.

SHORT DESCRIPTION OF LESSON: In this lesson, children will use the concept of place value to compare subtract two digit numbers. They will be using models to subtract a two-digit number from a two-digit number with and without using regrouping. DEVELOPMENT OF SET: I will start our math lesson with a review of what we already know using the Daily Spiral Review Worksheet 9-4 and Problem of the Day 9-4. This exercise covers subtracting a one digit number, using models to subtract, find coin collection values, subtracting to solve problems, and subtracting with and without regrouping through the use of a table. Students will independently complete the daily spiral review and problem of the day. Following, we will go over the work while students check their work. We will begin our models to subtract two digit numbers lesson. I will start by setting the purpose of the lesson by pointing out our I can statement in the room (I can add and subtract using what I know about place value and how addition and subtraction are related). We will begin discussing how we have learned how to subtract a one digit number from a two digit number, and how today we will learn how to subtract a two digit number from a two digit number. We will discuss what the I can statement means and how it relates to our lesson. I will write on the board 31-6=25 and 31-16=___ side by side in a vertical form. I will ask how these problems are alike and how are they different. TIME ALLOTTED FOR THE LESSON: 50 minutes MATERIALS, TOOLS AND RESOURCES: Daily Spiral Review 9-4/ Problem of the Day 9-4 worksheet Books Place-value workmats Interactive learning 9-4 booklets Reteaching/quick check 9-4 worksheet Unifix (connecting) cubes

Smartboard Computer with internet connection

WEB LINKS: www.pearsonsuccessnet.com PREREQUISITE TECHNOLOGY SKILLS: Students will not require any technology skills. However, the teacher is required to have an active understanding of how to use the smartboard and the computer. TECHNIQUES/ACTIVITIES: I will distribute interactive learning booklets, connecting cubes, and student place value workmats to pairs of students. I will then write 22-19 in a vertical form. I will tell the children last Friday I bought 22 candy bars, but I ate 19 of them. How many candy bars do I have now? I will ask the students to recall the steps they took to subtract a one digit number from a two digit number. I will ask them to tell me what the first thing they did when they subtracted. Then what did I need to do after they regrouped a ten as 10 ones. I will remind students of the story problem I gave them. In pairs, they will discuss how they should solve the problem. Pairs will show numbers on their place value workmats. One member will show one of the numbers, while the other shows the other number. We will come together as a whole class to discuss the problem. I will distribute the regrouping in subtraction song. I will sing it once for the students. After, we will sing the song together. We will discuss the song and how it relates to our original story problem. We will work through the problem through deciding if we need to regroup, subtract the ones, and then subtract the tens. Students will record their finding for number 1 on page 263 of their interactive learning booklets. We will then work through another problem together: 33-15. As a class, we will discuss the steps to take to solve this problem. Pairs will continue to show numbers on their place value workmats. One member will show one of the numbers, while the other shows the other number. After the successful completion of problem two, students will get back with their partner to work problems three and four. They will continue to use the cubes and mats to show their work. I will be walking around taking note of my observations. Concluding page 263 of our interactive learning booklet, we will watch the visual learning bridge on the smartboard. In this lesson, we will see how we use workmats, cubes, and subtraction frames to help us subtract two digit numbers from two digit numbers. When I have observed that all pairs have completed their task, we will as a class complete the guided practice using the smartboard. Students will fill in the guided practice portion of their booklets as we go over the questions. Upon completion of the guided practice sections, we will restate the I can statement. I will close our whole class instruction by explaining how we have learned that when we

subtract a two digit number from a two digit number we subtract the ones and tens separately, beginning with the ones. If there are not enough ones in the number being subtracted from, we need to regroup. I will ask the students who feels like they are ready to move onto the independent practice. Those students who are will continue working on the independent practice section of the booklet. Those students who need more instruction will work with me in a small group. After, I will be walking around monitoring and checking their work. When students are finished with their work, they will turn in their booklets in the basket on the teachers desk and their cubes and workmats in the front of the room. They will then obtain a reteaching/quick check 4-4 worksheet. This should be done primarily independently. Students may only ask questions on the reteaching side. DIVERSE LEARNERS: This lesson accommodates all of the multiple intelligences. The use of number sentences accommodates linguistic intelligence while the use of numbers and reasoning reaches logical-mathematical intelligent students. Spatial learners can be reached through the use of pictures and the workmats. Bodily-Kinesthetic intelligences are accommodated through working with the connecting cubes and workmats. The regrouping in subtraction song helps the musical learners, while the song and the explicit teaching aid the auditory learners. The interactive learning booklet reaches interpersonal and intrapersonal learners through working independently and in pairs. The variation in ability levels is accommodated through the students working in pairs. Students are pairs are either of the same level or higher achieving. Low achieving students will prosper from working with higher achieving students. Students will be working together, therefore conversing about their strategies and reasoning. All students will benefit from having to explain their strategies and reasoning in details through reciprocal teaching. I will also differentiate through the use of Enrichment pages instead of reteaching page for certain, high achieving students. EXTENSIONS/ALTERNATIVE PLANS: If this lesson proves to be too difficult, I will go back and reteach lesson 9-3 subtracting two and one digit numbers. We will work with models for tens and ones and deciphering how to subtract them. If this lesson appears too easy for my students, I will incorporate enrichment problems of solving mystery number problems The level of whole class master will guide my reteaching plans. If the majority of the class struggles to effectively understand how to subtract two digit numbers, I will do another lesson on subtracting two and one digit numbers (9-3). If only a small group struggles to understand the concept, I will reteach those students in a small group that day or the following morning. I will use the reteaching page to aid my instruction. I will also conference with these students on what part they are individually struggling with. I will try to individualize the instruction based on their needs and my understanding and knowledge of the individual student.

This lesson on subtraction two digit numbers will be extended through using addition to check subtraction. Children will relate addition to subtraction using one operation to check the other. STUDENT PRODUCTS: Students will be creating concrete representations of numbers using connecting cubes in order to subtract two digit numbers. They will create visual representations of the two values in order to subtract. They will also use the models to complete their interactive learning booklet. Students will also be encouraged to share their created reasoning and strategies throughout the lesson. ASSESSMENT: I will have a variety of ways I will be assessing the students formatively. As we are doing our guided practice I will have a checklist with all of my students names. I will be taking notes of who is contributing during our guided practice. This will show me a level of understanding through their answers and explanations during the lesson. I will also be calling on students to participate while noting their level contribution. During the activity where students are working in pairs, I will also take note on any students that prove their understanding of the topic. I will also be assessing students as I monitor and check their independent practice section of the interactive learning booklet. The reteaching and quick check will give me the best overall assessment of my students mastery of comparing numbers because this is done independently. Students will also have an opportunity to show their understanding through the homework 9-4 page. My summative assessment will be in the form of a topic test at the end of the unit. Closure: Upon completion of the guided practice sections, we will restate the I can statement. I will close our whole class instruction by explaining how we have learned that when we subtract a two digit number from a two digit number we subtract the ones and tens separately, beginning with the ones. If there are not enough ones in the number being subtracted from, we need to regroup. Reflection:

Regrouping In Subtraction (Tune: If youre happy and you know it clap your hands!) If the BIG is on the BOTTOM, BORROW 10 (Sing this line 2 times) If the BIG is on the BOTTOM when you do a subtraction problem If the BIG is on the BOTTOM, BORROW 10 Once you take from the 10's, add to the 1's (Sing this line 2 times) Once you add ten to the 1's, then your tens are lowered one Do subtraction in each column, and youre done