Southwestern College-Educator Preparation Program

Lesson Planning Template

See Unit and Lesson Planning Template with Explanations for directions to complete this template.

Lesson designer: Cassie Drendel

Methods Date: 11/13/2015

Course lesson designed for:

Subject area of lesson: Math (Subtraction)

Elementary School

Grade level of lesson: 2nd Grade

Standards include:
For math useDomain: Operations and Algebraic Thinking

Code:
MCC2.OA.1

Cluster: Represent and solve problems involving addition and subtraction

Standard:
CCSS.MATH.CONTENT.2.OA.A.1
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.1
Domain: Operations and Algebraic Thinking
Code:
MCC.2.OA.2
Cluster: Add and subtract within 20
Standard:
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit
numbers.
Domain: Operations and Algebraic Thinking
Code:
MCC.2.NBT.5
Cluster: Use place value understanding and properties of operations to add and subtract
Standard:
CCSS.MATH.CONTENT.2.NBT.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.

What will student know, understand, be able to do as a result of this unit?

Know (nouns)
Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this
context.

Addition- the action or process of adding something to something else.

Subtraction- the process or skill of taking one number or amount away from another.
Word Problems- a mathematics exercise presented in the form of a hypothetical situation that requires an equation to
be solved
Drawings- a picture or diagram made with a pencil, pen, or crayon rather than paint, especially one drawn in
monochrome.
Equations- a statement that the values of two mathematical expressions are equal
Symbol- a thing that represents or stands for something else, especially a material object representing something
abstract
Number- an arithmetical value, expressed by a word, symbol, or figure, representing a particular quantity and used in
counting and making calculations and for showing order in a series or for identification.
Problem- a matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome
Be Able to Do (Verbs)

List the verbs that are key learning

targets, then determine the cognitive
demand level (Blooms) with verbs in
context by placing a checkmark in the
appropriate square:

Level I
Remember
Memorize
facts,
definitions, &
formulas

Level II
Understand
Perform
Procedures

Level III

Level IV

Level V

Apply
Demonstrate
understandin
g

Analyze
Conjecture
,
Generalize,
Prove

Evaluate/
Create Solve
non-routine
problems;
make
connections

Solve

Represent
x

Know
This standard means a student will know and be able to do(use your own student friendly words)

Students will understand and be able fluently solve subtraction problems.

Essential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject
areas and units.-This unit wont end the learning on this question.

Why is subtraction important in our everyday lives?


Why is it important to understand how to subtract?
Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.

How can you use base ten blocks to solve a subtraction problem?
What do you do when the top number is smaller than the bottom number in a subtraction problem? (regroup)
How do you determine which number goes on the top and the bottom of a subtraction problem?
How do you break down a base ten block into individual ones?
Summary: In the space below, write a brief summary for the unit. Provide a concise overview of your unit explaining what is to be learned
and how students will attain the learning goals.
In this math unit, the first grade students will be learning all there is to know about subtraction with regrouping. The students will be required to
actively participate in the learning over a five day period where they will be learning how to subtract with regrouping in several different ways.
The students will learn how to: regroup subtraction problems while using the regrouping algorithm, use story problems to set up subtraction
problems with regrouping, use base ten block to represent regrouping, understand what number goes on the top and the bottom of a subtraction
problem, and decide when a subtraction problem needs to be regrouped and when it does not need to be regrouped. The students will attain the
learning goals through a completion of subtraction with regrouping activities and worksheets that will be graded by the teacher at the end of each
day.
(Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the
time
spent?)
Data
analysis:
What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs?
When
these differences
be addressed
group differentiation
core, Tier II-supplemental
intervention,
Tier III-intensive
I amwill
teaching
this because
I think (small
it is crucial
for studentsduring
to understand
the importance
behind regrouping
while
interventi
using subtraction. In math, regrouping is the process of making groups of tens when adding or subtracting two digit
numbers (or more) and is another name for 'carrying' and 'borrowing'. Understanding how to regroup while using
subtraction is crucial for student to understand now and later in their lives. Using the regrouping algorithm is a quicker
way that students can subtract problems without having to estimate or change numbers drastically. This unit also
provides students with the opportunity to link what they have learned in class to their everyday lives. I can justify the
time spent by aligning my subtraction with regrouping unit directly to the 2 nd grade Common Core Math standards. I
will also align my objectives and assessments based on these standards.

Data analysis: What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs?
When will these differences be addressed (small group differentiation during core, Tier II-supplemental intervention, Tier III-intensive
intervention)?
Data type:
Students are required to learn how to use addition and subtraction within 100 to solve one- and two-step word problems
based off of the 2nd grade Common Core State Standards for math use. It is a crucial part of the learning process when it
comes to basic subtraction with two and three digit numbers. With that being said, each learning learns at a different
speed and rate so we need to be aware of our individual students strengths and weaknesses.
Analysis details:
Students who are below level will have access to extra manipulatives and small group differentiated time with one of the
co-teachers during the lesson activity.
Students who are above level will have access to worksheets, activities, and games that will challenge them on a higher
level and more extensive level.

Assessment: (How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the
student(s) demonstrate they have met the objective? Formative Assessment should be conducted regularly throughout the lesson(s). Preassessment may be conducted prior to lesson(s). Summative assessment will generally be at the end of a unit or series of lessons on similar
learning goals. Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may be formal-written task,
performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress
through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the
objectives.

Performance Task(s):

Through what authentic performance tasks will students demonstrate the desired understandings?

By what criteria will performances of understanding be judged?

Daily participation from all students

Daily worksheets and activities
Opportunities to come up to the Elmo/Smartboard and show their individual work/story problems
Group Discussions
Small group and large group work
Thumbs up and thumbs down to check for understanding during the lessons
There will be rubrics and observations from the teacher to check for understanding in the students

Other Evidence:

Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate
achievement of the desired results?
How will student reflect upon and self-assess their learning?

FormativeBunny Subtraction Worksheet

Individual Story Problem Worksheet
Modeling with Regrouping/Trading Worksheet
Mr. Lundquist Story Problem Worksheet
Spinner game and Worksheet
Daily Participation
Observations by the teacher
Math Journals
Subtraction Pre-Test
SummativeSubtraction Post-Test

Daily: Pencils, notebook paper, Elmo, Smartboard, colored pencils, vocabulary words, with pictures
Day 1:

Bag of Base Ten Blocks (at least 8 hundreds, 20 tens, and 10 ones per pair of students), Place Value Mats, Dice, Subtraction with Regrouping

Whiteboards, Erasers, Dry erase makers, Individual Story Problem worksheet, Story problem pre-test

Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This
student task sheet
may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or
Day 2:by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.
needed

Day 3:

Practice problems displayed on the Smartboard, Base ten blocks for every student, Subtraction: Modeling
with Regrouping/Trading worksheet
Day 4:

Practice problems displayed on the Smartboard, Base ten blocks for every student, Mr. Lundquist story problem worksheet, Spinner game board,
Spinner worksheet, Paperclips, Brass brads

Day 5:

Subtraction Story Problems Post-Test, Regrouping and No Regrouping Bunny Subtraction worksheet

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.
Session
1
2
3
4
5

Instruction and Learning Experience

Bust One Hundred
Subtraction Story Problems
Subtraction: Modeling with Regrouping/Trading
Mr. Lundquist and Spinner Game
Subtraction Story Problem Post-Test and Bunny Subtraction Coloring Page