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Taking Away SetsBai Nouels - Alysia Auams - uiaue 2

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?7 With the use of manipulatives, stuuents will engage in lesson about taking away
sets by leaining about bai mouels.
57 @1$$1% @1(# A&'%3'(3/ - as listeu in Basal
-7 2.0A.1 0se auuition anu subtiaction within 1uu to solve on-anu two-step woiu
pioblems involving situations of auuing to, taking fiom, putting togethei, taking
apait, anu compaiing, with unknowns in all positions
--7 2.NBT.S Fluently auu anu subtiact within 1uu using stiategies baseu on place
value, piopeities of opeiations, anuoi the ielationship between auuition anu
subtiaction.
---7 2.NBT.7 Auu anu subtiact within 1uuu, using conciete mouels oi uiawings anu
stiategies baseu on place value, piopeities of opeiations, anuoi the ielationship
between auuition anu subtiaction; ielate the stiategy to a wiitten methou.
0nueistanu that in auuing oi subtiacting thiee-uigit numbeis, one auus oi
subtiacts hunuieus anu hunuieus, tens anu tens, ones anu ones; anu sometimes it
is necessaiy to compose oi uecompose tens oi hunuieus.
-;7 2.NBT.9 Explain why auuition anu subtiaction stiategies woik, using place value
anu the piopeities of opeiations.
;7 2.NB.S 0se auuition anu subtiaction within 1uu to solve woiu pioblems
involving lengths that aie given in the same units.
@7 B1($'&-;# ?//#//$#%&
-7 I will monitoi stuuents taking pait in examples. As I pause foi stuuent iesponse I
will ensuie all stuuents unueistanu each step of the piocess.
C7 AD$$'&-;# ?//#//$#%&
-7 Stuuents will be iequiieu to complete a stoiy pioblem hanuout wheie they will
be askeu to use bai mouels, which I will collect when they have finisheu.
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?7 Biy eiase boaius, uiy eiase maikeis, eiaseis (socks), Beishey bais, stiips of papei,
scissois, maikeis, hanuout
6667 +'%'E#$#%&>
?7 F-$#
-7 Su minutes
G7 S minutes - Anticipatoiy Set
H7 14 minutes - Lesson Piesentationuuiueu Piactice
I7 1u minutes - Inuepenuent Piactice
J7 S minutes - Closuie
57 +'&#(-'"/
-7 The hanuout anu stiips of papei will be on theii uesks.
--7 Beishey bais
@7 5#,';-1(
2
-7 Since many of my stuuents aie fiom a lowei socioeconomic backgiounu, I will
neeu to auapt all situational stoiies in oiuei foi my stuuents to connect with the
stoiy pioblem.
--7 Foi an ELL stuuent, I will also use situations he ielates to, but since math is not an
aiea of complications foi him, I will only ensuie he is compiehenuing what the
question is asking.
---7 Those stuuents who aie not on task will be given a veibal acknowleugement of
this anu will be askeu to ie-engage in the lesson.
6K7 0#//1% L(#/#%&'&-1%>
?7 6%&(13D.&-1%M?%&-.-N'&1() /#&
-7 Since this is uay two of the lesson, I will connect this lesson to the pievious lesson
on auuing on sets. I will use the same anticipatoiy set, but in ieveise. I will
explain to them that when we uo the lunch count we stait with the numbei of
total stuuents anu then subtiact off stuuents who want salau bai, biought theii
lunch, anu yoguit. I will uemonstiate this by staiting with a long stiip of papei
anu cutting off pieces to show the "taking away" piocess, as if with bai mouels.
--7 A&'&#$#%& 14 ND(N1/#
!" !"#$% '( $)( *"+,* -" .($), $/"0- 1"' /$) 2"#(.3 4$, 1(.5 03 '+-1 30/-)$4-+",6
57 513)M6%ND&M8D&ND& </&#N 9) /&#N=
-7 7"2(-+2(3 '1(, '( 4",3-)04- 2"#(.3 8") $ 3-")% 5)"/.(29 +- 2$:(3 +- ($3+() -"
#(;(."5 $, $,3'()6 <+:( %(3-()#$% '1(, '( 03(# /$) 2"#(.3 8") $##+-+",9 '( 4$,
$.3" 03( -1(2 8") 30/-)$4-+",6 =(2(2/()9 +, $ /$) 2"#(. ' -$:( -1( +25")-$,-
,02/()3 8)"2 $ 3-")% 5)"/.(29 $,# '( 50- -1(2 +, )(4-$,*.(39 .+:( -1+36 >, %"0)
#(3: %"0 1$;( -'" 3-)+53 "8 5$5()6 >,( 3-)+5 1$3 $ ? ", +-9 /0- -1( "-1() 3-)+5 #"(3
,"- 1$;( $ ,02/()6 @ :,"' -1$- '1(, @ $## -1( -'" 3-)+53 -"*(-1() @ *(- A9 3" '1$-
'"0.# -1( "-1() ,02/() /(B Stuuents shoulu iesponu with "S."
--7 Stuuents have a hanuout (attacheu) on theii uesks with 4 pioblems on it, two on
the fiont, anu two on the back. We will be uoing the two on the fiont togethei,
anu the two on the back will be inuepenuent piactice.
---7 The fiist pioblem to solve is:
!" @ /"0*1- $ 4$)-", "8 (**3 8)"2 -1( *)"4()% 3-")(6 !1()( $)( CD (**3 +, -1(
4$)-",9 $,# @ ,((# ? (**3 -" /$:( $ 4$:(6 E"' 2$,% (**3 '+.. /( .(8- +, -1(
4$)-", $8-() @ /$:( 2% 4$:(B F",3-)04- $ /$) 2"#(. -" 8+*0)( "0- -1( ,02/() "8
(**3 )(2$+,+,*6
(I will have a full caiton of eggs anu then iemove 4 of them to show the empty
space that is cieateu. This will show them that the caiton was full anu I hau to
iemove the eggs in oiuei to ueteimine the iemaining amount.)
-;7 Emphasizing active paiticipation I will have stuuents now use manipulatives.
G+,# %"0) .",*(3- 3-)+5 "8 5$5()9 +- +3 *)((,6 !1(,9 -$:( %"0) -'" 50)5.( 5+(4(3 "8
5$5() $,# 5.$4( -1(2 /(."' -1( 50)5.( 3-)+5 3" -1$- -1(% 4)($-( $ /$) -1$- +3 (H0$.
+, .(,*-1 -" -1( *)((, 3-)+56 >, -1( *)((, 3-)+59 ')+-( -1( ,02/() CD6 !1+3 31"'3 03
-1$- -1( -"-$. ,02/() "8 (**3 '( 1$;( +3 CD6 !1(,9 ", -1( 32$..() 50)5.( 3-)+59 ')+-(
-1( ,02/() ?6 !1+3 31"'3 03 -1( ,02/() "8 (**3 @ 1$# -" 03( -" /$:( -1( 4$:(6 !1(
3-)+5 "8 5$5() .(8- -1$- #"(3 ,"- 1$;( $ ,02/() )(5)(3(,-3 -1( )(2$+,+,* ,02/() "8
(**39 '1+41 +3 -1( ,02/() '( ,((# -" 8+,#6 E"' 4$, '( 8+,# -1+3B Stuuents shoulu
iesponu with, "Subtiact 4 fiom 12." I will be moueling each step of this on the
S
ELN0 that piojects to the SNART Boaiu uuiing the entiie piocess. I will call on a
stuuent to explain to me how they auueu the thiee numbeis togethei so that the
class knows the coiiect answei.
;7 Buiing this time I will be using the ELN0 to uo the pioblem with them, anu will
also be monitoiing to check foi unueistanuing.
;-7 The seconu pioblem to solve is:
G7 I)36 J;()1$)- *"- 10,*)% $,# "5(,(# $ 5$4:$*( "8 4"":+(36 !1()( '()( KL
4"":+(3 +, -1( 5$4:$*(9 $,# 31( #(4+#(# -" ($- CC "8 -1(26 F)($-( $ /$) 2"#(. -"
#+34";() -1( -"-$. ,02/() "8 4"":+(3 I)36 J;()1$)- 1$3 .(8-6
I will ask the stuuents to complete this inuepenuently, anu then go thiough it
with them on the ELN0.
@7 6%3#N#%3#%& L('.&-.#
-7 Stuuents will then spenu the iemainuei of the time solving the last two
pioblems on the back of the hanuout using while I walk aiounu the ioom
making myself available to answei questions.
C7 @1%."D/-1%M."1/D(# (incluue stuuents in measuiing leainingsummaiy of uay's
activities).
-7 By monitoiing I will be able to see how many stuuents have completeu theii
hanuout.
--7 7"2(-+2(3 '1(, '( $)( #"+,* 3-")% 5)"/.(23 +- +3 1$)# -" 8+*0)( "0- '1$- '( ,((#
-" #" -" 3".;( -1( 5)"/.(26 M1(, '( 03( /$) 2"#(.3 -" -$:( $'$% $ 32$..() ,02/()
8)"2 $ /+**() ,02/() '( 4$, ($3+.% 3".;( -1( H0(3-+", *+;(, -" 036
!7 !O&#%3-%E &,# 0#//1%
-7 This is the final uay of the two uay lesson, so the following uay stuuents will be
implementing both of these lessons, auuing on sets anu taking away sets, into
theii math piactice.
K7 P%-;#(/-&) A&D3#%&Q/ ?%'")/-/ 14 0#//1%
?7 Bow many stuuents achieveu the objective foi touay. Foi those who uiu not, why
not.
57 What weie my stiengths, oppoitunities foi giowth.
@7 Bow woulu I altei this lesson.
C7 Bow woulu I pace it uiffeiently.
!7 Biu I have all stuuents actively helping in the leaining piocess.
B7 Weie stuuents able to see the uiiect coiielation between the abstiact numbeis anu
the conciete use of papei as bai mouels.