Name: Michael Mancuso Type of Setting: This lesson will be delivered at PS 81 in the Bronx, New York.

The school is located in an urban area. The lesson is for a general education 2nd grade class. There are 18 students in the class. One male student has a Para. Date of Lesson: 11/19/2013 Grade/Subject Area: 2nd grade general education class. Mathematics. Purpose: The purpose of this lesson is to subtract and add within twenty. Essential Questions: What are some ways to find differences? How does counting backwards solve subtraction problems? Vocabulary & Key Terms: Difference- The final answer to a subtraction problem Subtraction- Taking one number away from another number Addition- The opposite of subtraction and it is used to check your answer Skills: Subtraction Addition Checking your work Counting down Objective(s): Students will recall differences for basic facts using mental strategies. Learning Outcomes: 1) To find the difference in subtraction problems. 2) To check the answer using addition.

iCan Statement: I can find the difference in a subtraction problem. Common Core Learning Standards: CCLS: 2.OA.B.2: Fluently add and subtract within 20 using mental strategies. Pre-Assessment: The students have been performing subtraction and addition all year. They are able to add and subtract within twenty, but not fluently. They still make mistakes when performing subtraction and addition and have difficulty with their subtraction and addition facts. The students are aware that they can check a subtraction problem by performing addition. The students know what subtraction is, but the word difference will be a new vocabulary word for them. Lesson Presentation: a. Set-Induction After Literacy is over, the teacher will announce that Math is about to begin. The teacher will ask the students to bring their Go Math! book and a pencil to the meeting area. The teacher will call the students to the meeting area, team by team. After all of the students are sitting quietly in the meeting area, the teacher will announce that the students will be learning about subtraction. b. Procedure: 1. The teacher will ask the students, When we do a subtraction problem, what are we trying to find? 2. The teacher will tell the students that we are trying to find the difference between two numbers.

3. The teacher will tape a piece of 8.5 by 11 piece of white printer paper with the word Difference written on it on the white board. 4. The teacher will write the word Difference on the white board and define it as the final answer to a subtraction problem. 5. The teacher will write 7-4 on the white board. The teacher will ask the students to find the difference. 6. The teacher will call on a student to explain how they solved the problem and then write the answer on the white board. 7. The teacher will tell the students to open up their Go Math! book to page 141. 8. The teacher will tell the students to look at the model in the middle of the page. 9. The teacher will say, Gina put 4 color tiles inside the circle and then put 3 color tiles outside the circle. What addition fact could you write to find how many tiles Gina has? 10. The student will respond with the answer, 4+3=7. 11. The teacher will ask the students, What is the difference between the number of tiles inside the circle and the tiles outside the circle? 12. The student will respond, 1 and the teacher will ask the student, How did you get that answer? 13. The teacher will tell the students to turn the page to page 142. 14. The teacher will tell the students to look at the Model and Draw box at the top of page 142. 15. The teacher will tell the students to look at the problem 7-3. 16. The teacher will ask the students to find the difference.

17. The teacher will call on a student to answer the question and the teacher will ask the student, How did you find the difference? 18. The teacher will tell the students that they can find the answer by counting back from 7. The teacher will demonstrate this by counting back from 7 by using his fingers. 19. The teacher will tell the students to look at the problem 9-3. 20. The teacher will ask the students to find the difference. 21. The teacher will call on a student to answer the question and the teacher will ask the student, How did you find the difference? 22. The teacher will tell the students that they can find the answer by counting back from 9. The teacher will demonstrate this by counting back from 9 by using his fingers. 23. The teacher will tell the students to look at the problem 8-5. The teacher will tell the students to find the difference by counting backwards. 24. After the teacher hears the correct answer 3, the teacher will ask the students to check this problem using addition. 25. The teacher will tell the students to look at problem number one. 26. The teacher will go over problems 1 through 9 with the students. The teacher will call on a student to answer each problem. The teacher will explain each problem with the students if they got it wrong. The teacher will tell the students to write the answers in their Go Math! book. The teacher will check each problem using addition. 27. For problems one through nine, the teacher will say, What is the difference between __ and __. For example, for #1 the teacher will say, What is the difference between 6 and 4?

28. For each problem, after the student gives the teacher the answer, the teacher will say, How can you check your work? For example, for #1 the teacher will say, How can you check your work? 29. After the students have gotten numbers 1 through 9 correct, the teacher will tell the students to complete numbers 10 through 18 independently at their seats. 30. The teacher will tell the students to raise their hand after they finished all of the questions for the teacher to check their work. After they finished page 142, they can move onto page 143 once the teacher has checked their work. 31. The teacher will ask the students before they get up to go back to their seats, What will you be doing at your seats? 32. The teacher will call the students to return to their seats table by table. c. Closure: The students will work on page 143 in their Go Math! book. For the early finishers, the teacher will distribute a teacher made worksheet to those students to work on while the rest of the class finishes page 143. After the students have finished page 143, the teacher will chose questions 20, 22, and 26 to go over with the students on the white board. When the teacher writes problem 20 on the white board, the teacher will say, What is the difference between 9 and 7? When the teacher writes problem 22 on the white board, the teacher will say, What is the difference between 12 and 5? When the teacher writes problem 26 on the white board, the teacher will say, What is the difference between 15 and 8? After those questions are completed, the teacher will say to the students, Lets review our new vocabulary word one last time. What word did we learn today? The students will say difference. The teacher will then ask, What does difference mean?

Materials and Resources Needed: 8.5 by 11 white printer paper Red Sharpie marker Tape Go Math! book Pencil White Board Dry Erase markers Teacher made worksheet Follow-Up Activity or Assignment: At the students seats they will complete questions 10 through 18 on page 142 and then page 143 in their Go Math! book. For the early finishers, the teacher will distribute a teacher made worksheet to those students to work on while the rest of the class finishes page 143. Evaluation/Assessment: The teacher will be able to tell if the students met the objective by how well the students do with the problems on page 142 and 143. The teacher will walk around the room and check the students work as they are solving the problems. The teacher can also check to see if the students are understanding differences by hearing their answers and explanations to the problems that the teacher asks them. Differentiated: This lesson can be differentiated in a variety of methods. First, for the students who are above grade-level, they can subtract problems greater than 20. In addition, after the

students have mastered finding the difference in a subtraction problem, the teacher could give the students word problems to solve that involve finding the difference. For students who are below grade level, the teacher can work with differences under 10. The teacher could have the students solve every problem by counting on their fingers, to fully understand the concept of counting down. Resources: I planned this lesson with my cooperating teacher, Ms. Hehir. The only resource that was used when making this lesson was the 2nd grade Go Math! book.

Teacher Made Worksheet

Name:__________________________________ Date:______________________________ Mr. M. Differences Worksheet

Directions: Read each question carefully. Use the space below each question to show your work. Check your answer to make sure that it is correct by using addition.

1. What is the difference between 10 and 7?

2. What is the difference between 6 and 3?

3. What is the difference between 13 and 4?

4. What is the difference between 11 and 9?