Lesson Preparation

Teacher Candidate: Kaci Philpot

Title of Lesson: Modeling regrouping using base-ten blocks
Grade Level: Multiple
Subject Area: Mathematics

1. Lesson Topic (What is the big idea?):
Base-ten blocks can be used to visually model the regrouping process in two-digit subtraction.

2. What standard(s) will it address?
Grade Content Area Standard Concepts and
Skills
EEO or
Evidence
outcome
3
rd
Mathematics Number Sense,
Properties, and
Operations
The whole
number system
describes place
value
relationships and
forms the
foundation for
efficient
algorithms
EEO: Combine
objects to
complete two
sets of ten and
some more using
place value
manipulatives
(e.g. bundles,
ten frames,
unifix cubes,
etc).
4
th
Mathematics Number Sense,
Properties, and
Operations
Formulate,
represent, and use
algorithms to
compute with
flexibility,
accuracy, and
efficiency
EO: Use place
value
understanding
and properties of
operations to
perform multi-
digit arithmetic.


3. What IEP goal(s) will it address?
two-digit subtraction problems with regrouping.

4. Main Objective of Instruction (What do you want the student(s) to learn?):
Students will be able to model regrouping in two-digit subtraction using base ten blocks.

5. Supporting Objectives:
Students will be able to exchange tens for ten ones with no prompting.

6. Specific Strategies (conspicuous) to be taught/modeled:
Regrouping using base ten blocks.

7. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you
need to prepare?
-A student may need a hand fidget during the lesson.
-A student must sit by the teacher per BIP.
-A student will need extra processing time to complete work and produce verbal answers.
-One student will need to work with an adult.

8. What background knowledge do the students have? How will you assess students learning pre, during and
post? (please paste your pre and post assessment here)
-Background Knowledge: At least 2/3 students are familiar with base-ten blocks and the place value nature of
the number system.
-Pre assessment: Informal questioning about the base-ten system and base ten blocks. AIMS web two-digit
subtraction with regrouping probe.
-During learning: Students will take turns modeling regrouping subtraction problems with the group.
-Post: AIMS web two-digit subtraction with regrouping probe.

9. What management/grouping issues do you need to consider?
-One may be upset from recess.
-A student may need reminders to speak loudly so the group can hear.
-A student will need frequent reminders to stay with the group due to attention difficulties.

10. Materials and Resources:
-Base ten blocks.
-Two-digit subtraction problems
-White board and markers
-Base-ten mats

11. How/where will students be able to integrate (generalize) this learning?
The student will be able to apply the learned process to the general education math curriculum and in other
math groups.

12. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious
review)?
Students will be provided with base-ten blocks when working in the learning lab and the general education
classroom.


Lesson Title: Modeling Regrouping Using Base-ten Blocks

Main Objective of this lesson: Students will be able to model regrouping in two-digit
subtraction using base ten blocks.


(CONTENT-PROCESS)

I . Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning.
Communicate the objective of the lesson.
-In your math classes you may have used base-ten blocks what are the names of the different
blocks? What is their value?
-We can use base-ten blocks to help with regrouping in solving subtraction problems.

I I . Procedure: (Is this an informal presentation, direct instruction, or structured discovery?)
Informal presentation

o Strategies (I Do/ how will you guide students to construct meaning for themselves):
- I will model subtraction starting with single digit and working up to two digit with regrouping
using base-ten blocks.

o Guided Practice (We Do/students present):
- Students will take turns solving subtraction problems using base-ten blocks and mats.
o Differentiation:
- One student may not be able to model independently, so adjusting the level of the problems
may be appropriate of guidance in solving the problems.
- One student may need more difficult subtraction problems.
- Prompting will be needed for each individual step.

o (PRODUCT)
- Students will model one final problem individually.

I I I . Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do).
Formally END the lesson.
Students will instruct me on how to solve a problem using base ten blocks.