Lesson Plan Template Teacher: Cathy Varga Content Area/Topic: Math - Subtraction Grade Level: 2 Lesson Title: Subtraction
Lesson Overview Write a brief, yet concise, description of what occurs in this lesson (50 words). What will students learn during the lesson? In this lesson students will learn how to both add as well as subtract using borrowing, or regrouping.
Common Core/State Standard Go to the state standards website: http://www.tn.gov/education/standards/index.shtml Reference State, Common Core, ACT College Readiness Standards and/or State Competencies. Select the grade content/level appropriate standards that are being met in this lesson. Copy and paste here: Domain: Numbers and operations in base 10 Cluster: Use place value understand (and) to add and subtract Standard: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
National Education Technology Standards for Students (NETSS) met in this lesson Go to the NEW NETSS standards http://cnets.iste.org/and select grade level (K-2, 3-5, 6- 8, 9-12) appropriate standards/profiles that are being met in this lesson. Copy and paste here.
6. Technology operations and concepts, d. Transfer current knowledge to learning of new technologies
Instructional Objectives Clear, Specific, and Measurable NOT ACTIVITIES. Student-friendly. The objective for this lesson [learning outcome] should identify the A, B, C & D. Given 15 problems each containing two numbers within 100 the learner will successfully subtract the two given numbers using an understanding of place value and borrowing with no more than 4 errors.
Provided with an iPad app the learner will use their knowledge of place value and borrowing to illustrate one addition and one subtraction problem using virtual base ten blocks with 100% accuracy.
Prior Knowledge What prior knowledge will the students have to have to be able to do this lesson? You might look at the year before Common Core/State Standards to see what they were suppose to learn before doing the state standard you chose. Students must understand that the two digits of two digit numbers represent amounts of tens and ones, that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones and that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, Cvarga_LessonPlanRevised Dr. Susan Sutton, 2014
two, three, four, five, six, seven, eight, or nine tens (and 0 ones). (Standards 1-3 of first grade math.) I will cover how to use the iPad app before students come up to practice, so prior knowledge for the iPad is not necessary.
Need or Purpose Why do students need to learn this lesson? Students must understand how to subtract to solve problems in their day to day life. Subtraction also is a foundation that other math concepts build upon.
Teacher Preparation Explain what the teacher has to do to get ready for the lesson including activities such as gather materials, bookmark websites, create research guides, schedule labs, gather parent permission for fieldtrips, etc The teacher needs to gather all of the supplies needed for the hands-on activity: Twenty groups of 10 popsicle sticks or toothpicks wrapped in a rubber band, 50 loose popsicle sticks, index cards with numbers 0-9 on them for 5 groups with one number on each card, a worksheet with 25 practice problems, a homework worksheet with 10 problems, iPad, iPad app, a computer, and projector/SmartBoard. The teacher also needs to ensure that the iPad app is downloaded and working correctly, and that the iPad will work when hooked up to the classroom computer or projector.
Active Participation Explain what the students do in this lesson that puts them in an active learning situation. The students will move the toothpicks around to visually solve the subtraction problem. The students will also take turns using the iPad and use it to solve a given problem from the worksheet for the class.
Formative Assessment The criteria should directly align with the instructional objectives and standards. How will you monitor student progress? Also describe your plan for providing feedback to your students during the lesson? At the beginning of the lesson, I will ask the students what they know about the tens and ones in a two digit number. If they understand how the number can be broken up, then the lesson will proceed. If they do not then we will cover place value in a double digit number.
After the formal lesson and a demonstration, I will divide the students into groups of 4 or 5. Each member of the group will work a subtraction problem using the toothpicks and will put their initials by the problem that they worked. While the students are working I will walk around the room observing and answering questions.
After the worksheet is finished, I will bring students up to work the problems on the worksheet and show the answer using virtual base ten blocks on the iPad.
Cvarga_LessonPlanRevised Dr. Susan Sutton, 2014
Materials List all materials and include how each will be used during the lesson. Must align with the Instructional Objective Twenty groups of 10 popsicle sticks or toothpicks wrapped in a rubber band, 50 loose popsicle sticks, index cards with numerals 0-9 on them for 5 groups, one number on each card, a worksheet with 25 practice problems, a homework worksheet with 10 problems, iPad, iPad app, computer, projector/SmartBoard
Instructional Procedures Essential Question An Essential Question encourages students to put forth more effort when faced with complex, open-ended, challenging, meaningful and authentic questions.
What is borrowing? How do you show it? Why do we need subtraction and borrowing in our daily lives?
Lesson set Motivator/Hook - How will you open the lesson to motivate the students? How will you relate this lesson to previous learning & to real life experiences, to explain the importance of the learning to the students? (student involvement required) I will present students with a subtraction problem that involves having to borrow. I will ask the students how they would solve it, and invite them to come up to the board and show us how they think the problem should be worked. Techniques & Activities List the instructional procedures step-by-step, in sequential order as they occur in the lesson. What will you do? What will the students do? How will you keep learners engaged? Within the procedures a variety of classroom teaching strategies (methods) are identified. Student centered activities are included as well as guided practice of the learning is included. I will review place value with the students and ensure that they understand that the number represents amounts of tens and ones. I will then explain to the students that we are going to use the toothpicks to represent the subtraction problem. I will give the entire class a two digit number that they will show with their numbered index cards. Using the toothpicks, we will then put the appropriate number of tens groups and ones on the corresponding card. We will repeat this process with the number to be subtracted. Once the problem is set up, I will guide the students through the subtraction process. After practicing a few as a class, I will divide the class into groups of 4 or 5 and provide them with a worksheet of practice problems. The students will work through these problems, using their toothpicks, as a group with each student answering one or two problems while I walk around the room to answer questions and observe. When the worksheet is completed, volunteers will come up to the front of the classroom and work the problem using the virtual base ten blocks on the iPad, showing how they got their answer on the worksheet.
Extension How will I provide modified instructions for gifted students? I call this Gear-up. Extensions are additional activities to expand the learning on the lesson. If students finish early what will the supplemental activity be? - I will have them do. For students that are gifted, they will be given a couple extra problems that involve 3-digit subtraction on their homework to see if they can work the problem the same way.
Cvarga_LessonPlanRevised Dr. Susan Sutton, 2014
Remediation How will I provide modified instructions for below average? I call this - gear-down. Remediation activities include methods to re-teach the learning for students who need more instruction. If a student falls behind I will ..
For students that are struggling, written instructions with illustrations will be given to each group. This way, if a student is having a hard time they can use the written instructions and illustrations to work through the problem step by step without trying to work it from memory.
Adaptions Modifications How will I provide modified instruction for special education? How will you adapt the learning for learners with special needs? Choose one disability and tell me how you would adapt this lesson for that disability.
If there is a student(s) with ADHD and they appear to be struggling to concentrate or distracting other children, I could use a motivational strategy such as saying that the worksheet is a competition and that the first group to finish will receive a prize. This will hopefully give the student(s) with ADHD motivation to work their problem and help others if necessary. I can also provide groups with a step-by-step list of their assignment and how to work through problems to make the assignment easier to focus on and follow.
CLOSURE Reflection / Wrap-Up. How will you close the lesson, summarize the lesson content, relate the lesson to future lessons & tie it to previous lessons? (student-involvement required). How will I review subject-matter and purpose with students? At the end of the lesson, I will give the students an index card. I will have the write what they are having trouble with on the index card, fold it so others cannot see, and leave it in a box at the end of the lesson. I will also send the students home with a couple more practice problems. I will also ask them to come up with a word problem that uses borrowing so that we can practice some of their problems in class the next day.
Summative Assessment
Describe the assessment process that you will use to measure whether the students achieved the instructional objectives. How will you assess the student performance/mastery of skill? What are the criteria for achievement, and performance level? How will you assess that students have learned? How will you monitor student progress? The criteria should directly align to the instructional objectives and standards. Also describe your plan for providing feedback to your students. The summative assessment will be a short quiz over subtraction with borrowing at the end of the week. The students must correctly borrow, or regroup, 15 problems with no more than 4 errors. On the test, they must also illustrate that a two digit number represents amounts of tens and ones. Correctly illustrating this will be worth 1 point of extra credit on the quiz.
NOTES: Cvarga_LessonPlanRevised Dr. Susan Sutton, 2014
The gear up and gear down where difficult for me, hopefully they are good ideas!