Sarah Adamson

Math Lesson One: Real World Subtraction with Regrouping

READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s)Students will add and subtract two and three digit numbers fluently
B. Objective(s) Given a real-world problem, students will solve two and three digit
subtraction problems using regrouping.
C.
Standard(s):
2.CA.2: Solve real-world problems involving addition and subtraction within 100 in
situations of adding to, taking from, putting together, taking apart, and comparing,
with unknowns in all parts of the addition or subtraction problem (e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem). Content Standard: Numbers and Operations
II.
Materials

III.

IV.

Base ten blocks

Document Projector
Dice
Bang! Game
Dice subtraction worksheet
Groups: Each station will be ten minutes, I will ring bell to signal students to
switch stations. They are already familiar with this grouping method.
Management: Use the clip chart for individual behavior management, use
positive reinforcement/comments (I like the way___ is following procedures),
use sticks to call names of students for questions: put names back in.

Anticipatory Set
Boys and girls, I want you to picture something with me. Imagine you are in the
grocery store with one of your family members. You want to help them out, so you tell
them that youll take 20 dollars and buy some groceries. What would be some things
you would buy? Take three suggestions for items.
Purpose: Today we are going to learn to use subtraction with real world problems, so
that you can use subtraction in your day to day lives.

PLAN FOR INSTRUCTION

V.
Adaptations: Verbal linguistic learners are able to communicate their ideas and
understanding; kinesthetic and tactile learners can roll dice, flip cards, and manipulate
base ten blocks if needed for further understanding (also can be used for remediation
of subtraction skill), visual learners can see the subtraction anchor chart and teacher
modeling, issues of poverty have been addressed by using real world situations that
are more familiar, class culture is cultivated by using student names within the
worksheet in a positive way (models positive speech and promotes self-esteem)
For specific adaptations/differentiation for group work, see grouping page.

VI.

Lesson Presentation (Input/Output)

Assign each suggested item a price that all add up to no greater than 16 (such as
four dollars, three dollars, and nine dollars). Now I want you to think about this:
do you have enough money to buy all of those items? Raise your hand if you think
yes, you do have enough money. Raise your hand if you do not think you have
enough money. Now I want you to think about how you would decide if you have
enough money; what would you need to do? Would you add, would you subtract,
would you do both? Im going to give you a minute to think, then I want you to
share with your neighbor what you would do. Allow students time to think, and
share. When students have shared as a pair, have them share as a group, comparing
ideas and answers. After time has been given to share in groups, have one person
from each group share their idea and explain their reasoning.
I liked the ideas that were shared. Go through the problem on the elmo
projector/white board, starting by adding the three numbers together before
subtracting from twenty. Can someone tell me why we are subtracting from
twenty? Because we have twenty dollars total, and I am taking away the money I
would be spending. Taking away and subtraction mean the same thing. So if I take
16 dollars away from 20 dollars, we can solve this using our anchor chart for
regrouping. Start in the ones place: is six more than zero? Go next door. Borrow
from the two, what does that become? Just one. Move that over to the ones place,
what is ten plus zero? Just ten. Now we have ten minus six, who can tell me what
that is? Four. What is one minus one? Zero. So our answer is four dollars left
over. This means that we have enough money to pay for all three items.
Now this problem was a bit trickier than the problems we are going to do together
at the teacher table, but I wanted you to think about adding AND subtracting in
ONE word problem. This is what you do when you are out in the big wide world.
Before we break off into stations, Id like to practice one more word problem with
you. On the white board, write down: Mrs. S had 76 marbles in the jar. She had to
take out 29 marbles. How many marbles are left? Lets think back to our CUBES
strategy. What is the first thing we do in CUBES? We circle the numbers. Whats
the next thing we do? Underline the question. And next? Box in the key words,
which are the words that are telling us that we are subtracting. E stands for?
Evaluate, or go through exactly how we are going to solve, which is what S stands
for. How would we solve this? Call on students to walk through the problem,
making sure they explicitly explain to subtract from the ones first, borrow from
the tens, add ten to the top ones place, and subtract the lower ones from the top.
Then move on to the tens place for the final answer (47 marbles).
Lets make sure our desks are clear, and we use walking feet and quiet voices: we
are going to get into the same groups as normal, using the exact same rotation.
When you come to the teacher table, please bring your pencils.
At the teacher table, go through the word problem on the worksheet, modeling the
CUBES strategy. On the second problem, walk through the problem with the
students, but allow them to subtract and solve on their own. Once they finish that
problem, they can work on the last two on their own.
Repeat the process with the other groups.

VII.

Check for understanding: check the worksheets, ask questions throughout lesson
and small groups.

VIII.

Review learning outcomes / Closure: Before students leave small group, ask them
when they would use subtraction like this. Have students point out the CUBES
strategy and regrouping when they show their answers at the teacher table station.

PLAN FOR ASSESSMENT

Formative assessment will include what I overhear from the other stations working as well as
student input at the teacher table/during the lesson presentation. Social and emotional
development will be addressed in group activity stations. Summative assessment will include the
worksheets completed at the teacher table.
REFLECTION AND POST-LESSON ANALYSIS
1.
How many students achieved the lesson objective(s)? For those who did not, why
not?
2.
What were my strengths and weaknesses?
3.
How should I alter this lesson?
4.
How would I pace it differently?
5.
Were all students actively participating? If not, why not?
6.
What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Is there a better way for students to discuss the topic besides the one presented?
a. Was it too confusing?
b. Was it too newdid it need more introduction?
8. Did students need more teacher modeling before more independent work?
9. Was bringing in the concept of dollars and money too confusingdid it muddy the
overall objective of the lesson?
10. Were students engaged?

Teacher Table
Math by Myself
Partner Work
Ipads
Cael, Aiden,
Brooklynn,
Miguel, Lilian,
Deshaun

Ipads
Teacher Table
Math by Myself
Partner Work
Ramiah, Paris,
Eli, Landrum,
Zariah

Partner Work
Ipads
Teacher Table
Math by Myself
Gage, Ethan,
Kaidance, Cruz,
Shawn,
RayShauna

Math by Myself
Partner Work
Ipads
Teacher Table
Zoey, Chase,
Rhylie, Alanna,
Ariana

Each station is 10 minutes, transitions are cued by ringing a bell.

Teacher Table: See lesson plan
o Orange: Using base ten blocks, model subtraction using regrouping. Model 54-45
as 5 tens, 4 ones; 4 tens, 5 ones. Have students hold blocks, and emphasize the
need to borrow and the fact that the borrowed amount is in tens.
o Purple: Worksheet can be cut up to individual problems. Have an individual copy
of CUBES strategy on table for reference.
o Green/Blue: Go over and model first problem, allow students to work
independently for next problem and check the answer. Allow students to work
independently as needed with support.
Math by Myself: Roll the dice worksheetfinish teacher table worksheet
Math with Partner: Students split into pairs and have one set of cards. The cards are split
in half. Both students draw a card, and the students must subtract their cards for an
answer. Whoever answers first gets the cards, like War.
o If there is an uneven amount of players, students play BANG!
Ipad: Students get on personal iPads to access math apps to practice skills.