Lesson Plan Form - LBS 400

Revised 07/25/14

Candidate:

Subject:

Grade level(s):

Date:

Karina Ledesma
Mathematics
2nd grade
November 2016
Standard: CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems
involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Practice how to do subtraction with regrouping with numbers up to 99 and checking
answer with addition.
II. LEARNING OUTCOME (Objective):
Given _ dice__, students will __create __(level of cognition) __their own subtraction problems__ (content)
by the numbers rolled on the dice_(proving behavior or activity)
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? The students will use their knowledge from previous lessons
based on subtraction with regrouping and checking with addition to understand
which steps to take first. What lesson comes after this lesson? After this lesson, students
will be ready to solve one-and two-step word problems involving subtraction.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Anticipatory Set: activate student prior knowledge:
With partners, students will play popsicle sticks math. They will be given about 10
Popsicle sticks each, and they will quiz one another. Instead of flashcards, they
will use sticks with simple subtractions facts to refresh their memory for the
activity.
Student friendly objective: By the end of our lesson you should __create __ (level of cognition)
_your own two digit subtraction problem (content) by
rolling dice_(proving behavior or activity)
Purpose: Why are students learning this? They are learning this to be able to calculate the difference
between two digit numbers. Why is it important? It is important because subtraction is an essential
skill for all math topics.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Review the process
a. T input: Teacher will review terms such as regrouping/ borrow. Biggest number is always on top,
lowest in the bottom. Check the difference (subtraction problem) with addition
a. T model: Teacher will demonstrate a sample problem [56-37=19] to review the terms, and check
with addition [19 +37=56]
b. Student response: Teacher will ask students what the next steps will be in the subtraction problem
to refresh the students memory.
Step #2: Directions for the worksheet
a. T input: Teacher will explain how the assignment will be done. Teacher will say, In pairs, students

can work together on both the subtraction problems and checking with addition or one student can
work on subtraction and the other on checking Students choose.
-Ellen & Jayleen
-Audrey & Bella -Elijah & Julian
a. T model: Teacher will show an example on the white board using the dice and will check
subtraction with addition. Teacher will also demonstrate what to do if smaller number rolls on top.
Teacher will tell students to switch the number around to make the problem work.
b. Student response: Students will listen and ask questions to clarify assignment. Students will
participate while teacher is demonstrating example.
Step #3: Students will be given a worksheet & then go to a spot in the room with their partners.
a. T input: Teacher will help students if needed.
a. T model: Teacher will provide counters if students are struggling.
b. Student response: Teacher will ask students what is next in the subtraction problem to refresh the
process/terms.
Step #4: Once students complete the worksheet, students will have a math competition against
partners or another pair.
a. T input: Teacher will explain to students that it is the same process as worksheet, but this time
compete with partners/ or other pair. Teacher will ask students to use their white boards.
a. T model: Teacher will demonstrate with her & student.
b. Student response: Students will be able to help students in competition.
C. APPLICATION ACTIVITY (Practice and/or Reflection): Once students are done with their
activity, students will tell their partners one thing they liked about the activity and how it helped them
refresh the subtraction process. As a class, we will discuss what they liked and how they felt about the
activity.
D. MATERIALS & RESOURCES: What do you need for the lesson?
-dice
-paper -whiteboards
-pencil -makers
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Teacher will observe during the entire process and provide extra guidance if needed.
Summative: Exit Slip: As students go out to lunch, Teacher will ask students different questions such as:
-What number goes on top the biggest or lowest? -How do you check if you did subtraction correctly?
- What do you call the process when we get a number from the neighbor number?
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
-How can we provide equal access for all students? Provide charts, Teacher examples, subtraction poem,
video showing steps for subtraction. Teacher will provide counters to help students with the arithmetic.
-How will you help struggling learners or differentiate (challenge) high achievers? I will have counters for
students who might struggle with regrouping. For high achievers, I will have an extra worksheet with
subtraction problems.
VII. HOMEWORK (if appropriate): Show a family member you can subtract with regrouping.