Math Lesson Plan

Allison Schie
Lesson Rationale: Double digit subtraction is essential in real-world problem solving. Students
will need to know how to subtract using double digit numbers in order to know how to use
currency and compare quantities. Conceptual knowledge about double digit subtraction will help
students estimate and know how much more they will need or how many they have left in
various situations.
Readiness
I. Goals/Objectives/Standard(s)
a. Goal(s)- After this lesson, students will be able to subtract double digit numbers.
b. Objective(s)-
 Students will be able to represent different subtraction problems and their
understanding of place value by using base ten blocks.
 Students will be able to demonstrate how double-digit subtraction can be
shown on a 100’s chart.
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). Use estimation to decide whether
answers are reasonable in addition problems.
II. Management Plan-
 Space- students will start at their assigned seats for the anticipatory set but then sit
at the carpet for the instruction. Students will then be able to work independently
or with a partner at their seats. I will choose different students who I think are not
quite getting the concept and have them work at the table in the back with me and
then I will call the students over to the carpet for the closure.
 Expectations- students will sit and engage in my lesson on the carpet while
participating in discussion. Students are expected to raise their hand before giving
an answer and work well with their partners. I will state my expectations for
students when using base 10 blocks and I will reinforce positive behavior along
with take the blocks away from students who are using them inappropriately. If
students are using the blocks inappropriately, I will give them a sheet of paper and
they can draw the blocks to solve the problems.
 Materials:
o Base ten blocks
o 100’s charts
o White board
o Markers
o Goldfish
o Napkins
 o Worksheets
III. Anticipatory set (10 minutes)- “Good morning, I brought you all a snack today. You
all have 25 goldfish in your cups. But, I decided that we should be kind and share
with the class next door. So, I’m going to have to come around and take some of them
back so that we can share our snack. I’m going to take 11 goldfish from each of you”.
I will go around and collect the goldfish. Then I will ask “If you started with 25
goldfish and I just took 11 from you, how many do you still have?” I will allow
students to answer and then congratulate them for just doing a subtraction problem
and reward them by passing out more goldfish and allowing them to eat their snack
while they work.
IV. Purpose- “Today we are going to learn how to subtract using double digit numbers
because as you just saw with the goldfish, sometimes we will need to subtract larger
numbers in order to solve problems.”
Plan for Instruction
V. Adaptation to Individual Differences and Diverse Learners-
 Students will be presented with different methods and tools to use to solve the
problems such as base ten blocks and a 100’s chart.
 I will also work with students who I notice are struggling throughout the lesson
one-on-one while others are working independently.
 Students will be given a visual (the 100’s chart) along with tools that they can
physically touch and move around (base ten blocks).
VI. Lesson Presentation (Input/Output) (30 minutes)
 I will model using a 100’s chart to show subtraction and allow different students
to come up to the white board and practice. Then I will give each student a 100’s
chart and different subtraction problems and allow them to practice at their seats
individually while I walk around and check.
 After students have shown that they understand the concept of using a 100’s chart,
I will model how to use base ten blocks to solve double digit subtraction
problems. I will ask them different questions such as “which block represents one
or the ones place?” and “which block represents a ten or the tens place?” to
activate their prior knowledge and remind students that might have forgotten. I
will then ask students “How do you think we can use these blocks to solve a
subtraction problem?” I will allow students to answer and then model the problem
“36-24”. I will tell students “Base ten blocks need to stay on the table and they
should be used as a tool, not a toy. If you misuse the blocks then I will take them
away from you and you will have to draw blocks on a piece of paper and solve the
problems that way. But using base ten blocks is a lot more fun so do not misuse
the tools”. Then, will tell students “Okay, so you are going to find a partner to
work with and we are going to do a fun activity. Between you and your partner,
you are going to choose one person to be the cop and one person to be the robber.
When you do a subtraction problem, you take away an amount from a larger
amount. So that is what the robber is going to do. When I give you a problem, you
 are going to ‘steal’ or take away the number that is being subtracted. The cop’s
job is to figure out or count how many you have left after the robber stole from
you.” I will then choose a volunteer and model how the activity is supposed to
go. Then, I will pass out the base ten blocks. I will write one problem at a time on
the board and give students time to do the activity with base ten blocks for each
problem. Then we will go over the answers after each problem. After five
problems, I will have the students switch roles. As they are doing this activity, I
will walk around and check for understanding/help students who may be
struggling.
 I will hand out a worksheet for students to do independently using the tools that I
have given them. During this time, I will call students who I think may need some
extra help back to a table to work on the worksheet with me.
VII. Check for understanding
 To check for understanding, I will be walking around and checking students’
procedures and answers as they work on the problems given to them.
 I will also check their understanding as I have them come up to the white board
and work through problems to show me what they know.
VIII. Review learning outcomes / Closure (3 minutes)
 I will ask the students “what was your favorite way of finding the answer to a
double-digit subtraction problem?”
 I will also ask “Was there anything that seemed challenging or anything that you
think you might need some extra practice on?”
 I will inform them that they can take the 100’s chart home with them to practice
and if they want to use the base ten block method, they can use some house hold
objects like a pencil is equal to ten and an eraser is equal to one or a dime is equal
to ten and a penny is equal to one.
Plan for Assessment
 I will be assessing students formatively during the instruction and activity as they use
base ten blocks and 100’s charts to solve various problems.
 Students will be given a worksheet in which they are to solve problems using the tools
given to them. I will collect the worksheet at the end of my lesson to evaluate.
 The students will take home a worksheet that includes single digit subtraction along with
double digit subtraction. This worksheet will allow them to connect their prior knowledge
with what they learned from the lesson. I will then review/grade the worksheets the next
day.
Reflection and Post-Lesson Analysis
1. How many students achieved the lesson objective(s)? For those who did not, why not?
 The majority of my students achieved the lesson objectives. Some who didn’t
were getting subtraction confused with addition and were adding the numbers
instead of subtracting. Since double digit subtraction had just been introduced in
 this lesson, students had been working a lot with adding double digits and were so
used to doing adding with double digits and not subtracting.
2. What were my strengths and weaknesses?
 One strength throughout my lesson was that I provided scaffolding by modeling
problems, allowing students to come up and work through a problem with my
assistance, and then allowing students to practice on their own and with partners. I
also utilized manipulatives and several visuals that students learned well from.
My weaknesses were in my behavior management plan. The students got noisy
when transitioning and while working with partners. Some students began to
engage in off-topic conversation and others just got too loud. I did not do my best
at controlling the noise level or grasping students attention when they got off
topic.
3. How should I alter this lesson?
 To alter this lesson, I would have students work at their desks with the base ten
blocks instead of on the carpet. This way, the base ten blocks are less likely to get
thrown or lost. I would also plan out transitions and pass out whiteboards instead
of having them all get up to get them. This way, it will be less chaotic.
4. How would I pace it differently?
 I would spend less time on the carpet during the beginning or give students some
sort of brain break so that they are able to stay focused and not get bored or
distracted.
5. Were all students actively participating? If not, why not?
 Yes, for most of the lesson, all students were answering questions, playing the
game, and doing their worksheet.
6. What adjustments did I make to reach varied learning styles and ability levels?
 I gave students two different strategies and tools to use when doing double digit
subtraction. I also allowed students to work with partners so that they could help
each other. I also worked with them in small groups as they did their worksheets
to help students who needed the support.
7. Did the students understand place value when working with base ten blocks?
 Yes, they did.
8. Were students able to use both methods?
 Yes, some preferred the base ten blocks more. When doing subtraction with the
100’s chart some students got confused on which way to go (up, down, right, left)
or did it in the wrong order.
9. What specifically did students struggle with?
 Students mainly struggled with doing addition instead of subtraction and knowing
which way to go when using the 100’s chart for double digit subtraction.