Math Lesson

Wilkes University Lesson plan TEMPLATE
(Revised 2020)
PART 1: Lesson Content

Teacher Candidate: Kristie Najdek Grade: 2nd grade
Date of lesson: Monday, November 9 Subject: Math
Goal or purpose of lesson

 Subtract one digit numbers from two digit numbers with regrouping
Essential question (200 level)

 Can we subtract within 1000?
Standard(s): (NAEYC 5c) Objective(s): (NAEYC 5c)

CONTENT ACTION MEASURE
Standard(s): Objective(s):
 CCSS.MATH.CONTENT.2.NBT.B.7  Students will be able to use place value strategies to subtract one
Add and subtract within 1000, using concrete models or digit numbers from two digit numbers.
drawings and strategies based on place value, properties  Students will be able to use their knowledge of place value to
of operations, and/or the relationship between addition regroup numbers to subtract.
and subtraction; relate the strategy to a written method.
Understand that in adding or subtracting three-digit
numbers, one adds or subtracts hundreds and hundreds,
tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
 CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number
represent amounts of hundreds, tens, and ones; e.g., 706
equals 7 hundreds, 0 tens, and 6 ones.
Assessment Plan: (NAEYC 3b)
Pre-Assessment Checking for Understanding Post-Assessment

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(Revised 2020)
The teacher will ask students what kind of The teacher will display the reteach 12.5 The teacher will then go around and check
math we have been working with last week. worksheet on the board. The teacher will students independent practice of practice 12.5
The teacher will display basic subtractions discuss with students how place value comes as they finish and raise their hands.
problems without regrouping which will lead into effect with regrouping. The teacher will
into introducing the new topic of subtraction model and then allow students to practice Rationale: This assessment is conducted as
with regrouping. subtraction with regrouping with guided independent practice and provide the teacher
practice. with concrete data on students understanding
Rationale: this was chosen to get students of subtraction with regrouping.
minds in subtraction mode in order to know Rationale: this was chosen as an informal
which operation we will be working with. assessment for the teacher to see if students are How will this inform instruction? The
understanding the concept of regrouping. teacher will be able to identify whether more
How will this inform instruction? This will instruction and/or practice in this skill is
inform instruction because the teacher will get How will this inform instruction? This will needed.
immediate feedback on the students knowledge inform instruction because the teacher will get
of subtraction. to visually see what students understand or not.
PART 2: Lesson Implementation

Resources/Materials: (NAEYC 1c)
 Number lines
 Document camera
 White board and markers
 Math worksheets
 Pencils
Management of Classroom Environment and Teaching Strategies Utilized (Integrated throughout the teacher’s step-by-step plan):
(NAEYC 4b)
Physical arrangement:
Students will be working in whole group and independently throughout the lesson. While the teacher will walk throughout the classroom to closely
2
(Revised 2020)
monitor all students and keeping those who need on task.
Expectations:
Expectation include: 1) to share in whole group by raising their hands and waiting to be called on; 2) to work quietly and to complete individual
work; 3) to try their best and ask questions. The rules for whole group and individual work had been established in the beginning of the school year
and are enforced throughout the school day. The teacher will consistently move around classroom keeping students on task and reminding them of
expectations.
Processes and procedures:

Throughout this math lesson there are not going to be many transitions just from the reteach worksheet to the practice worksheet. Students will
know to sit quietly when we transition from one to the next and out their name on top as soon as they receive the worksheet. If students are not
following along they will be redirected verbally. Students will raise their hands and the teacher will choose on students to participate. All materials
can be accessed from the students desk or teachers resource bin when asked to take them out. The teacher will walk around the room throughout
the lesson to redirect the students who need extra support and refocus them.
Strategies, tools, resources, methods:

Verbal warnings, individual supports, redirection, and use of students SDI’s when needed.
Consequences and alternate plans:

Students who do not partipate will be asked to participate on basic problems to help increase their math confidence. If students complete their work
quicker than others they can get an extra practice sheet. If students do not have enough time to finish they will have time at the end of the day to
finish.
Learning Experience – Step-by-step plan: (NAEYC 5b)
Process Steps
guided by the Teacher Students
5 E’s
Engage The teacher will review with students some basic subtraction Students are to partipate in giving verbal answers to basic
“the opening” problems and then introduce a helpful poem. “More on top? subtraction problems. Students will verbally echo the math
No need to stop. More on the floor? Go next store! Get ten poem aloud after the teacher.
more.” The teacher will display a subtraction problem on the
3
(Revised 2020)
board where regrouping is necessary.

Explore Then the teacher will display the practice problem 35-8 using Students are to closely pay attention and participate in solving
“active learning” visual place value. Questioning students can you subtract 8 the problem while the teacher models.
ones? The teacher will then show how we need to borrow ten
ones to solve the problem. Finally crossing off the ones to
solve how many are left in the ones place.
Explain The teacher will then use guided practice to complete problems Students will solve basic subtraction problems on their own
“how will the 1-4. The teacher will use the number line and concepts of place before giving a class answer to participate in the problem.
teacher instruct?” value to explain how to regroup in order to solve the
subtraction problem.
Elaborate The teacher will then pass out the practice sheet and students Students will work independently and can use number lines or
“ongoing checks will be set free to practice on their own for problems 1-12. touch math to complete all problems. They may raise their
for understanding” While the students are working the teacher will walk around hands if they have any questions or need help.
the classroom and offer one-on-one assistance to the students
that are still struggling.
Evaluate The teacher will go around as students finish the worksheet Students will work independently and raise their hands when
“closure” and check all answers. If students complete with 90-100% they complete their work. If students finish they will take out
accuracy they will be guided to dream box on the iPads as an their iPads and work quietly or will re do mistakes on their
extra practice activity. If students are struggling the teacher practice paper.
will have students go back and try again while pointing out
their common mistakes.
Differentiation of instruction: (NAEYC 4c)
How do you plan to differentiate? Why is this necessary?

 The use of number lines or touch math upon request To provide students with necessary hands on manipulatives to create success.
 Use of a math poem To give students a way to remember the steps and what to do.
Home/extension link: (NAEYC 2c)
All students will need to know how to subtract in life. Whether it is a basic skill like figuring if they have enough money to buy things or trying to
take off an amount from a total. This is a necessary base skill students need to learn to continue in their mathematical lives.
4
(Revised 2020)
PART 3: Lesson Reflection

Reflection (Complete after the lesson is done): (NAEYC 4d)
Answer the questions that pertain to the level of the course for which this lesson is being completed.
100-Level Education Courses: This lesson went extremely well because last week we tried to jump right
● What went well? into regrouping and it was a complete disaster. Today I decided to redo
● What did I learn about planning and teaching? the whole lesson in more of a visual and step by step process. Students
● What did my students learn? now feel confident in regrouping once visually seeing the tens and ones
● How do I know they learned? blocks in the place value mats. I learned that with all the planning you
● What changes and/or improvements will I make in an prepare students can still struggle with the concepts. During this lesson
effort to be more effective with this particular group of my students learned how to subtract with regrouping. I know they learned
students? this because when they were sent off for independent practice and I
● If I were to teach this lesson again, what would I keep checked their worked it was completed with 90-100% accuracy. Changes
the same and what would I change and why? and improvements that I can make would be to distribute manipulatives if
(NOTE: Your answers should provide a brief explanation of WHAT this pandemic was not going on. That way they have hands on materials to
HAPPENED to prompt this reflection – for example, do not just state work with to solve the problems rather than number lines. If I were to
“I learned how important it is to be prepared” – you should also state teach this lesson again I would keep everything the same and just add the
what occurred in the lesson that inspired this reflection.) use of manipulatives.
200-Level Education Courses: In addition to the questions listed I differentiated instruction to meet the needs of all my students. Through
above for 100-level Education courses, respond to the following the use of number lines and a poem for students to remember the steps. I
questions: also took it step by step and when students were set free to complete
● How did I differentiate instruction to meet the needs of independent practice, I offered one-on-one support to the students who
my students? were struggling. If I were to teach this lesson again, I would better
● If I were to teach this lesson again, how could I further differentiate the needs of my students by providing hands on
differentiate to better meet the needs of the students? manipulatives.
300-Level Education Courses: In addition to questions listed above
for 100- and 200-level Education courses, respond to the following Classroom management strategies I used were clear expectations, guided
question: practice, and independent practice. These strategies and techniques kept
● What classroom management strategies and techniques students on task the entire lesson and helped them complete the necessary
did I implement? Were they effective? work for the lesson.

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Wilkes University Lesson plan TEMPLATE

PART 1: Lesson Content

Date of lesson: Monday, November 9 Subject: Math

Goal or purpose of lesson

Essential question (200 level)

Standard(s): (NAEYC 5c) Objective(s): (NAEYC 5c)

Assessment Plan: (NAEYC 3b)

Pre-Assessment Checking for Understanding Post-Assessment

PART 2: Lesson Implementation

monitor all students and keeping those who need on task.

Processes and procedures:

Strategies, tools, resources, methods:

Consequences and alternate plans:

Learning Experience – Step-by-step plan: (NAEYC 5b)

board where regrouping is necessary.

How do you plan to differentiate? Why is this necessary?

Home/extension link: (NAEYC 2c)

PART 3: Lesson Reflection

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