EDUC 2000 Spring 2018

Name: Laura Simmons

Name: Laura Simmons Grade Level: 2 Date: 3/7/2018 Group Size: 6-8

Subject/Lesson Topic:
Subtracting with regrouping over two place values

Objectives: (TLW:)
The learner will be able to correctly subtract using the vertical standard form and the chip
model for regrouping problems up to 1000.

Standards/GLEs:
2.NBT.7 – Add and subtract within 1000, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method. Understanding that in
adding and subtracting three-digit number, 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.

2.NBT.9 – Explain why addition and subtraction strategies work, using place value and
the properties of operation.

Eureka Math:
Module 5, Topic C, Lesson 14 – Objective: Use math drawings to represent subtraction
with up to two decompositions, relate drawings to the algorithm, and use addition to
explain why the subtraction method works.

Contextual Factors: (What contextual factors were considered when planning the
lesson)
The school is in a low socioeconomic community in East Baton Rouge, in a rural area. It
is a magnet school and is poverty-stricken. The school has Pre-k through fifth grade with
approximately 525 students in the school. This second grade classroom has 24 students
(11 girls and 14 boys), 5 IEPs, no ESL leaners. There are mostly African American
students, and with five Caucasian. Parent involvement happens through class dojo,
folders, and conferences. Small group activity will take place with 6-8 students in total. It
will occur inside. Students will be in the classroom, at their centers, in groups of 6-8.

Teacher Materials/Resources:
1 little dry erase board, 1 dry erase marker, 1 sock or paper towel to use as eraser, and 1
problem sheet.

Student Materials/Resources:
1 piece of paper each, 1 clipboard, 1 pencil each, 1 sock or paper towel to use as an
eraser

Technology Integration: not applicable

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EDUC 2000 Spring 2018
Name: Laura Simmons

Family/Community Connection or Extension:

Pre-Assessment:
The pre-assessment was informal. The math mentor teacher provided me with this topic.
She has noted, and I concur, that portions of the class are still struggling with subtraction
over multiple place values, and some just need some review. Therefore, she has asked me
to focus on subtracting with regrouping over two place values, or three depending on the
students’ ability. This will be done to focus on the students’ needs in order to be able to
move on to the next topic.

Lesson Procedure and Activities:

Introduction:
To start this lesson, I will begin with a short discussion and an example problem. Say
to students, “Good morning boys and girls. I would like to talk about some
subtractions problems. I know that you all have done this before so for most of it you
it will be review, but I will need your help! First, I want to look at this problem (54-
29=?).” Write the problem on the white board and read it to students. Say to students,
“what is the first thing you notice I will need to do?” Let students respond. Hopeful
answers would be to borrow or regroup. “Yes that’s right. But why is it that I would
need to regroup?” Let students respond. Hopeful answers would be because you cant
take away nine from four. “Okay, exactly. So now I want to try some larger and
maybe harder problems, but I would like you all to do them with me.”

Math Concepts:
Subtracting over two place values will be covered during this lesson, previous
knowledge required: subitzing, regrouping, unitizing, the properties of operation,
number identification

Activities:
Pass out a piece of loose-leaf and a pencil to each student.
Say to students, “At the top of your paper, write your name.”
Write on the white board (432-126=?). Say to students, “This is our first problem.
Write it down on your sheet of paper. “Now let’s look at this problem. What is the
first thing you notice?” Let students respond. They should respond saying that
borrowing or regrouping will be necessary.
“Now, let’s start working this problem. Draw your chip model to go along with the
problem. What is step one? Students respond: regroup the tens and ones. Exactly let’s
show this on the chip model and the vertical standard form.” Give the students time to
complete this portion.
Once the students begin working, on the white board, draw the chip model and the
vertical form first regrouping.
Say to students, “Let’s keep going!” Give the students time to continue working.

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EDUC 2000 Spring 2018
Name: Laura Simmons
At this time look over the students work and see if any of them need more assistance.
Once you see the students have completed the problem
Once all the students have finished say to them, “Okay let’s look at it all together.”
Go step by step on the white board having them tell you their thought process and
then do that on the white board.
Make sure all of the students have completed the problem and have the correct
answer. Encourage them by saying, “Great job, thank you all for working so hard.
Let’s try a few more!”
Write on the white board (670 - 489=?). Or if the students got the first problem
correct give them this problem (3000-2478=?). Say to students, “This is our first
problem. Write it down on your sheet of paper. “Now let’s look at this problem. What
is the first thing you notice?” Let students respond. They should respond saying that
borrowing or regrouping will be necessary.
“Now, let’s start working this problem. Draw your chip model to go along with the
problem. What is step one? Students respond: regroup the tens and ones. Exactly let’s
show this on the chip model and the vertical standard form.” Give the students time to
complete this portion.
Once the students begin working, on the white board, draw the chip model and the
vertical form first regrouping.
Say to students, “Let’s keep going!” Give the students time to continue working.
At this time look over the students work and see if any of them need more assistance.
Once you see the students have completed the problem
Once all the students have finished say to them, “Okay let’s look at it all together.”
Go step by step on the white board having them tell you their thought process and
then do that on the white board.
Make sure all of the students have completed the problem and have the correct
answer. “Okay friends, lets do one more!”
Write on the white board – (800 - 593=?). Or if the students got the second harder
problem correct give them this problem (5267-3489=?). Say to students, “This is our
first problem. Write it down on your sheet of paper. “Now let’s look at this problem.
What is the first thing you notice?” Let students respond. They should respond saying
that borrowing or regrouping will be necessary.
“Now, let’s start working this problem. Draw your chip model to go along with the
problem. What is step one? Students respond: regroup the tens and ones. Exactly let’s
show this on the chip model and the vertical standard form.” Give the students time to
complete this portion.
Once the students begin working, on the white board, draw the chip model and the
vertical form first regrouping.
Say to students, “Let’s keep going!” Give the students time to continue working.
At this time look over the students work and see if any of them need more assistance.
Once you see the students have completed the problem
Once all the students have finished say to them, “Okay let’s look at it all together.”
Go step by step on the white board having them tell you their thought process and
then do that on the white board.
Make sure all of the students have completed the problem and have the correct
answer. “Thank you all for working so hard with me.”

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EDUC 2000 Spring 2018
Name: Laura Simmons

Closure:
Say to students, “I would like you to do a think-pair-share and turn to your neighbor
and tell them one thing that we practiced this morning.” Give students 1 minutes to
talk to one another.
Say to students, “Thank you for sharing with your neighbors. As a recap for this
morning, we practiced subtraction that required us to break apart units and regroup.
We had to use the chip model to help us see this problem using chips. This is a skill
that we will continue use with larger numbers.”

Differentiation:
For students that are at a higher level and get the first problem completely correct, give
students this problem (3000-2478=?) and for the third problem have them do (5267-
3489=?)
For students with special needs (I do not have any in my class), make sure the table to
accessible to the different types of chairs needed. Also allow extra time for them to
complete the work. Also consider only giving them two problems instead of three.

Formative Assessment/Evaluation:
The formative assessment will be done informally. I will ask students the following
questions in order to test the knowledge they should have after the practice they just
finished.
Questions:
1. What does it mean to subtract? To take away or take apart
2. Which number is larger 9 or 5? 9
3. What does it mean to regroup or borrow? To break apart a unit in
order to add to another unit
4. Why do you have to regroup a problem like 25-9? (write this
problem on the white board so the students can see it) You can’t take 9
away from 5 so you need to regroup.

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EDUC 2000 Spring 2018
Name: Laura Simmons
Math Take Home Practice

NAME:_____________________________ DATE: _______________

1. 328 2. 366
- 239 - 287
________________ ______________________

Now create and solve your own problem:

Math Take Home Practice

NAME:_____________________________ DATE: _______________

2. 328 2. 366
- 239 - 287
________________ ______________________

Now create and solve your own problem:

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EDUC 2000 Spring 2018
Name: Laura Simmons

Teacher Problem Set Sheet:

1. 54-29=?

2. 432-126=?

3. 670 - 489=? OR 3000-2478=?

4. 800 - 593=? OR 5267-3489=?

If there is time remaining and more problems are needed:

1. 8432 – 654=?

2. 2445 – 679=?