LESSON PLAN 5, Day 5

Name: Melissa Beitko

WGU Task Objective Number: TAT2
GENERAL INFORMATION
Lesson Title & Subject(s): Math
Topic or Unit of Study: Subtracting single-digit numbers
Grade/Level: 2
Instructional Setting:
The 19 students will be seated at their desks for the lesson. I have 5 tables and 4 students per table.
There is one table with a group of 3. The learning context of the lesson is for the students to make a 10
to add within 20.

STANDARDS, GOALS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
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.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
2.OA.B.2 Fluently add and subtract within 20 using mental strategies.
Lesson Goal(s):
The overall purpose of this lesson is for students to subtract single-digit numbers from multiples of 10
within 100.
Lesson Objective(s):
Given a problem set worksheet, students will subtract single-digit numbers from multiples of 10 within
100. Students will need to correctly answer 5 out of 8 questions to show proficiency.
MATERIALS AND RESOURCES
Instructional Materials:
Pencils, worksheet, dry-erase markers, personal white boards, personal rekenreks, pod computers to
work on Balloon Pop Subtraction for enrichment
Resources:
NVACS. Nevada Academic Content Standards. (2012). Retrieved from http://curriculum.wiki-teacher.com

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events
1. Identification of Student Prerequisite Knowledge and/or Skills:
The students will need the prerequisite skills of counting up and down across 10 to be successful
in the fluency practice. Students will also need to subtract within 10 with automaticity.
Students will use their personal rekenreks for fluency practice. Show me 20 on your rekenrek.

How many beads do you see? (20) Now, push one back. 1 less than 20 is what? (19) What
number sentence does this represent? (20-1=19). I will repeat this practice with 30, 40, 50, 60,
70, 80, 90, 100. Repeat with 2 less. Approximate time: 10 minutes
2. New Knowledge and/or Skills to Be Taught:
I will draw two 5-group columns. I will show the students that 10 9=1 by crossing off 9 quickly.
I will repeat the procedure with 20-11. Approximate time: 5 minutes
3. Modeling: I Do
Next, I will write 20 9 = ____, and show a number bond that breaks apart 20 into 10 and 10. I
will then write 10 9 = 1 and 10 + 1 = 11. How do the two number sentences relate to what we
showed with our drawing? Talk to your partner. I will tell the students that the 10 minus 9 shows
how we took from the ten. The 10 and the 1 are the parts that are left. We add them
together, so 20 9 = 11. Its like Take Out Ten! We broke 20 into 10 and 10, so we could
take 9 from the ten. Then we added what was left. Approximate time: 10 minutes
4. Guided Practice: We Do
We will solve the following problem together. Lets write 40 9 = ___ with a number bond
breaking apart 40 into 30 and 10. What is the first step to solve? (Take from 10) Give me the
number sentence. (10-9=1) What is the next step? (Add the parts that are left) Give me the
number sentence (30 + 1 = 31). We will continue this practice together with the following
problems: 20-5, 30-5, 40-9, 50-9, 60-5, 80-6. Approximate time: 30 minutes
5. Independent Student Practice: You Do
Students will be given a worksheet with 8 problems on it. They will work independently while I
circulate through the room and address any questions they may have. Students may go out in
the pod 7 at a time to work on Balloon Pop Subtraction until all students have finished.
Approximate time: 15 minutes
6. Culminating or Closing Procedure/Activity/Event:
Since there were only 8 problems to complete during independent practice, we will go over each
problem on the interactive white board. I will display the problem and call on a student to solve
and explain the steps at the board. I will address any questions the students may have on this
subtraction strategy. Approximate time: 15 minutes
Pedagogical Strategy (or Strategies):
Direct instruction
Student Assessment/Rubrics:
I will know if the students have met the objective of the lesson by observing the students while they show
their work on the interactive white board. This will be a formative assessment since it is the first day that
they are learning the strategy.