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LESSON PLAN 6, Day 6

Name: Melissa Beitko


GENERAL INFORMATION
Lesson Title & Subject(s): Math
Topic or Unit of Study: Subtracting
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 use number bonds to help with subtraction.
Lesson Objective(s):
Given a blank number bond graphic organizer, students will take out 10 and subtract. Students will fill in
7 out of 10 number bonds to show proficiency.
MATERIALS AND RESOURCES
Instructional Materials:
Pencils, worksheet, dry-erase markers, personal white boards, pod computers for Balloon Pop
Subtraction from Abcya.com, Chromebooks to input answers to be graded by Flubaroo grading system
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:
Students will need the prerequisite knowledge of subtraction in order to be successful in this
lesson. This is an extension of lesson 5 day 5.
2. New Knowledge and/or Skills to Be Taught:
The students will move away from drawing a 5-column row to solve problems and use only

number bonds for a quicker, more efficient way of subtracting. This new skill will help
students subtract with automaticity.
3. Modeling: I Do
Following day 5s work with drawing the 5-group column, I will model the use of just the number
bond to solve. Watch how I solve without a drawing. I will write 12 9 = ___ with a number
bond breaking apart 12 into 2 and 10. What is the first step to solve? (Take from 10) Give me
the number sentence to take from ten. I will write 10-9=1 on the board. What is the next step?
(Add the parts that are left) Give me the number sentence. I will write 1+2=3 on the board.
Approximate time: 10 minutes
4. Guided Practice: We Do
I will follow the steps listed above, however, the students will now work out problems as well. We
will work out the following problems together: 12-9, 12-8, 11-5, 13-6, and 11-7. Students will be
using personal white boards and they will record solutions with number bonds. Approximate
time: 20 minutes
5. Independent Student Practice: You Do
Students will be given a blank number bond graphic organizer. The organizer will be blank
because the students need to show that they know which number is the part and which number is
the whole to make the organizer work. The following problems will be displayed on the board:
202, 20-5, 20-6, 20-7, 20-8, 20-9, 12-8, 13-7, 15-8, 14-9. The students will fill in the number bonds
to correctly solve the subtraction problems. Approximate time 20
minutes
6. Culminating or Closing Procedure/Activity/Event:
We will have a class discussion on the strategies learned so far to solve subtraction problems.
I will ask the class which strategy works best for them and why. 2 groups of 7 students and 1
group of 5 students will get 15 minutes per group to use the pod computers to practice
subtraction facts with Balloon Pop Subtraction from Abcya.com. Approximate time: 10 minutes
Pedagogical Strategy (or Strategies):
Direct instruction
Student Assessment/Rubrics:
I will know if the students have met the objectives for the lesson by grading their number bond graphic
organizer. This will be a summative assessment because it is not a new strategy, but an extension of
previously taught strategies. Students must answer 7 out of 10 questions correctly to show proficiency.
This is a summative assessment so I will use Flubaroo to grade the assessment. The students will still
use the number bond graphic organizer to show their work, but they will input their answers using
Chromebooks and I will use the grading system to grade their work.

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