Drexel Lesson Plan Template

Lesson Plan Format

Triple Digit Subtraction: Regrouping Hundreds

Teacher: Brad Jones Grade: 2nd Content Area: Math

1. Content and Standards:

a. Standard - CC.2.1.2.B.1: Use place value concepts to represent amounts of tens
and ones and to compare three digit numbers.
b. Standard - CC.2.1.2.B.3: Use place value understanding and properties of
operations to add and subtract within 1000.

2. Prerequisites:
a. Students have basic understanding of subtraction
b. Knowledge of zero in subtraction

3. Essential Questions:
a. How do you subtract?
b. Which number should be on top?
i. Larger number
ii. Smaller number below
c. Borrowing from larger number
i. Opposite of addition
ii. Take from the larger number to the next lower column
4. Materials and Equipment: Tell how they will be used to meet the objective.
a. White Board: to write answer shown on White Board
i. Use Smart Board if able
b. Computer: to presentation for website
c. Worksheets: for comprehension of assessment
d. Pencils: for writing

5. Instructional Objective: Students will subtract number in the hundreds

6. Instructional Procedures:
 Before:
a. Have the class pull out pages 439-444 for their math books so they are ready for
the lesson
b. Talk to the class to have an idea on what the class already knows about
subtraction

 During:
a. Teacher will go over pages 439-440 with the class
i. Teacher will go over problems 1-3 with the class
1. Teacher will complete word problem on Pg. 439
a. Teacher will show all steps to the problem
 b. Teacher will show corresponding video to lesson being taught via textbook
website
1. Students and teacher work together on problems 1-2 on Pg. 440
a. Teacher will write and explain each step for problems
1-2
i. Students will answer questions from their seats
as teacher writes correct answer on the White
Board
c. Students will do pages 441-442 in class
i. Students will complete problems 3-20 in class as an exercise
1. Teacher and staff will check over work to ensure accuracy
2. Special Education teacher will pull students with an IEP to her
classroom to complete in school worksheet.
 After:
a. Teacher will assign pages 443-444 for homework to the class
i. Class will complete work at home
ii. Class will return homework the next day and place homework sheets
in their homework pouch
b. Completed homework assignments will be rewarded with one Cool Cat ticket

7. Assessment:
a. A formative assessment will be given after certain lessons as a review for
accuracy and understanding of material. A summative assessment will be given
at the end of the chapter and after formative assessments for a final grade before
moving onto the next unit
i. Grades will be updated in Sapphire
ii. Summative Assessments will be signed and returned for parental
knowledge and understanding
1. Signed documents from the students will receive a reward

 Differentiated Instruction: There will be other staff that will assist the teacher in this lesson.
Teacher will wear a hearing device for two students with auditory deficiencies. IEP learners will
be pulled by the Special Education teacher to complete in school math work after the lecture.
This assistance will give more time and more explanation for better comprehension to include
visual and verbal clues to assist in completing the diagram.
 Self Reflection:
 I did a math lesson on subtraction with regrouping in the hundreds column for my class

today. This was the fifth lesson I have done with this class in math. I felt comfortable in my

instruction for the most part as I am gaining confidence every day in my teaching. With my

school district missing two days due to the weather, my Cooperating Teacher (CT) and I felt it

was best to not give homework and divide up this lesson into a two day lesson. This means that I

will review the material again on Monday, then the class will do a review exercise worksheet to

complete, and finally they will take the homework worksheets assigned originally for today

home on Monday to get accomplished.

I started off the class by stating clearly what the class will be learning, how to borrow

from the hundreds column to the tens column so that the students can subtract the tens column

properly. This falls under Communicating with Students (3a) section of Domain Three of

Charlotte Danielson’s Framework of Teaching. I clearly state the objective to the class and

explain the content and process to the class. The class had some familiarity with borrowing from

the tens columns in the previous lesson. But with having two days off because the weather, the

class needed to pay attention to the directions I taught them. By stating the objective, I also

displayed oral language to tell the class the objective while it is also posted in written language

in the classroom as well.

I went over three examples with the class step by step. This falls under Engaging

Students in Learning (3c) of Danielson’s Framework in Domain Three. Going over the process

in a step-by-step manner displays structure and pacing. On the first problem, which is usually a

word problem, I do exclusively. As I am doing the problem, I have the class copy it down on

their worksheets. As I read the problem to the class, I next write the numbers involve in the

problem, with the higher number on top and the smaller number on the bottom. I then subtract
my ones column, explaining that the top number has to be greater than the bottom number in

each column to subtract properly. Since we are learning to borrow from the hundreds column,

we didn’t have to borrow from the tens column, so I just subtracted my ones column. I then ask

the class if they have any questions before I moved on to the next step. The next is subtracting

the tens column, where the dilemma becomes apparent. The top number is smaller than the

bottom number in the tens column. I show my class that I have a smaller number on top, so

since I cannot take a larger number from a smaller number, I need to borrow from my hundreds

column. I take one away from my hundreds column and transfer it over to my tens column.

Then I show the class that the top number gets “ten tens” added to it, so an eight becomes an

eighteen for example. Once I accomplish this task, then I can subtract my tens column correctly.

I again ask the class if they have any questions before moving on to the last step. Last, but not

least, I need to subtract the hundreds column. Since the larger hundreds number is on top, I

show the class that I just subtract it from like I did in the ones column. I end the first example by

asking one more time if they understand the borrowing and subtraction process.

The next step is to show a video from the textbook that reiterates the steps I showed the

class previously. As I play the video, I gather my thoughts to make sure how I will move ahead

in the lesson. There are two more examples to be solved on the next page. Here is where I

decide on how to move with the flow of the class’ response to my instruction. Since I feel that

the class has a good overall understanding of the lesson thus far, I can call on them for the

answers to the next two examples.

This falls under Engaging Students in Learning (3c) of Danielson’s Framework in

Domain Three. This aspect utilizes video technology, which follows instructional materials and

resources in section 3c. The video gives the students a mini break from the teacher lecture while
ensuring they understand the material. As a result, the video helps solidify the process of

borrowing from subtraction.

On the next page, I go through the process the same way as the first problem but this

time I have the class give me the answers to each step of the problem. This process falls under

section 3b of Danielson’s Framework in her Instruction Domain. I have the class participate in

answering questions in the last two examples. Student participation gets the class more involved

and keeps them alert as who I will call upon to answer the next question.

I would start with the ones column and I call on a student (sometimes a volunteer, other

times I choose the student) to see if we can subtract the numbers without borrowing. If the

student said “Yes”, then I ask the student for the answer. After the correct answer is given, I

would move to the tens column and call upon another student if we can subtract the numbers

without borrowing. Here, I am hoping the student says “No”, since the top tens number is

smaller than the bottom tens number. When I hear the “no” answer, I would ask what we have to

do to subtract the answer. I wait for the student to tell me to borrow from the hundreds column

by taking a hundred away to support the tens column by adding “ten tens”. If the student was not

sure of the answer, I asked them if an assist is needed, and when answered affirmatively, I call

on a classmate to help them out. Once the correct answer was given, I ask the volunteer what

will be done in the tens column. I would wait for the student to tell me to add the “ten tens” to

the smaller tens number. Once the student accomplished this feat, I ask them to then subtract the

tens column. Once correct, I asked the last volunteer to subtract the hundreds column, where

there is no borrowing, so it is a straight subtraction problem. Once the answer was given, I

inquire the class if they had any questions to the problem. I repeated the same procedure for the
last example, and making sure one last time they understood the material before they get the in

class assignment. Once confirmed, the class will move on to their in class assignment.

After the examples were given, I let the class know about their in class assignment. The

class gets the next two pages of their textbook worksheets which are to be done in class. This

portion of my lesson falls under section 3d of Danielson’s Framework in her Instruction Domain.

My CT and I treat all in class assignment as a formative assessments. I usually walk around the

room monitoring the class to make sure the work is being done correctly. If I see an error in a

problem, I will go over the problem with the student to understand what went wrong, and what to

do to make the answer right. This gives the students useful feedback to increase their

knowledge.

Today was a bit different from the usual day, since the special education teacher was

absent. Usually at this point of the class, the students with an Individual Education Plan (IEP) go

with the special education teacher for additional assistance in their assignment. I usually help the

few students who are not yet on an IEP or are weaker in math. Since the Special Education

teacher wasn’t present this day, I had added several more students to assist. I specifically sat

with two of the weaker students in math for this lesson. My CT was working one on one with a

new student who maybe misplaced in math from what we have witnessed so far since his transfer

to our school. The students not on an IEP worked at their desks and would come up to my CT or

I if they either had questions or were done with the assignment. Once a student was finished, the

CT or I worked together and would look over the finished assignment. I was doubled tasked at

times with checking the work of students who were finished with the exercise while the two

students I was working with was attempting to solve a problem on their own. When a student

complete their in class worksheet, they were allowed on the computer until the next class.
 This would fall under the 3e of Danielson’s Framework in the Third Domain. This was

where my flexibility was experienced. As I had one student’s worksheet to look over, I still had

to make sure the student I was with was doing their problem. I learned that you have to expect

the unexpected in teaching. I also learned this in my time in the Air Force. Change happens

quickly, and I as the teacher need to adjust to the change quickly and smoothly as possible, and

staying flexible is the best way to do that.

The two students I was with most of the time during the in class assignment really needed

my assistance. Both of them had problems borrowing from the hundreds by forgetting to

subtract the hundred, or not adding the “ten tens” in the tens column. The one student eventually

got the hang of it after we worked a few problems together. Once that student was capable of

doing their own problems, I shifted my attention to the other student. The other student had

problems with borrowing and subtracting throughout the assignment, so I assisted this student for

the entire exercise. This also falls under 3e of Danielson’s Third Domain under persistence. I

stayed with this student until the worksheet was finished. I had to repeat every step of the

process for each problem. When I did the process with this student, they knew what to do.

When I ask the student to try it on their own, the results were not as strong. Staying with this

student was the best option for their learning success during this time.

This student never raised their hand for help when I asked the class multiple times if they

understood the material. I even called on this person for an answer to one of the problems we

did together in class and got the correct answer. Even with the correct answer, the CT and I

knew how this student is academically, and knew we would have to be more active in this

student’s learning. This student is now working with the Special Education teacher, but I am still

comfortable teaching this student since the change just occurred last week.
 My goals in this domain for the future are to improve my flexibility with the class and

improve upon my communication with the students. Although I know to be flexible in my

teaching, I also need to know and learn when I have to pull the plug on a lesson and switch gears.

I had times where my passion for teaching got in the way of the class not being in the mood for

my lesson. I learned it can happen to anybody and not to be upset. I just need to stay vigilant

with the class and learn to notice a change in the classroom atmosphere sooner. It might be just a

three minute dance break, and they are back in the game. Or it can be a move onto the next

section or lesson to change the mood and focus of the class.

The other goal will always be the same, either now or ten years from now when I am

more experienced. Teaching is a people oriented occupation, we have to talk to people on a

daily basis, even if the clientele are seven or eight years old. As a teacher, I will always need to

be clear and concise with my instructions to the students I will teach, because my explanations

will determine if my students understand what I am trying to teach them. This goal will never

plateau for me, I should be always striving to be a better communicator with the students I teach,

because every person is different. When I feel I am not striving in this area any longer, I need to

retire.

In closing, there is a lot to instruction that Danielson’s Framework covers. I know I have

some work to do in this domain, because this might be the most important of the four domains in

my opinion. I say this because this is where I as the teacher have to be able to get the point of

the lesson across to the class, no matter what the material is about. Yes, I can change the

material to my lessons so I can teach the class, but ultimately if I can’t teach the lesson correctly,

the class gets absolutely nothing out of it. I need to be prepared for all the lessons to the best of
my ability. And if I am not prepared to the best of my ability, I must find a colleague who can

get me there.

I feel like I am improving every day since I started my student teaching. I have both my

CT and my Advisor tell me the strides I have taken since the start of this course. I feel more

comfortable with the students, the classroom, and the flow of the day at a public school

compared to my old private school work place. I am far from perfect though, I still make the

mistakes that new teachers make. But my CT always has constructive criticism for me to learn

from and move on. I absorb her information as much as I can and move on to the tomorrow’s

adventure!