Michael Stilson

Co-Teaching Lesson Plan

12.03.16

General Education Teacher: Ms. Fell

Special Education Teacher: Mr. Stilson
SUBJECT OF LESSON: Subtracting 2 Digit Numbers
TIME ESTIMATE: 30 minutes
GRADE LEVEL: 4th
I. INTENDED STUDENT LEARNING OUTCOMES (Objectives)
Given three comparison word problems, students will calculate the difference between two numbers up to 100 with little to no error.
2. PA Common Core Standards
4.CC.2.2.4.A.1 Represent and solve problems involving the four operations.

II.

Add, subtract, multiply, and divide (4-F.1)

Addition, subtraction, multiplication, and division word problems (4-F.2)
Estimate sums, differences, products, and quotients: word problems (4-F.3)
Multi-step word problems (4-F.4)

PREPARATION
1. Materials:
A. Student materials: Students will need a pencil, dry erase board, and marker.
B. Teacher materials: dry-erase marker and board.
2. Prior Knowledge: In order to be successful in this lesson, students must:
Have the ability borrow from the tens place
Understand the concept of number bonds
Know how to subtract in the ones place
3. Need to Do Ahead of Time: The teacher must prepare the teacher and student whiteboards with markers and erasers.

III. BODY OF THE LESSON

A. Setting the Stage for Learning/Anticipatory Set: (~3 minutes)
Behavior: Remember, it is expected that we are following the classroom commitments during math. In order to earn choice time we are
following directions the first time, keeping objects and hands to ourselves, and using kind words (no putdowns).

Hook: Raise your hand if youve noticed how some foods are better for you than others. Whats an example of a healthy food? How about an
unhealthy food? I think that (example of healthy and unhealthy foods) are different. Remember how we compare and contrast in reading?
Well, we kind of do the same in math too. Like yesterday, we can find the difference between two numbers through subtraction.
I love to eat food so much. Spaghetti, pizza, cheese. You name it! But all foods have different number of calories. Can anyone tell me what
calories are? (A calorie is a unit of energy. When you hear something contains 100 calories, it's a way of describing how much energy your
body could get from eating or drinking it.)
It is better to eat something that has fewer calories. Lets say I am hungry for a snack. I can either have a chocolate chip cookie or a sugar
cookie. The chocolate chip cookie is 70 calories and the sugar cookie is 110 calories.
T: Which cookie has more calories?
S: The sugar cookie.
T: I want to figure out how many more calories there are in a sugar cookie compared to a chocolate chip cookie. For 30 seconds, turn to a
partner and talk about how you would approach this problem. (Have 2 students share).
T: So I hear some great strategies. What we will do is subtract 70 from 110. Raise your hand to tell me why we arent subtracting 110 from
70?
S: Because you cane take 110 from 70.
T:Great, now lets solve! ( Together we will take 70 from 110 to get 20).
T: So what is the difference of calories between 110 and 70?
S:20!
B. Steps of the lesson
1.
a) Activity #1- I DO (8 Minutes)
T: Now that we know that we will be working on subtracting two two-digit numbers, lets work on one together.
S: Sarah has a bag of 28 apples. Karen has 42 apples. How many more apples does Karen have compared to Sarah?
T: While we solve this problem, we should focus on what steps we need to take. The first step is to write the equation. Should I start
with the number that is greatest or smallest?.
S: Greatest!
T: How do you know that?
S: Because we should take away the smaller number.
T: (Write 42 28 on the board.) Read this problem with me.
S: 42 minus 28. (Read the problem chorally.)
T: Lets start by looking at the smallest place value, the ones: Can we take 8 one from 2 ones?
S: No!
T: Why not?
S: Because 8 is greater than 2.
T: If that is the case, then we need to borrow from the tens place. (Cross out the 4 and write a 3 above. Then, write 12 above the 2.
T: We are ready to subtract because we have checked to make sure we have enough units in each place value.

T: Take 8 ones from the 12 ones.

T: How many ones are left?
S: 4.
T: (Record 4 in the ones column in the answer space.) Take 2 tens from 3 tens.
T: What is 24 18?
S: 14
T: Could I have solved this problem differently?
S: Yes, I would have started at 28 and counted up to 42. I would still get 14.
b) Activity #2 WE DO (15 minutes)
Word Problem: Aaron got an 87 on the test. Sally got a 76 on the test. Who got a higher score? What is the difference between their
test scores?
Problem 1: 87 76
T: (Write 87 76 on the board.) Read this problem with me.
S: 87 minus 76. (Read the problem chorally.)
T: Record our work in the written subtraction on my white board. (Write the problem in vertical form.)
T: What is the whole we are subtracting from?
S: 87.
T: We want to look carefully at the whole when subtracting, like a detective, to see if we need to do any unbundling. Lets draw an
imaginary magnifying glass around 87. (Draw the magnifying glass as shown at right.)

T: Lets start by looking at the smallest place value, the ones: Can we take 6 ones from 7 ones?
S: Yes!
T: Lets move to the tens column. Can I take 7 ten from 8 tens?
S: Yes!
T: How so?
S: Well 8 tens is 80 and 7 tens is 70. Also, 80 is greater than 70.
T: We are ready to subtract because we have checked to make sure we have enough units in each place value.
T: Take 6 ones from the 7 ones.
T: How many ones are left?
S: 1.

T: What is my next step?

S: Subtract the tens place.
T: Good, is it 7-8? Tap your head if you disagree. Rub your belly if you agree.
T: Call on a student who agrees, and a student who disagrees. Ask them to explain why they (dis)agree.
S: (explanations)
T: What is 8 7?
S: 1!
T: So what is the difference between their test scores?
S:11!
T: Any questions on how we figured out the answer?
Problem 2: 41 38
T: Here is our problem. At Target, the blue t-shirt costs $41 and the blue t-shirt costs $38. What is the difference in costs between the
two shirts?
(Write 41 38 on the board.)
T: What is the whole we are subtracting from?
S: 41.
T: We want to look carefully at the whole when subtracting, like a detective, to see if we need to do any unbundling.
T: Lets start by looking at the smallest place value, the ones: Can we take 8 from 1?
S: No!
T: Why not?
S: Because 1 is less than 8.
T: What can I do to help fix this problem?
S: Borrow 1o from the tens place.
T: Sounds good to me!
T: Lets move to the tens column. If I borrow a ten from the tens column what does the 4 become?
S: A 3!
T: Awesome! So now we have 3-3. What is that?
S: Zero.
T: Now it seems like we have our answer. What is the difference of cost between the two shirts?
S: $3
T: Any questions on how we figured out the answer?

c) Activity #3 YOU DO (5 minutes)

The last activity is the formal assessment containing three subtraction problems. This portion is meant to be taken individually to
ensure validity.
2. Technology No technology is being used for this lesson.
3. Unfinished work/homework There is no homework for this lesson.
IV.

ASSESSMENT:
The formal assessment will assess students understanding of the lesson through three questions. The criterion of this Exit Ticket is to
have students answer these three questions with little to no error. Students will be assessed on their ability to approach subtracting two
digit numbers with a second two digit number, use conversions, correct usage of labels and units, and showing all of their work.
Students will be informally assessed by showing their work to the class. By demonstrating their work, I can see whether students are
understanding the material. These examples are great opportunities for showing all students a model answer and work ethic. While
students are working individually and in groups, I will be walking around the room to assess their understandings of the questions. I will
answer questions if there are some confusion. However, it is up to the student to do the work. I can also informally assess each students
ability to work within a group. I will be asking myself questions like Are they using mathematical language? and Are they thinking
quantitatively and precisely?
C. Closure:
Teacher: Pick one of your problems to share with the class. When you share your work, explain how you solved the problem!
(Continue sharing until the majority of the class group has spoken)
The assessment (Activity 3) is on the next page

NAME: ____________________________

DATE: _______________

Directions: Solve each problem. Make sure to show ALL of your work!
1. Aaron has 23 markers. Michael has 34 markers. How many more markers does Michael own? What is the difference?

2. Mark bought a book for $15 at Barnes N Noble. Mary bought the very same book for $26 online. What is the difference in cost between the
books?

Lesson

Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)

Co-teaching
Approach
(can select
more than one)
One Teach,
One Support
Parallel
Alternative
Station
Team

Time

General Education Teacher

10
minutes

Behavior: Remember, it
is expected that we
are following the
classroom
commitments during
math. In order to earn
choice time we are
following directions the
first time, keeping
objects and hands to
ourselves, and using
kind words (no
putdowns).
Hook: Raise your hand if
youve noticed the
different prices of items at
the grocery store. Picture
in your head going to the
grocery store and looking
at ALL of the options. You
walk down the meat
section to look at some
chicken. You see one
brand is $10 while a
different brand is $15. Are
these prices the same or
different?
S: Different!
T: How can I figure out
which one is cheaper?
S: Subtract.
T:Why would you suggest
that?
S: Because we want to find
the difference between the
two numbers.
T: Great vocab word! Lets

Special Education
Teacher

Considerations (may
include adaptations,
differentiation,
accommodation, or
student- specific needs).
-

Graphic organizers
for students who
struggle to collect
their thoughts
during the problem
Number lines
available to all
students
Hundred Chart on
wall