Course Description

TEACHER: Sam Wilson - Gray COURSE: DEPARTMENT:

GRADE LEVEL: TOTAL STUDENTS DATE:
TIME/PERIOD Math Smart (9:35-10:05) Monday, Tuesday, Thursday
TOPICS: Subtraction w/ Regrouping, Word Problems

PA State Standards
Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards

CCSS.Math.Content.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions.
CCSS.Math.Content.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones.
CCSS.Math.Content.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.
CCSS.Math.Content.2.NBT.B.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.
CCSS.Math.Content.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the
properties of operations.

Objectives
Objectives correspond with PA State Standards listed above.

SWBAT solve one- and two-step word problems using the strategies theyve learned.
SWBAT solve equations with double regrouping.
SWBAT create their own word problems from a given equation.

Lesson Introduction: (5-7 min)

On Monday JM, DG, JW, and BF will go to the front table to work with Mrs. Gray. Everyone else will be taking
a short test on time to check for understanding. Depending on how much time it takes, students will then be
given an activity based on what group they are in. RA and AG need to take the subtraction test on Monday as
well. Download the Subtraction Free app onto the iPads.
Tuesday and Thursday students will be broken up into two groups and their activities will be explained. The
middle group will be focusing on subtraction with regrouping especially when double regrouping is necessary.
They will start with regrouping once and move their way up to regrouping twice. The higher group will be
practicing more word problems both addition and subtraction making sure they know what math action is
required. They will also be given equations and they should create a word problem from it.

Activities/Procedures: (25-30min)
Administrators initials: _____________
 Lesson Plans are conducive to student achievement and focus on PA State standards and objectives

Day 1 - Time assessment will be given and collected when finished. The higher group (SB, LR, IF, VW, MM)
will start working on addition word problems when they are finished their assessment. The middle group (JF,
BT, HJ, AP, AP, JT, JS) will use the Subtraction app on the iPad to practice subtracting 3 digit numbers.

Day 2 The higher group will be working on a variety of addition and subtraction word problems. They will
complete independently, but I will meet with them to discuss their thinking behind solving the problem. They
should know why they are solving the problems the way they are. If they finish all the problems they will be
allowed to play on the iPads on the time app, money apps, or Dream Box. The middle group will be given a few
three-digit subtraction problems that only require regrouping once to ensure that they understand when
regrouping is necessary then they will work on double regrouping. They will then work on three-digit
subtraction problems with me in the back of the room so I can watch them solve the problems and address
issues. I will use the checklist for some of them if necessary.

Day 3 Higher group will be given equations and they should write their own word problems for each one. I
will go through an example of addition and subtraction with them to show them the expectation. May be
extended over two days until they understand what to do. Go through the different types of word problems there
are so that they have options to work with. The middle group will work with me in the back on double
regrouping. Those who understand will be able to work on their own, and those who still struggle will continue
to work with me. The focus for that group will be remembering the process for solving the equation and
remembering to go back to the equation to change the tens and hundreds if regrouping is necessary.

Closing& Assessment: (5-7 min)

Time assessments will be collected and checked for understanding. Word problems will be collected regardless
of whether students finish after they test.
Word problems will be collected on Tuesday and Thursday. Middle group will complete their work on paper so I
can see how they solve the equations. I will talk to them while they do the activity or after they finish. Those
papers combined with observation will be how the middle group is assessed.
An assessment will be made if necessary for either the end of the week or beginning of the next week to check
for growth.

Assessment Procedures: (check all that apply)

Administrators initials: _____________

 Structure should simulate PSSA testing format to assist with PSSA test prep
Formative Summative
Guided Practice Participation Unit/Chapter Test PSSA Type Questions
Enrichment PSSA Type Questions Oral Presentation Notebook Check
Homework Notebook Check Research Project Authentic Assessment
Group Work Authentic Assessment Technology Other:
Rubric Other: Rubric
Independent Practice Portfolios

Materials/Resources
List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets
Text Book: Other:
Graphic Organizer/Handouts(s): word problems, subtraction
problems
Technology: iPads

Accommodations

Students encouraged to use whichever strategy helps

them solve the equation if they can answer correctly.
Focusing on shifting to most efficient strategy lining
the numbers up.

Differentiated Instruction

Subtraction assessment was given to see what students

know, those who still need help were pulled for extra
practice.

Administrators initials: _____________

 Notes for the Substitute

In accordance with Neumann University educational guidelines for emergent teachers please describe how the
following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.

INTASC Principles
Interstate New Teachers Assessment and Support Consortium

INTASC 1: Making content meaningful

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and creates learning experiences that make these aspects of subject matter meaningful for students.
Evidence/Reflection:

INTASC 2: Child development and learning theory

The teacher understands how children learn and develop and can provide learning opportunities that support their
intellectual, social, and personal development.
Evidence/Reflection:

INTASC 3: Learning styles/diversity

The teacher understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Evidence/Reflection:

INTASC 4: Instructional strategies/problem solving

The teacher understands and uses a variety of instructional strategies to encourage students development of
critical thinking, problem solving, and performance skills.
Evidence/Reflection:

INTASC 5: Motivation and behavior

Administrators initials: _____________
 The teacher uses an understanding individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagements in learning, and self-motivation.
Evidence/Reflection:

INTASC 6: Communication/knowledge
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Evidence/Reflection:

INTASC 7: Planning for instruction

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum
goals.
Evidence/Reflection:

INTASC 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Evidence/Reflection:

INTASC 9: Professional growth/reflection

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on
others (students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
Evidence/Reflection:

INTASC 10: Interpersonal relationships

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support
students learning and well-being.
Evidence/Reflection:

Administrators initials: _____________