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Name: Melissa Beitko

Lesson Title & Subject(s): Math
Topic or Unit of Study: Subtracting within 100
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.


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 the lesson is for students to use a tape diagram as a subtraction strategy.
Lesson Objective(s):
Given a blank paper to draw tape diagrams, students will take from 10 within 100 to subtract. Students
will need to fill in 7 out of 10 tape diagrams to show proficiency.


Instructional Materials:
Pencils, worksheet, dry-erase markers, personal white boards, Chromebooks for Balloon Pop Subtraction
from Abcya.com
NVACS. Nevada Academic Content Standards. (2012). Retrieved from http://curriculum.wiki-teacher.com

Sequence of Instructional Procedures/Activities/Events
1. Identification of Student Prerequisite Knowledge and/or Skills:
The students will need the prerequisite skills of subtracting in order to be successful in the

This is an extension of days 5 and 6, but the students will draw a tape diagram instead of using
a number bond.
2. New Knowledge and/or Skills to Be Taught:
The students will move away from drawing a number bond to solve problems and use only
tape diagrams for a quicker, more efficient way of subtracting. This new skill will help
students subtract with automaticity.
3. Modeling: I Do
I will display the following problem on the board. Emma has 45 pencils. Eight pencils are
sharpened. How many pencils are not sharpened? I will draw a tape diagram on the board and
ask how this organizer is similar to the number bonds the students learned yesterday. I will show
the show the students that the number 8 goes in one section of the tape diagram. The students
know that a subtraction problem is made up of 1 part, 1 part, and 1 whole. I will ask the class
what the number 8 represents (a part). I will show them that the tape diagram is divided into 2
parts therefore the number 8 will go into one section. I will ask the class if we know the other
part of the problem or do we know the whole? (the number 45 represents the whole). I will then
put a question mark in the other part of the tape diagram. I will write the number 45 above the
tape diagram. I will then ask the class Do we use addition or subtraction to solve this problem?
How do you know? (subtraction because we only know that part and the whole) I will then
use the take from 10 method from the previous two days to solve the problem. Approximate
time:20 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: 24-9, 36-7, 53-6, 42-8, and 61-5 using tape
diagrams. Students may use personal white boards and markers or paper. Approximate time:
20 minutes
5. Independent Student Practice: You Do
I will display 10 problems on the board for the students to solve. The students will draw tape
diagrams to solve: 42-7, 54-6, 71-5, 92-9, 21-9, 34-8, 82-7, 66-8, 90-4, 73-8. 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 the 10 problems. This will be
a summative assessment because it is not necessarily 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 tape diagram strategy to show their work, but they will input their answers using Chromebooks
and I will use the grading system to grade their work.