USF Elementary Education Lesson Plan Template (S 2014) Name: _______Emily

Baena___________
Grade Level Being Group Size:16 Subject/Content: Math Date of Lesson: 1/26/1
Taught: 2nd

What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Lesson Content
MACC.2.NBT.2.7 Add and subtract within 1000, using concrete models or drawing and
strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method. Understand
that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and
hundreds, tens and tens, ones and ones, and sometimes it is necessary to compose or
decompose tens or hundreds.

Essential Understanding
(What is the big idea or
essential question that you When do you regroup hundreds in subtraction?
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will Students will be able to record 3-digit subtraction using the standard algorithm with
students know and be able to possible regrouping of hundreds.
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
USF Elementary Education Lesson Plan Template (S 2014) Name: _______Emily
Baena___________
Grade Level Being Group Size:16 Subject/Content: Math Date of Lesson: 1/26/1
Taught: 2nd

in the past or present tense,

A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following I am teaching this objective because as students should understand that when
questions: subtracting three-digit numbers one subtracts the hundreds with the hundreds, tens with
Why are you teaching this the tens, and the ones with the ones. They also should know how to decompose the tens
objective? and the hundreds when they need to regroup. I am teaching this lesson in a form of a
Where does this lesson fit board game because we have been practicing this strategy before.
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will

you know students have Formative evidence students are partner checking their answers to make sure their
mastered your objectives? partner is correct in order to move to the next space.

Address the following: Summative evidence there is a winner within the group and they have both shown their
What formative evidence work in their math notebooks.
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
USF Elementary Education Lesson Plan Template (S 2014) Name: _______Emily
Baena___________
Grade Level Being Group Size:16 Subject/Content: Math Date of Lesson: 1/26/1
Taught: 2nd

during this lesson or in

upcoming lessons?

What Content Knowledge A teacher must be able to explain why it is necessary to regroup when subtracting three-
is necessary for a teacher digit numbers. For example, a teacher should focus on the conceptual foundation of this
to teach this material? skill. It is important for the students to be able to see the connection between the hands-
on models, the quick pics, and standard algorithm.

What background
knowledge is necessary for Students have practiced how to add three-digit numbers the week prior. This is necessary
a student to successfully for students to meet this weeks standards because they can use inverse equations to
meet these objectives? check their work.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?
USF Elementary Education Lesson Plan Template (S 2014)
Baena___________
Grade Level Being Group Size:16
Taught: 2nd
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Name: _______Emily
Subject/Content: Math Date of Lesson: 1/26/1
Students may believe that they have to regroup for every equation or may not regroup at
all.
Students may start a subtraction problem with the second number.
Students may start subtracting from the hundreds column first.
Lesson Implementation
I am going to use direct instruction to give the students directions on how to play
Subtraction Race. Then I am going to give them a demonstration how I would play the
game with a partner. (I will roll the dice and move my counter to that spot and solve the
equation in my notebook. My partner will solve the problem with me. If I get the problem
right I stay if I get the problem wrong I go back.) Once students understand the rules of
the game they will go play with a partner.
Time Who is Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or (Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
5 min
Teacher
Student will open their math notebooks to the next empty page and
USF Elementary Education Lesson Plan Template (S 2014) Name: _______Emily
Baena___________
Grade Level Being Group Size:16 Subject/Content: Math Date of Lesson: 1/26/1
Taught: 2nd

Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do? min
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if a student struggles with the content?
write the date at the corner. The teacher will explain to the students
that they will be playing a Subtraction Race Game. The pair will
have one die and roll it. Whatever number it lands on is the number
of spaces they can move. Then both partners solve the problem that
they landed on. If the person who landed on the problem answers
correctly they can stay where they are. If they get the question
2 min wrong then they go back.
Students
Students can ask questions at this time while the materials are
passed out.
20
Students
Students are working with their shoulder partners to play
Subtraction Race.

If a student is struggling with the content they can ask their partner to explain
how they solved their problem. If both students in the same pair are
struggling then they can use their base ten blocks and other manipulatives in
the Ziploc bags in their drawers. If they need further assistance then they can
come to the back table where a teacher can assist.

What will you do if a student masters the content quickly?

If a pair finishes the race early then they can get the Ziploc bags of 3 dice and
USF Elementary Education Lesson Plan Template (S 2014) Name: _______Emily
Baena___________
Grade Level Being Group Size:16 Subject/Content: Math Date of Lesson: 1/26/1
Taught: 2nd

practice subtracting three-digit numbers by writing the numbers that they roll.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
This lesson connects to the interests of my students because it is in the form
of a game. This class works well when it is a competition.

If applicable, how does this lesson connect to/reflect the local community?

This is an important concept to learn because as the students get older the
three-digit numbers will turn into money and decimals.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

If students complete the game they can either play again to land on the
different spaces.
Another option for students: Students can get a Ziploc bag of three dice and
roll the dice to get a three-digit number and write it in their notebook. Then
they can have their partner roll again and write the second number.

How will you differentiate instruction for students who need additional
language support?

If necessary, I will write the directions in their native language so they can
understand how to play the game. I will also allow the students to use the base
ten blocks to help visual these concepts.
USF Elementary Education Lesson Plan Template (S 2014) Name: _______Emily
Baena___________
Grade Level Being Group Size:16 Subject/Content: Math Date of Lesson: 1/26/1
Taught: 2nd

Accommodations (If
needed) K and J will work with their para while they play the game.
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Subtraction Race board game
One Counter chip for each student (16)
Math notebooks
One die for each pair ( 8)
Base ten blocks