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For this lesson we will be working with subtraction, there is no textbook or major literacy focus in this
lesson. Instead we will be working on subtraction, time, and money doing our Daily 5 stations. This type
of learning has been done all year and gives students choices on what they do, but also has them focus
on what they need to improve upon.
B. What standards must be addressed when planning to address the central focus?
Name the applicable Common Core Standards:
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; 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.
CCSS.MATH.CONTENT.2.MD.C.7: Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.
CCSS.MATH.CONTENT.2.MD.C.8: Solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how
many cents do you have?
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, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.1
C. Central Focus/Content Focus and Objectives: a description of the important understandings and
core concepts that you want students to develop within the learning segment (see the EdTPA Handbook
included in your LiveText account for a complete definition and examples)
For todays lesson, the central focus will be on subtraction with smaller focuses on time and money at
certain parts of the lesson. We will be working with subtraction in six of our ten stations. For these
lessons we will be using the Phrase More on the Floor.Go next Door and get 10 more or More on
TopDont stop when looking to see if we need to regroup our subtraction problem. This is something
that they do with the teacher, Math with Self: worksheet, and on Moby Max (I-Pads). This gives them a
question to think about as they work through their problem as they work on mastering the skill of
subtraction. They have also just learned a new way to find the answer to a subtraction problem using a
number line. This concept is coming easier to some students than others and they have not yet figured it
out fully. For this lesson and depending on the group I will give a range of questions and ask them to use
both the More on the Floor strategy and the Number Line strategy. This will allow students to try two
different ways to answer similar problems and find which one works best for them. This relates to
common core standards by using place value and starting with the ones and working up to answer
subtraction problems and the properties of operation such as regrouping in their work. This is slightly
different from the Number Line strategy where students are using their drawings to model the
relationships between the two numbers being subtracted. While there is no curriculum for this school we
are going along with the goals the teachers in this district wrote out as a whole. Subtraction is a major
focus in second grade and we are spending the entire third semester solely on this subject and continue
talking about it for the rest of the year.
Name the learning objectives you have identified that will support the central focus
Since this concept of the number line is new and students who have been previously working with
four digit by four digit number subtraction are not yet catching onto the idea of using a Number
Line. I will be focusing on students answering subtraction problems using the number line in
numbers lower than 1,000.
Students understanding of reading a clock by fives and be able to answer the problem on the
large clock.
Students can work through a subtraction word problem using the CUBES Model. (Circle the
Numbers, Underline the Question, Box out the Important Words, Evaluate and Eliminate what you
dont need, and Solve.)
Students will use their knowledge of money both cents and dollars to answer/show answer word
problems as a group.
What do you want the students to understand?
For this lesson students must understand how to use both regrouping strategies and a number line to
answer subtraction problems with the teacher, by themselves, and in a word problem. Students have had
many weeks of practice with this concept, but still need to be reminded when taking 10 away you need to
make the number you took away smaller by one. This concept will have and will be working on for the
rest of the year, but I hope students will start to understand better because of the number line. For the
time component of the lesson students must understand which hand is for the hour and minute, how to
count by fives, and what each big number on the clock stands for. We will be focusing on times from our
assessment that we got wrong and getting the students to reflect on how they can work on their individual
goals. Finally for money I want student to understand if I have a certain amount of money such as 78
cents what can be added together to get me 78 cents.
What do you want the students to do independently once the lesson has been taught?
I want the students to continue working on their understanding of subtraction whether it be two digit by
two digit, three digit by three digit, or four digit by four digit subtraction. This will be decided on which
group they are in with the teacher and with that what worksheet they will have. They will continue working
with the number line to answer a subtraction problem.
What academic language is essential for mastery of this content?
Academic Language: Regrouping, Number Line, Subtraction,
Key Phrases: CUBES, More on the Floor?
As students are completing these stations they will need to know these terms for academic language:
regrouping, number line, and subtraction. Students have been introduced to all of these terms before
both in addition and subtraction, though the number line with subtraction is newest from last week and
students are still working on understanding it. We have connected regrouping with the key phrase More
on the Floor, by the students asking themselves this question it lets them know if they have to group or
not. This is the area that they struggle with and that we will be working on for the rest of the year. The
key phrase students need to know and have been using most of the year is CUBES standing for Circle
the Numbers, Underline the Question, Box out the Important Words, Evaluate and Eliminate what you
dont need, and Solve. This is posted on the wall in the room for students to reference and as we work on
the problem of the day as a class I say what each on stands for.
Gifted Not specified by While this school does not recognize gifted
school but this is students, there are students in the class that are
what we do for working at a 3rd grade or more level in some
higher level content areas. For this I am introducing a new
learners. aspect to Math with the Teacher where instead of
having the teacher go through the problem at the
end or call on specific students, we will be
introducing the student as the teacher. For this
one student will completely answer and explain
their work for a problem to the group. This allows
me as the teacher to see their understanding level
as well as the students getting an additional
explanation that is different than what they are
used to.
504 none
numbers and the steps we need to take in order to find our answer. Students are able to work through
subtraction sometimes by themselves and most times when being guided by a teacher, but still struggle to
follow all of the steps by themselves. Sporadically throughout the station I will get up and walk around to
see how other students are doing and make sure that they are on task.
As this station wraps up I will ring the Chimes on the wall, this lets the students know what we are
switching station and to listen for directions by me about the next task.
Fluency Fact:8:45-50
For this weeks fluency fact we will be working on doubles plus one. Students have their doubles facts
down very well, but we will focus on taking the smaller of the two numbers, doubling it, than adding one. I
will be quizzing students on these facts by asking them 7+7=14+1=15, 2+2=4+1=5. I will also try flipping
it with asking them if I have 13 what is the double plus one, if I have 19 what is the double plus one.
Station 2 Blue Group: 8:50-9
For this station I will be meeting with the blue group, they are working with three digit minus three or two
digit numbers. Students in this group are having trouble with both the regrouping strategy and the
number line because of some misconceptions similar to the green group. Due to this we will be working
on one to two regrouping problems and one number line problem in order to help with different students
strengths or weaknesses. The main misconception with regrouping is during taking ten away from a
number they forget to make that number smaller. We will be focusing on working with the number line,
but students will need to be reinforced with the idea that we subtract all parts of the second number not
just the ones and hundreds place. Some students have that misconception that we do not include the
tens place in our number lines, so I will need to be reminding them that we subtract the whole number not
just the some of the number. As students are working I will be walking around the room to check that
students are on task and not talking to neighbors. At the end of this station I will ring the chimes and give
students directions to move to the carpet for the time mini-lesson.
Time: 9-9:05
For this section of the lesson we will meet at the carpet after everyone has put away their stations
materials, we will be going over telling time on the whiteboard as a class. I will check of understanding by
asking for a thumbs up, thumbs down informal assessment of students ability to read a clock in twenty
seconds or less. This is the goal students have set for themselves the week prior. We will talk about any
changes to our goals for telling time, then work on four to five times on the big clock. Trying to focus on
times that end closer to the hour mark such as 45, 50, and 55 because those were the types of questions
they got wrong in their check in assessment.
Times:
1:50
7:40
11:20
2:55
10:10
Challenge time: 5:46
***This problem is to challenge students that are at or close to mastering telling time by fives, not
everyone will be able to answer this problem and thats okay.***
Station 3 Green Group: 9:05-15
As students get their materials for this station I will start giving them a three digit by three digit subtraction
problem. Some of these students are having trouble working with regrouping, but have shown
understanding and liking of the number line. We will be focusing on working with the number line, but
students will need to be reinforced with the idea that we subtract all parts of the second number not just
the ones and hundreds place. Some students have that misconception that we do not include the tens
place in our number lines, so I will need to be reminding them that we subtract the whole number not just
the some of the number. I started something new this week having students be the teacher and have to
explain how they got their answer, from that other students will ask questions if they are confused about
something they did. I have only started trying out this idea in groups green and purple groups to see if it
works with this group of students before starting it with yellow and blue group. Since number lines take a
little bit longer to complete we will most likely get through two to three problems. As students are working
I will be moving around to check on the other stations for confusion and to make sure that they are on
task.
Money:9:15-20
We will move into the money mini-lesson by ringing the chimes and singing our money song while
students are putting away their materials. We have been working on small word problems using money
for about three weeks now. We are also working of figuring out multiple ways to get the same amount or
if we have x amount of money can we buy something. This gets students thinking of the many different
ways of having the same amount and comparing two numbers together to find relationships such as
largest and smallest. From the carpet I will send students to their fourth station
I went to the zoo and bought peanuts for $1.31 cents. What is one way that I could buy my
peanuts?
At target there are Pokmon cards for .54 cents each. If I want to buy two, how much would that
be? What is one way I could pay for my Pokmon cards?
At school a set of pencils cost 65 cents. If I have two quarters, two dimes, and one nickel do I
have enough to buy my pencils?
Station 4 Purple Group:9:20-30
During this station I will be working with the Purple Group, they understand subtraction the best with
regrouping strategies, but so far have had trouble with the number line they think it takes too long. Due
to this we will be focusing on working with the number line in order for them to try different options. I
started something new this week having students be the teacher and have to explain how they got their
answer, from that other students will ask questions if they are confused about something they did. I have
only started trying out this idea in groups green and purple groups to see if it works with this group of
students before starting it with yellow and blue group. Due to this we will most likely only get through two
or three problems, when usually we would get through three to five. As students are working I will be
randomly walking around the room to make sure students are on task and not talking to their neighbors.
At the end of this station the student with the most points (got the most answers right) will ring the
chimes to change stations.
Problem of the Day:9:30-35
Todays Problem of the Day is number 6 of our group. It is a subtraction problem asking us to do 30-
17=13. While we will not be solving the problem doing this time incase students have not completed this
station yet we will be completing all of the other CUBES steps. Students will be called on to answer my
questions to each step of CUBES as we go. We get into a little debate every day on words that need to
be eliminated if they are the label to a number such as 30 snowballs. I will explain now you keep these
words to add to your answer to make it into a statement such as 13 snowballs hit Lukes brother. From
the carpet I will send students to their last station.
Station 5: 9:35-45
For this last station I will not be meeting with any specific group, instead I will be walking around the room
helping any student that need it and making sure students stay on task.
eyes and ears. On the carpet we use the chants Talk(Teacher) Okay(students), this is when we talk to a
partner and to pull students attention back the teacher says Class-idy Class Class(teacher) Yess-idy Yes
Yes(Students) and they know it is time to share their ideas.
What materials will be used to engage students in learning? Technology?
Computer and Projector
PowerPoint Slides
Clock online
White boards and White Board Markers
Pencil (one for each student-25)
Worksheets( different for each group, 4 in total)
Problem of the Day sheet (one for each student-25)
Math Notebook
I-Pads with the program Moby Max
Wind Chimes (to signal moving onto the next station)
Number Line Sheets
Playing Cards
How do you plan to engage students in higher level thinking skills related to this content?
I plan on engaging students in higher level thinking skills during green and purple groups by having them
explain to the group the steps they did to get an answer and answer any questions students have. By
being able to do this correctly students have a four or blue which is considered the highest a student can
go using critical thinking skills. For the yellow and blue group I will not be having them be the teacher, but
I will be calling on students to explain to be what the next step of the problem is. For the money section
we are trying a new type of word problem that gives them multiple amounts and they have to decide
which has more. This requires them to use their money schema and their understanding of bigger or
smaller numbers to decide if they have enough to buy something.
B. Planning Assessment:
How will you know your students are learning the content? How will you know the standards and
objectives have been addressed?
I will be looking at students Math with Self worksheet to see if students are understanding the material
and the strategy of regrouping. I will be checking to see that they show all of their work when they need
to regroup when making the new numbers or taking away from other numbers. Along with this students
write a dot on their paper in either one of four colors to show how they feel about the content. This goes
along with the schools assessment guide as they are put into one of four levels.
Red (1)-Help! I dont get it!
Yellow (2)-Im working on it.
Green (3) - I get it!
Blue (4)-Wow! I can explain how to do this
For the time assessment, this will be an informal assessment to see how students are doing I will get a
thumbs up if they are confident in their time skills to read a clock in under 15 seconds, Iffy middle thumb if
they can answer the time sometimes in 15 second or less, or finally a thumbs down if students need more
than 15 second to answer questions. As we move into reading the clock, students that know the answer
will put their finger on their nose to show the teacher that they have an answer and are ready.
I will know students understand money when they do similar things as time when answering word
problems. After being asked a question students put their finger to their nose to show they know an
answer. These word problems can potentially have multiple answers so we will get multiple students
For this lesson students are grouped into ability level for math with teacher time, as I am working with
students I am marking off who is getting the answer correct or is one the right track. By doing this I can
move students up or down into a different group to help them focus on what they need. This does go
along with individual gauging and tracking not just how they are working with the teacher, but also on their
individual worksheets. What they are working on in groups is the same as their worksheets so we can
see if they are doing the same steps by themselves or forgetting them. Also students put dots on the top
of their worksheets let the teacher know how they feel they are doing. With this I can either have a class
discussion if multiple people are struggling with the same concept or make sure to give them extra time or
a goal for them to work on that week. For todays lesson there is no major tracking of achievement of the
class, it is more informal as the lesson goes I will be looking to see who is or isnt answering questions
and if we have questions that do not have anyone answering the question.
What samples of students work will be generated by the lesson? (Please attach copies.) Dont have to
include