Lesson Plan Template

Students name: Grade level: 2nd

Corey Gushikuma
School: Puu Kukui Elementary School
Mentors Name: Jessica Mathias Date: May 2, 2017

Title of Lesson: Subtracting three digit numbers using the number line and regrouping
using tens and ones.
Enduring Understanding: In this lesson, students will further develop their understanding
of regrouping and using the number line to solve three-digit subtraction problems.

Essential Question: How can using the number line and tens and ones helps us subtract
and understand regrouping?

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that
align with the central focus and address essential understandings, concepts, and skills
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.MD.B.6
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points
corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a
number line diagram.

Student Learning Objectives

What will students know, understand and do during this lesson?
Students will:
Identify patterns in an equation.
 Consistently subtract using the number line.
Use the number line effectively to solve problems.
Regroup using the tens and ones blocks.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets
to draw upon to support learning
Students can produce one, two and three digit numbers in multiple ways.
Students should be able to count and compare hundreds, tens, and ones blocks.
Students can use the number line in various situations.

Academic Language -Vocabulary

Oral and written language that the students need to learn and use to participate and engage in the content.
The planned instructional supports to help students understand, develop, and use academic language.
Vocabulary Words:
Difference
Price
Dollar
Number Line
Value

I plan to help the students understand, develop and use the vocabulary listed, by giving them various math
problems to solve. For example I will test their knowledge of dollar value, by asking them questions such as
How much is this number worth?. I will also be projecting problems on the whiteboard, such as subtraction.
This will allow the students to become familiar with working with three-digit number problems and have a
deeper understanding of regrouping and using a number line.

Instructional Resources Including technology supports

Books, texts, and other materials needed for the lesson
Whiteboards
Expo pens
PowerPoint

Classroom Set-up
 Instructional Strategies and Learning Tasks

# of Minutes Introduction
Preparation for lesson First I will have the students sit on the floor for the math lesson
(example- Concentration Circle or Bring your whiteboards and pens to floor
other behavioral I will be looking for active listeners, 100 % participation, super
protocol.) synergizers and your full respect.
Today I will be teaching you how to subtract and regrouping using a
number line and tens and ones blocks.
First lets go over the rubric
Introduction Follow my finger with your eyes, what is the first word?
1, 2, 3 read with me.
Math rubric, Regroup, 3 Got it. I can regroup using the tens and ones
blocks.
Subtraction, I can consistently estimate and solve triple digit
subtraction problems with and without the number line.
Problem solving, I am able to solve the story problem using what I
learned in the lesson.
Number line, I am able to solve subtraction problems using the
number line.
Now lets read the learn objectives for todays lesson
Body of the Lesson Follow my finger with your eyes, what is the first word?
1, 2, 3 read with me.
Consistently subtract using the number line.
Use the number line effectively to solve problems.
Regroup using the tens and ones blocks.
Regrouping and Number Line review:
Conclusion/reflections of students
What is regrouping?
Knee-to-knee, eyes-to-eye, tell your partner what you think regrouping
is.
Active listening in 3, 2, and 1.
Can someone tell me what they shared with their partner, on what
 they think regrouping is?.
Would anyone like to synergize?.
Exactly regrouping is like borrowing numbers from another number
when we dont have enough.
292 - 9 = __, so I need to label my number line, can someone tell me
where my halfway points are?.
Now, where is my starting point?.
I have to subtract 9 from 292, can someone tell me how I can use the
number line to solve this problem?
Where is my nearest ten?
Yes, 290.
How many still live in 9.
Correct, 7, If I jump back 7 from 290, where would I end?
Yes 283.
Now wait, is there another strategy that I can use to solve this
subtraction problem?
What strategy can I use, quick someone tell me.
Yes I can use hundreds, tens and ones.
Can I subtract 9 ones from 292?
What do I need to do, to make it possible for me to do?
Someone tell me.
Yes borrow, or also known as regrouping.
Now I want you to use your whiteboards to follow along.
Write this problem on your boards, just like how I have it up here,
ready, go.
333 - 7 = __ so I need to label my number line, can someone tell me
where my halfway points are?.
Now, where is my starting point?.
I have to subtract 7 from 333, can someone tell me how I can use the
number line to solve this problem?
Where is my nearest ten?
Yes, 330.
How many still live in 7.
Correct, 4, If I jump back 4 from 330, where would I end?
Yes 326.
Now, lets try using the tens and ones strategy to solve this strategy
Can I subtract 7 ones from 330?
 What do I need to do, to make it possible for me to do?
Someone tell me.
I need to...re.group.
Now I do I have enough?
Now I want you to use your whiteboards to follow along.
Now try this problem one on your own, using the same strategies we
just used, ready, go.
164 - 8 = __.
1, 2, 3 show me.
733 - 6 = __.
1, 2, 3 show me.
475 - 9.
1, 2, 3 show me.
Here we have a word problem.
Eyes up here, first word is.Brad, ready 1, 2, 3 read with me.
Brad went to his house and picked 51 apples and 22 bananas. He ate
7 fruits in total. How much does he have left?.
What word in this problem, tells us what we need to do in our first
step?
Before you start, Ill give you a hint, this a two step problem.
I want you use a number line and tens and ones to solve this problem,
ready, go.
Someone tell me?
Yes, and, it means to add.
Now what is second word in this word problem, that gives us a hint in
what we need to do for our the second step?
Someone tell me.
Yes, ate, means to subtract or take away.
Go over word problem with students.
Closure
Then I will hand out an exit pass to each student, which allow them to
show me that they have a clear understanding of the base ten
numeration system and that they know how to effectively use the
hundreds, tens and ones block, .in order to add three-digit numbers
and explain the values of three-digit numbers.
 Exit Pass:

Mrs. Mathias has 645

fidget spinners. She
sold 9 of them. How
many fidget spinners
does she have left?

Students will turn to their partner and tell them what they learned
today.
I will ask students to share out loud.
After they are done sharing, I will ask them to show me with their
fingers how they feel about the lesson.
This concludes our lesson for today, please turn your attention back to
Mrs. Mathias, in 3, 2, and 1.

What Questions will you ask students during the lesson in order to promote critical thinking and to assess their
learning?

1. How did you get that?

2. Can you please explain your thinking?
3. Can model your strategy for me?
4. Would anyone like to synergize?
5. Did anyone solve it a different way?

What strategies will you use to encourage student discussions and sharing of information on the lesson?

Turn and talk

Synergizing
Ask questions

Assessments
How will you gather evidence of students learning? What are your formative assessments applied throughout
the lesson and a summative assessment of what students learned by the end of the lesson?
 Formative Assessments:
I will observe the students during lesson by checking for different strategies, and collaboration amongst other
classmates. Then I will ask students to come up to the board and share their strategy with the rest of the class,
which will open the floor to discussion. Lastly I will have a full class discussion and have specific questions
prepared to ask them what they have learned.
How did you get that?
Can you please explain your thinking?
Is there another strategy that you could use to help you?
How much money do we have left?
How much money did we spend?
Summative Assessment:
I will have the students represent a 3-digit number using a number line. The students will use the number line to
display their thinking. Students will correctly label their numbers to determine the money value of something.
This will allow me to determine what level of comprehension each student is at. I will also have them to do math
problem as their exit pass, which will allow me to determine who still needs my help.

Math Rubric 1- 2- 3-
Not Yet Almost Got It

Regroup I am unable to regroup I can sometimes regroup I can regroup using the tens
using the tens and ones using tens and ones blocks. and ones blocks.
blocks

Subtraction I cannot solve triple digit
subtraction problems with
and without the number
line.
Problem I was not able to solve the
Solving problem using what I
learned.
I can occasionally estimate I can consistently estimate
and solve triple digit and solve triple digit
subtraction problems with subtraction problems with
and without the number line. and without the number line.
I was somewhat able solve I was able to solve the story
the story problem using what problem using what I learned
I learned in the lesson. in the lesson.
 Number Line I am not able to solve I am somewhat able to solve I am able to solve subtraction
subtraction problems using subtraction problems using problems using the number
the number line. the number line. line.

Lesson Plan Reflection

What changes would you make to your instructionfor the whole class and/or for students who needed greater
support or challengeto better support student learning?
o Based on your reflection and your analysis of student learning, describe the next steps for instruction to support
students learning.