Subtraction W Regrouping
Subtraction W Regrouping
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.
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.
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
Differentiated Instruction
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 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 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: