506 Assignment 8-10

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Madeline Hunter outline Lesson Plan

Student’s Name

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Course Number: Course Name

Instructor’s Name

Date

Madeline Lesson Plan Template

Area of concentration: Math

 Grade Level: Pre-School, Grade 2

Aim: How to subtract two-digit numbers

Goal: After using strategies based on place value, properties of operations, and /or the relationship between addition and subtraction, learners will be able to subtract two digit numbers 

Teacher’s note to readers: This lesson is about the ability to fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. For this lesson, learners will be able to identify the place of ones, tens, and regrouping to subtract two-digit numbers (Forbringer & Weber, 2021). Connecting cubes are the most helpful and common manipulative used to count numbers

Materials: iReady materials, Paper-pencil, and connecting cubes

Anticipatory Set:  

Intro: "Today we will first review and discuss our knowledge of subtraction of two-digit numbers. We will also discuss how to determine which place to subtract first; either tens or ones. Next, we will pass out connecting cubes to count out to 42’’ 

Activity: The teacher begins and engages learners in the related discussion. Secondly, the instructor distributes connecting cubes after the children transition to work by going over using 42 connecting cubes and take away 17.  

Stated Objectives: 

Learners will be able to identify the following operations with connecting cubes

1. Identify the tens place in a two-digit number

2. Locate the one's place in a two-digit number

3. Regroup two-digit numbers

At the end of the lesson, learners will be able to use connecting cubes to subtract different problems using connecting cubes.

The students will present their answers in the simplest form, which is the number represented by the least number of connecting cubes of the same color

Modeled Practice

Today we will use connecting cubes to model the operations of subtracting two-digit numbers. Every cube may represent a two-digit unit of tens to subtract a single cube of ones. For example, Forbringer and Weber (2021) contents that regrouping 40 (four tens and zero ones) -12 (one ten and two ones) to become 34 (Three tens and 4ones) – 6(one six) all of which result in 28 (two tens and 8 ones). These pattern cubes can now be used to see the mathematical relationships that occur under a subtraction operation. 

The teacher will model several examples of each operation on instruction tools like overhead projector containing special connecting cutes.

Guided Practice

The teacher will go over using 42 connecting cubes and have learners take away 17. Grouping of 4tens and 7ones to subtract 1tens and 7 ones using blocks.

The learners will be given a set of connecting cubes to use to model a few of each subtraction operation listed on the board. 

The teacher will observe the learners and assist anyone who still does not understand how to model any of the problems (Westwood, 2021). After the majority of the class has modeled the problems, pre-scholars will volunteer to show their work.

Here, the kids will verbally explain what was done and they arrived at the final answer. 

 After the answer is presented, the learners or teacher will discuss the correctness of their answer.

Independent Practice 

Children will pair up and play a game involving subtraction connecting blocks called. Leaners who master the lesson faster will progress to the next unit

Closure

The following day, the students will offer to provide solutions to their school assignments. They will describe their model as well as how they handled the challenge. Again, a class discussion will be conducted to determine the validity of the answers provided.

The teacher will conclude the topic by summing the entire unit. Thereafter, the pre-scholars will be allowed to ask questions they may have about two-digit number subtraction and the use of connecting cubes.

References

Forbringer, L., & Weber, W. H. (2021). RtI in Math: Evidence-Based Interventions. Routledge.

Westwood, P. S. (2021). Numeracy in Preschool and Kindergarten Years. In Teaching for Numeracy Across the Age Range (pp. 27-37). Springer, Singapore.