Instructor: Chandler McAlister

Standard
Lesson Title: Word Problems (Subtraction)
Curriculum Area: Math (Intervention)
minutes

Grade Level: 3rd/2nd Grade

Date: 11/18/2016
Estimated Time: 30

Standards Connection:
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.
IEP Goals:
By the end of the 4th nine weeks X will be able to solve basic addition and subtraction facts
within 20 using different strategies to solve such as recalling facts, using manipulatives, number
chart or line with 90% accuracy in 4/5 attempts. (M.3.11.8)
By December 2015, C will be able to solve one-step addition and subtraction problems with an
unknown by drawings, equations, or manipulatives with 80% accuracy on 4/5 attempts.
(M.2.1.1)
By May 2016, J will identify the value of a number in the ones, tens, and hundreds place with
80% accuracy on attempts. (M.2.7.3)
By April 2016, E will remain on task during the whole group or small group lesson, refraining
from playing with objects in her desk on 4/5 opportunities throughout the school day.
Learning Objective:
The students will be able to:
1. Solve subtraction word problems
Kid Friendly Objective:
I can solve subtraction word problems.
Evaluation of Learning Objective:

The students will be able to solve a subtraction word problem with 100%
accuracy.
Engagement:
Before we start todays lesson lets first review what we have been learning.
Look at problem 1. In problem 1 we will find the difference of 2-digit
numbers. What number will we subtract from 42?
When you subtract 2-digit numbers, it is important to find the difference of
the digits in the ones first. Start in the ones. How many ones are in 42? How
many ones are in 15? We cant subtract 5 from 2 can we? So we have to
regroup. Remember Ms. DeWitt taught you to do this the other day. First we
cross out the 4 in the tens column and write a what? Thats right. We need to
write a 3 in the blue box. Please do that. Now that we have taken 10 from
the tens column where do we put it? Yes, add it to the ones column. So what
is 10+2? Good, cross out the 2 and write a 12 in the blue box. Now we can
take away 5 ones. What is 12-5? Write 7 under the ones column. Now we
have to go over to the tens column. What is 3-1? Write a 2 under the tens
column. So, what is 42-15? Good job everyone! I am so glad you
remembered what Ms. DeWitt taught you the other day.
Design for Learning:
I.

Teaching:
Now the teacher will model new skills for the students. Everyone
look at our how to box. Will you read the problem with me? In
unison the students will choral read the question. Good job. The first
step in solving a problem is to ask, What do I need to find? Look
for a sentence that ends in a questions mark. What does the
question ask? J, will you read the question for me. Yes, so the
question wants you to answer How many stamps does Jan have
left? The next step in solving the problem is to ask, How can I
solve the problem? Think about what the problem asks you to find.
How many stamps does Jan have left? What do the words have
left tell you to do? Thats right we have to subtract. We have to
start with our whole number. What is our whole number in the word
problem? Thats right its 55. What number do we need to subtract
from 55? Thats right, 26, because she gives 26 stamps to her
sister. Look in your book. They have set up the problem for you.
Where do we need to start to solve the problem? Thats right, we

have to start with the ones. How many ones are in 55? How many
ones are in 26? Do we have to regroup? Yes, we do. Regroup a 10
and share it with the ones. Cross out the 5 in the tens column and
write a 4 in the blue box. Then add 10 to the ones column. What is
5+10? It is 15. Write 15 in the blue box above the ones column.
Now subtract the ones. What is 15-6? Write 9 under the bar in the
ones column. Now we have to subtract the tens. What is 4-2? Write
a 2 under the equal bar in the tens column. So, what is 55 26? 29.
How many stamps does Jan have left? 29. Good job. Finally, you
have to ask, Does my answer make sense? Yes, your answer
makes sense because Jan has fewer stamps than she started with.
II.

Opportunity for Practice:

Now the teacher will scaffold instruction by working together with
the students. Lets move on and try one together. J, will you read
problem 2? To solve this problem you have to ask, What am I
trying to find? In problem 2 what does the question ask? Write
what you need to find on the first line. Will you share what you
wrote? Good job. Now you have to figure out how to find the
answer. The problem asks how many pennies Rick has left. Do you
add or subtract to find how many pennies are left? How can you
find the difference? Good, subtract your part from your whole
number. You have to subtract 45 from 68. Write that in your next
blank. Are you going to have to regroup? No, you dont have to
regroup in this problem because you can take 5 away from 8. Start
in your ones. What is 8-5? Next subtract your tens. What is 6-4?
What is 68-45? How many pennies does Rick have left? Finally you
have to ask yourself, Does my answer make sense? Rick has
fewer pennies than when he started, so yes your answer makes
sense.

III.

Assessment:
Now I want you to try problem 3 under Work on Your Own by
yourself. Make sure you read the problem and figure out what its
asking you to do first. Make sure you ask yourself if you have to
regroup or not. Do your best work. You may begin.

IV.

Closure:

Each student will finish at a different time. When the students are
done they can go to a computer to practice their math skills on
Vmath Live.
Differentiation Strategies:
X: Will be allowed to use counters/100 chart to solve all problems. Teacher prompts allowed
during assessment. Assessment question can be read multiple times to the student.
C: Preferential seating close to the teacher. The teacher will need to help him stay on task and
monitor his work. Teacher prompts allowed during assessment.
E: Preferential seating close to the teacher. The teacher will need to help her stay on task and
monitor her work. Everything on her desk needs to be clear before beginning instruction. She
may have a workbook and a pencil and manipulatives if necessary. Teacher prompts allowed
during assessment.
J: Praise work completed correctly. Teacher prompts allowed during assessment. Assessment
questions can be read multiple times to the student.

Materials and Resources:

Vmath workbooks
100 Chart
Pencils
Whiteboard
Dry erase marker
Vmath Live Login information
1 computer per student
Vocabulary word cards

Reflection:
First I want to reflect on the things I believe that I did well. I feel that I
differentiated well in this lesson. I met the needs of each individual student
through whole group and individual work. For example, student X was able to
use manipulatives the whole time. During individual work I made sure he was
doing everything correctly. C had a hard time focusing so I had to keep

reminding him that it was time to work. J needs constant praise while he is
doing classwork because of his disability. I made sure to praise little things
during the lesson. Finally, E seemed to get the content, however, I wanted to
focus on her ability to stay in her seat without blurting out during the lesson
so I made sure to call on her when her hand was raised.
Another thing that worked during this lesson was my display of visuals
throughout the lesson. I had the steps to solving a word problem on the
board. The students were able to reference it during the whole lesson. I had
vocabulary words posted that I referenced to a few times during my lesson
as well as learning objectives posted so that the students knew what they
were expected to learn.
One thing I would make sure to incorporate next time would be
tangible objects such as stickers, stamps, and pennies. Some students may
be able to visualize the content if they are able to manipulate the objects in
the word problems. Another thing I need to do is make sure to provide
closure to my lesson. Before I let the students get on Vmath I should bring
the students back together to review and close the lesson. A way I could do
this would be to put two problems on the board. One problem would need
regrouping and the other problem would not. The students would have to
look at the problems and discuss which problem needed regrouping and
which problem did not. This would help the students review th vocabulary
words as well as the content they are expected to know.

Workbook Pages: