Melissa Axell

Lesson B
Cycle 2

Purpose/Rationale:
After teaching lesson A, I have found they still need re-teaching on subtraction, and
how to borrow after looking at the assessment evidence. They are doing well with
writing down their work and how they come to their solutions, yet they are setting
up their algorithms incorrectly, which ultimately leaves them doing it the wrong way
all the way through. For example, they leave the smaller number on top of the
bigger number and try to subtract.

Time: 2:10-2:30

Connection to Standards/Benchmarks/Curriculum:
M.PS.03.15 Add and subtract money in dollars and cents.

N.MR.03.15 Given problems that use any one of the four operations with
appropriate numbers, represent with objects, words (including “product” and
“quotient”), and mathematical statements; solve.

Objectives:
Students will be able to solve story problems that deal with subtraction with
borrowing, the comparison type subtraction with words “How many more than” and
“How much change.”
Students will be able to appropriately solve the story problems, if subtraction,
placing the bigger number on top of the smaller number if they use the standard
algorithm to solve.
Students will be able to subtract numbers with zeros on the top and borrow
appropriately.

Materials:
Overhead projector
Whiteboards and accompanying items that go with it (24).
Assessment worksheet (25)

Management:
Students will enter the room from their special and I will have the students whose
classroom job is to distribute the whiteboards to do so. They will pull out one board,
one dry erase marker, and an eraser. I will also hopefully have had the chance to
distribute their assessments from last lesson on their desks where they sit to save
time. That way they can just come in and see their paper where they sit and be
able to look at their feedback. I will allow about two minutes for them to look over
their papers. Then I will begin the lesson by going over what they did. They will
hold onto their papers until I pass out the new assessment near the end. For
volunteers I will use the Popsicle method to call on students throughout the lesson.

Hook:
Going over number stories they’ve done already with written feedback will be
something they are interested in, and re-teaching these questions they answered on
Friday will be engaging since they were difficult for a lot of them.

Teaching Strategies:
Students first need to know why we are doing another lesson on story problems,
and why subtraction is constantly emphasized. Let them know that they need more
practice on subtraction after looking through their assessments. The reason for re-
teaching is because the assessments showed me that they are still struggling with
subtraction and story problems that deal with subtraction, especially story problems
with money and making change with having to borrow. I know they know what
operation to use now after looking through their assessments, and they also know
how to show their work on the paper of how they begin to solve. They also know
that they need to write down the important parts of the number story before they
begin to solve, this helps them better understand the story problem. I know this
from looking through their assessments and creating a performance record. I also
think they have some sort of an idea about when they need to use subtraction in a
number story to solve. I will connect this knowledge and convey new information
that is needed by going over the assessment I gave from Lesson A, and really
teaching the parts where I think they began to get confused or had problems with.
For example, Question #2 was challenging to a majority of the students. I will put
this on the overhead, and teach it by having them watch me do it again on the
overhead. I will read it through, pull out the parts I think are important, identify the
operation, and then solve appropriately. I will then also show them how I can check
my work so they can see the whole process. I will have them follow along, but
mostly just watch what I do.

Teaching Strategies Continued:

Students will achieve my goals by having them watch me go over and re-teach the
assessment they took for Lesson A. I will allow them to ask questions where they
are confused, and emphasize the parts I found that a majority did wrong and make
it a point to show them the right way to set up their subtraction problem. I want to
make sure they see their mistakes and compare that with what I do on the overhead
to their own work. This is all practical because they are learning from their mistakes
and find it engaging.
Furthermore, I will then continue on and do another story problem with subtraction,
and borrowing, and it will have to do with money and making change. This will be
displayed on the overhead, and I really want them to help guide me through this
story problem with my help and their ideas. I will start by reading it to them, and
then asking them “Okay now what do we do next?” “What is a good idea to do
now?” and “How do we know it’s a subtraction problem?” “What are we trying to
find?” These questions will help me know if they understand, as well as it will model
for them how to solve these story problems walking through the steps very
systematically. And finally, when I go to solve it, I will have them watch me do it
again so they can see it done the right way again.
Lastly, I will have them do one just like the one they did for an assessment in Lesson
A, for their new assessment in Lesson B. The story problem they do for their
assessment will be a money problem with subtraction and borrowing. I will tell
them to show me how they check their work in addition to solving it. For those that
finish this story problem early, I will have another section on the worksheet that
displays two digit by two digit subtraction with borrowing. This will be extra
practice and I will put about 10 on there in case those that finish early need
something to do. I won’t make it mandatory to complete, only question one will be.
Lastly, I will collect their assessment from lesson A as I pass out the new
assessment so they can not look at their old work. Then I will give them about 5
minutes to finish Lesson B’s assessment with one minute warning for them to wrap
up. I will then collect the Lesson B assessment and transition them into their
workshop.

Wrap-Up:
I will wrap up the lesson by reminding them again how we can solve story problems
in a successful way, and how we can use words in the number story that help us
identify the operation. I will tell them they are definitely getting a lot better at
showing their work and identifying the operation to use. I will once again state that
reading the story problem and understanding it first is the first step in figuring them
out, and that it’s okay to reread it if they need to. I will then tell them I will pass out
another story problem just like we have been doing, and that they should do their
best and remember the steps in solving a story problem. I will tell them I will collect
their first paper at their seats, and that if they finish the first problem early and
have checked their work they can go on to the extra practice problems I have for
them to do (subtraction problems).

Assessment:
The new assessment I pass out will be a great way to check their understanding and
learning. I will identify through the assessment as well as classroom discussion
whether the goals have been met. The story problem I will have them do for the
assessment will follow this type of question:

Jacob went to the store and bought his favorite candy that cost 1.69. He gave the
cashier a five dollar bill, how much change does he get back? Solve and check your
work.

Next Steps:
I will follow up the assessment with my performance record and commentary, and
this will definitely help me assess my teaching and their learning, and guide what I
need to re-teach or clarify for them in the following lessons.

Reflection:
I definitely think after teaching this lesson, that the students were understanding
subtraction much more. I liked the way they had their paper in front of them to see
what they did wrong. I think it was a good idea to have them look at me show
them the right way to solve the problem, and then afterwards they could go back
and look at what they did and self correct. This way I had their attention first, and
then I allowed them time to look at their own work and see how it matched up with
how I showed them. I also think a lot of them understood it much more because
they could see their own mistakes and then the right way to do it. It was helpful to
me as a teacher too because I could show them what mistakes they were making
and have them correct me as I do it on the overhead in front of them. It was a great
way to point out what I have noticed them struggling with, and address on the spot
with them watching. I also liked the assessment I gave to them this time more than
the last one because the story problem was easier, but still allowed for me to assess
their knowledge and understanding of subtraction. I also liked how I had prepared
for them extra problems they could solve if they finished early. This also showed
me two different types of understanding. The first one being, can you apply
subtraction conceptually into number stories, and the second one being, can you do
the math and go through the steps of the algorithm and be successful. Overall, I
felt that this lesson was much more solid in the sense that I cleared up much
confusion, and gave them a better starting block to go from.