LESSON PLAN FORMAT

Lesson Title: ​ Final Unit Review- Mixed Addition and Subtraction Problems

Name Date Grade /Age Number Length

4/10/19 2nd 21 30-40 min.

Esther Kim

Context
This school includes Sheltered English Immersion (SEI) and Co-Taught, Full Inclusion classrooms
from grades 2-8. Roughly 90% of the students are Hispanic, 66% are identified as an EL and 85%
of all students speak a language other than English as their first language in this school. In this
classroom, all students are Spanish speakers with one Portuguese speaker.

This lesson is designed as a whole group instruction for students in an SEI classroom. In this
classroom, most of the students’ ELD proficiency is a level 4 or 5, with the exception of two
level 3 students and one level 1 student.

The whole class has been learning various strategies including the number line, base-10 blocks,
partial sums, and ballpark estimate in order to figure out one, two, and three digit addition and
subtraction problems. These problems include regrouping and non-regrouping, as well as
figuring out addition or subtraction number sentences based on story problems. This lesson
will be an end of the unit review featuring mixed equations and story problems from both
addition and subtraction.

Rationale
Addition and Subtraction is an essential concept to learn and develop for students to prepare
them for four-digit numbers, multiplication, and future advanced concepts in math. This builds
upon their foundational skills in math; Deciphering the context and story problems is important
to understand the meaning in order to make appropriate judgements of addition or subtraction
according to each question.

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Standards
Standard Activity

In this lesson, students will use social and

WIDA ELD STANDARD 1: Social & Instructional
Language
● English language learners
communicate for social and
instructional purposes within the
school setting.
CCSS.MATH.CONTENT.2.NBT.A.1
instructional language to actively participate in
the small group lesson. Example tasks and
contexts for language use include listening to
and following directions for class. They will
also share out their ideas during the lesson
and demonstrate the understanding of the
text by responding to questions. They will also
use oral skills for the exit ticket.

Understand that the three digits of a

three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones.
CCSS.MATH.CONTENT.2.NBT.B.8
Mentally add 10 or 100 to a given number
100-900, and mentally subtract 10 or 100 from
a given number 100-900.
In this lesson, students will identify and name
the correct terms for three-digit numbers. For
example, they will know that the number 681
contains 6 hundred 8 tens and 1 ones. They
will be able to add and subtract numbers up to
three digits. They will also be able to orally
explain and understand why the questions is
addition or subtraction.

CCSS.MATH.CONTENT.2.NBT.B.9

Explain why addition and subtraction

strategies work, using place value and the
properties of operations.

Objectives
Content Objectives

1. SWBAT create a number sentence (equation) based on story problems

2. SWBAT solve two and three digit addition and subtraction equations
3. SWBAT solve two and three digit addition and subtraction story problems

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Language Objectives

1. SWBAT identify and read the appropriate numbers out loud

2. SWBAT decipher addition or subtraction problems based on their understanding of the
context and meaning of the story problems

Materials

❏ Whiteboard
❏ Chart Paper/Poster
❏ Markers
❏ Worksheet with mixed addition and subtraction equations and story problems
(self-made)

Procedure (The How)

Opening
  
1. Start with reviewing three digit addition problem first. 372+487=
2. What is my first step? How many hundreds blocks should I draw? -> 3 hundreds blocks,
7 tens blocks, and 2 ones. Then, what should I add? 4 hundreds blocks, 8 tens block, 7
ones.
Development
3. So we have, 7 hundreds blocks -> write 700 + 15 tens blocks + 9 ones. Can we trade any
tens? -> Yes.
4. Can we make any trades? -> yes, we can trade 10 tens for 1 one hundred block. Cross off
10 tens blocks and add 1 one hundred block; then there should be 5 tens blocks left.
800+50+9= ​859
5. Read the story problem 1: There were 612 cupcakes on Ms. Montes’ desk. A thief came
into the room and stole 473 cupcakes. How many cupcakes did Ms. Montes have left?
6. Ask, “what is the number sentence for this story problem?” 612-473=
7. Using the base-10 blocks strategy, how many hundreds should I draw? Have a student
come up and draw. There should be 6 hundreds blocks, 1 tens block, and 2 ones.
8. “So we’re taking away 473. Cross off 4 hundreds blocks. Then, we have to take away
how many tens? 7. Oh, but there’s only 1 tens. What should we do next?” -> They
should know to trade in 1 one hundred block for 10 tens.
9. Cross off one more hundreds block. Draw in the 10 tens. “Then, what should I do next?”
Cross off 7 tens.
10. “Now, how many ones should I cross off?” -> 3 “Oh, but I only have 2 ones. What do I do
now?” -> Students should know to cross off 1 ten blocks for 10 ones.
11. Add the 10 ones, then ask, “what is my next step?” -> Students know to cross off 3 ones.
12. Now how many do I have left? Count ​139 ​-> So the answer is not 139, but 139​ cupcakes.

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 13. Read the story problem 2: Gabrielle has some apple pies in her kitchen. Carlos takes 156
pies from the kitchen. She now only has 417 pies left in the kitchen. How many pies did
Gabrielle have in the beginning?
14. Ask, “What is the number sentence we can create from this story problem?”
a) ?-156=417
How did you get this equation?
Are there any other equations that you can make with these numbers?
b) ?=417+156
c) ?-417=156
d) ?=156+417
7. How can we figure out these different equations? Students should answer: turnaround
rule or triangle.
8. Draw the triangle, “what number do you think goes at the top?, the corner?,”
9. So what equation should I use to solve the missing number? (2)
10. Use 10 base blocks to solve the answer. Ask a student to come up and draw the blocks;
500 + 60 + 13 ones. Can we trade anything? -> Yes, there’s 13 ones so we can trade 10 ones for
1 tens block.
11. Cross off 10 ones, add 1 ten block. 500 + 70 + 3=​573 ​pies

Closing

12. Have a few students go back to their seats and work on their worksheet. Have the students
who seem to be struggling or making mistakes stay on the rug and work on 1-2 more problems.
This will include 1 story problem and 1 equation, both with regrouping.

ex 1) 843-467=

ex 2) Julie had 762 sour gummies. She gave 493 gummies to her friend Chloe. How many
gummies does Julie have now?

Assessment
Students will be informatively assessed in their response to the questions throughout th lesson
which will serve to test their understanding of the content. The formative assessment will
include the students’ work on their worksheet in which they will work on independently. These
sheets will be collected and graded.

Extensions
Subsequent lessons will include more complex story problems that include multiple steps.
For example: There were 413 apples in the field. Sally took 300 apples from the field but went
back later and returned 249 apples. How many apples are in the field now? How many apples
does Sally have?
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