Dakota State University

College of Education
LESSON PLAN FORMAT
Name: Reanna Fitzgerald
Grade Level: 4th Grade
School: North Fork Elementary School
Date: 10/9/2019
Time: 10:45-11:45

Reflection from prior lesson: Lesson #1 (10/8/2019)

Summary of Student Progress Were Lesson Objectives Met?

(What went well?)
The warm up math problems were perfect
to refresh the students’ prior knowledge
on subtraction. Most of the students were
able to access the questions with two digit
numbers. Most of the students were either
able to count up to find the difference
between the numbers, and some even
regrouped the numbers, which was a skill
based on their pre-assessment that they
didn’t have yet. The students understood
when and why they have to regroup
during a subtraction problem.
Yes, lesson objectives were met. Students
were able to tell me when they had to
regroup when they did subtraction. The
students were also able to explain to me,
when we regroup, why we regroup in that
place, and what it means when we take
‘10’ from the hundreds and add it to our
existing 10s. Students successfully
subtracted with teacher guidance and
support.

Instructional Decisions Include in Tomorrow’s Lesson

The warmup problem took more time than
I had planned it to when I was planning
this lesson. When I saw the work they had
on their white boards, I really wanted
students to share their thinking and
explain to the class what they did. I also
decided to call on a student who had the
wrong answer for the “Try It” word
problem, explain to me how to set it up,
and walk me through the steps to solve
the problem. When there was a minor
subtraction error, his classmates
respectfully disagreed with his answer and
In lesson #2, I will be sure to make sure
that students are answering the majority of
the questions. In Lesson #1, I definitely
didn’t facilitate the conversations/lesson
as I had planned. I will also give them
more time to independently practice and
really understand the concepts of
regrouping and subtracting.
 helped him fix his answer.

Reanna’s Thoughts: My confidence needs to increase and improve. Look over the
material and feel confident about it going into the next day.
Matt’s Thoughts: if the work is shown for them like I did they need to have the work done
at the end, warm up was 15 minutes. More kids talking and less me talking. Keep
enforcing to keep caps close and be consistent in that expectation, “mathematicians
show their work”. Show student work after the try it slide. Connect c and b on page 72.
** It’s good to make decision changes based off what you’re seeing in the math. It’s okay
to make these changes as long as you have a reason why.

Lesson Goal(s) / Standards:

CCSS.MATH.CONTENT.4.NBT.B.4
FLUENTLY ADD AND SUBTRACT MULTI-DIGIT WHOLE NUMBERS USING THE STANDARD
ALGORITHM.

PRACTICE STANDARDS:

CCSS.MATH.PRACTICE.MP1 MAKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM.

CCSS.MATH.PRACTICE.MP3 CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING

OF OTHERS.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

Lesson Objectives:
Students will solve subtraction math problems all the way to the thousandths place.
Students will identify when to regroup in a subtraction problem.
Students will identify how to ‘regroup’ in a math problem and identify how regrouping
changes the number.
Students will regroup across zeros.

Materials Needed:
● Slideshow
● Student Math Books
● White Board/ Math Notebook
● Promethean board
● Interactive Lesson

Contextual Factors/ Learner Characteristics:

This is a large class of 28 students. We have 3 students on IEPs and 2 students on 504s. One of
the students on a 504 has poor eyesight and must be seated near the front of the classroom in
order to see the board. There are multiple students who need more support and reminders to track
during math time, 3 of the students are on a check in, check out system. It’s important to check in
frequently, not only for their best interest but also to make sure we are recording correct behavior
data. These students should be in close proximity to the teacher during the math lesson and most
of them have seats up in the front of the classroom. During math, the students will work in
“learning partners” that were assigned by Mr. Kamel. These learning partners are based on their
academic performance on the diagnostic tests at the beginning of the year. We tried to pair the
students up with someone who has a similar ability level as them, so there isn’t any kid below
grade level that feels bad about themselves and also so the kids above or at level are able to
challenge themselves.

A. The Lesson

1. Introduction (7 minutes)
● Must give directions before:
○ Right now, you guys need either your math notebook or whiteboard on
your desk. You don’t need both, just simply choose which one you would
like to use for math today. You will also need your math book placed on
your desk. You don’t need to bring that to the carpet, but we will need it
later. Once you have those things on your desk, you may move your desks
and come to the carpet with your learning partner.”

● getting attention/ relating to past experience and/or knowledge

“Yesterday we started learning about subtraction and all about how to regroup during
subtraction.”

● creating a need to know/ sharing objective, in general terms

“Today we are going to keep practicing subtracting numbers and continue building on
what we learned yesterday.”

“Let’s start with a little warm up.”

2. Content Delivery (35 minutes & lecture, whole class, discussion, teacher facilitating)
● Starting Slide - students work with learning partners.
○ Emphasize to students that you don’t need to solve the math equation, we
are just looking to see what problems we need to regroup for.
 ● we will discuss as a whole class after by students sharing their thinking and get
answers from the kids. We will solve this one problem at a time.
● Ask for student thinking, then agree/disagree. Really enforce that the numbers on
the bottom have to be subtracted from the numbers on the top, in subtraction, we
can’t change the order.

● Interactive Lesson: Students needs white board/Math Notebook and will follow
along with the video.
○ On iReady there is an interactive, step by step lesson, that shows students
how and when to regroup.
○ Start on Instruction 5.
■ Ask the students why I had to regroup, help them fix my intentional
errors as we go through.
○ The interactive lessons we will be completing are Instruction #5,
#8,#9,#11,#12 ** #9 may be cut out. This is dependent on our time and how
well students are grasping this concept.

This interactive lesson shows students how to regroup when there is a zero in the next
place value in a number. Explain that you can’t regroup from the tens, if there is a zero in
it. That means there is no value in that place.

After 2-3 problems of the interactive lesson, students will have two choices. The choices
are based off their confidence in subtraction.
 ● If the student feels that they are confident in the process of subtraction, they can
go back to their seats and do page 78/80 independently.
● If students need extra support and practice on this concept, we will stay as a
group in the front of the room. We will finish the other 2-3 interactive problems
within the lesson. If there is more time, I will continue modeling and teaching
regrouping within a subtraction problem on my white board.
○ I will write a smaller, 3 digit number and facilitate the subtracting process
on the white board.
○ Ask the students the steps as a group and have them walk me through the
process of solving the problem.
■ Ask them questions like “Why did you decide to regroup here?”
■ “Why can’t I take away 5 from 0?”
○ Once these students have the concept, send them back to their seats to try
#7 on page 78. This is the exit ticket for the group who needs more
support.
○ #9 on page 78 will be the exit ticket for the students who are working
independently.
■ If the students who are working independently finish and are
checked off my Mr. Kamel, they will be able to go into the iReady
online component and work in a “My Path” lesson.

3. Closure (10 minutes)

● Exit Ticket: #7 OR #9 on page 78…
 ● Have students answer this question in their math books. This proves that the
students are able to regroup with 0s, which was covered in the interactive lesson.
○ These are the exit tickets that I will use to measure how well students are
understanding this concept of subtracting and regrouping with subtraction.

B. Assessments Used
Informal - Conversation → Listening to students have conversations →
gage how well they’re understanding subtraction, student work in
notebook/whiteboards. Frequent checks for understanding.
Formal - Exit Tickets → Do you always need to regroup when you
subtract? How do you know? → Workbook pages in math book. Page 78 #7
or Page 80 #9.
Formal → Workbook Pages for students who decided to work
independently. If students who are in the small group decide to leave
the small group to work independently, I will examine the work they
have done in their book.

C. Differentiated Instruction
One student on an IEP receives services in math already. His goal is to work with two
digit numbers and the numbers we work with are larger. In his math book Mr. Kamel and I
will go through and change the subtraction numbers to two digit numbers for him. Also, I
will allow students to work in pairs who chose to work together. There are two other
students who receive services in reading, so I will make sure that these kids are having
the problems read aloud either by me or by their partner.
For students who are high achievers, they can continue in their math book to page 80
and complete independently.
For students needing more support, they will remain at the carpet in a group directed by
me. The students who are comfortable and grasping the concepts of regrouping and
subtracting, they will be doing independent work at their desk. Mr. Kamel will be
supervising this group and also sending students to the carpet that still need more help
before becoming independent in these skills. The students working independently will
complete these two pages. If they are checked off they can continue onto “My Path” in
their leveled iReady lessons.

D. Resources

iReady Math Curriculum https://login.i-ready.com/ (Online curriculum site)