SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Laura Halligan Grade 2 Subject Math

Time Needed for Lesson 45 minutes Lesson Concept Subtraction Centers

PA STANDARD(S) (Write out standards):

Standard - CC.2.1.2.B.3
Use place value understanding and properties of operations to add and subtract within 1000.

BIG IDEAS/ESSENTIAL QUESTIONS:

How do you record two-digit subtraction?

ELIGIBLE CONTENT:

N/A

OBJECTIVE(S) (Be sure to include all four parts):

SWBAT solve 2 double digit subtraction problems on white boards using the picture drawing strategy with
100% accuracy after Miss Halligan gives the problem.

SWBAT complete a double digit subtraction word problem with 100% accuracy after discussing the problem
with Ms. Gillin.

SWBAT complete an addition review page on his or her own while getting at least 13/16 problems correct.

MATERIALS:

 Dry erase board

 Dry erase markers
  Erasers
 Toothy
 Review Worksheet
 Math books
 Pencils

ACTIVITIES (There are three sections here):

Miss Halligan’s Station

OPENING (Introduction, purpose, hook)

 SW be given a white board, a dry erase marker, and an eraser.
BODY (Bulleted step by step/differentiation must be included)
 TW model a problem without regrouping.
 TW give a problem without regrouping.
 TW ask students to set up the problem.
 SW draw the problem on a dry erase board.
 SW solve the problem.
 TW go over any mistakes with students to clear up any misunderstandings

 TW give a problem with the same number in the ones’ place.

 TW ask students to set up the problem.
 SW draw the problem on a dry erase board.
 SW solve the problem.
 TW go over any mistakes with students to clear up any misunderstandings

 TW give a problem with regrouping.

 TW ask students to set up the problem.
 SW draw the problem on a dry erase board.
 SW solve the problem.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 TW go over any mistakes with students to clear up any misunderstandings.
 SW clean up.

Ms. Gillin’s Station

OPENING (Introduction, purpose, hook)

 SW get their math books.
BODY (Bulleted step by step/differentiation must be included)
 TW guide students through the problems.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 TW guide students to explain how they solved their problems.
Desk Work Station

OPENING (Introduction, purpose, hook)

 Students will grab a review worksheet.
BODY (Bulleted step by step/differentiation must be included)
 Students will work silently to complete the math problems at their seats.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 Students will place their completed paper in the turn in bin.

Toothy Station

OPENING (Introduction, purpose, hook)

 One student will be the card flipper.
 Each student will get a dry erase marker, a toothy board, and an eraser.
BODY (Bulleted step by step/differentiation must be included)
 Students will complete problems and if the group agrees that a student got the problem right, he
or she will get to add a tooth to their character.
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 Students will erase their boards and clean the station for the next group.

ACCOMMODATIONS/MODIFICATIONS:

TW wear a microphone that projects into a student’s hearing aids.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

Students will be formatively assessed on their ability to solve 2 double digit subtraction problems using the
picture drawing strategy with 100% accuracy after Miss Halligan gives the problem.

Students will be formatively assessed on their ability to complete a double digit subtraction word problem with
100% accuracy after discussing the problem with Ms. Gillin.

Students will be formatively assessed on their ability to complete an addition review page on his or her own
while getting at least 13/16 problems correct.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

Centers were a bit rowdier today. Most students had no struggles with drawing the pictures, especially after
discussing their mistakes and moving on to more problems. A two students in particular had many struggles, but
these are the students that have been struggling, so this was expected. I attempted to scaffold their problem
solving slightly more than the rest of the students as the other students did not need it. This scaffolding seemed
to help them.