Subject/Grade: Math 2/3 Lesson/Date: December 9, 2020 Time: 1 hour

Stage 1: Desired Results

Lesson This lesson introduces to the method of borrowing in subtraction. The lesson begins with a
Overview: review of regrouping and the use of an anchor chart to explain how borrowing works.
Afterwards there will be teacher led examples to practice the use of borrowing. Students will
then use a worksheet to practice how to use borrowing. Once students are done this they will
have to be checked by the teacher and then they can begin a connect four activity with a
partner.
GOs: Students will: develop a number sense
SOs: S: Students will: Demonstrate an understanding of addition (limited to 1- and 2-digit numerals)
with answers to 100 and the corresponding subtraction by:
 creating and solving problems that involve addition and subtraction (SLO 1 from grade
2 POS)
 Using personal strategies for adding and subtracting with and without the support of
manipulatives

Learning Students will:

Objectives  Demonstrate an understanding of how borrowing is used to solve subtraction problems
 Demonstrate an understanding of how subtraction works
 Practice using borrowing by filling out worksheets

Stage 2: Assessment Evidence

Formative  Formative assessment is being Summative N/A
Assessment done by having students check Assessment
their answers with the teacher
before they move on

Stage 3: Learning Experience

Prior to  Print out worksheets Resources:  Worksheets
Lesson:  Print out sponge activity  Smartboard
 Organize differentiation sheets  Anchor chart
 Perpare anchor chart
Time: Content/Description Differentiation/
Assessments:
Introduction:
11:15- Review of Previous Concepts/New Learning:
11:20  Start at front of class, in a circle.
 Review what we learnt about regrouping yesterday
 Review what addition means
 Review what subtraction means and how we use it in everyday lives.
 Explain that today we are going to learn about how borrowing
works with subtraction. Explain that you know that the grade 3’s
learnt this last year so you’re looking to them to be helpers.
11:20- Transition: Have everyone turn their bodies towards the anchor chart
11:22
Body:
11:22- Direct Instruction: Anchor Chart Making for Borrowing
11:42  Move over to the anchor chart and explain that you’re going to go
over how we use borrowing and you’re going to tell students a
Subject/Grade: Math 2/3 Lesson/Date: December 9, 2020 Time: 1 hour
rhyme to help them remember (Add the borrowing method to the
previously made subtraction chart)
 Work through the example, asking for students’ suggestions for numbers
(the bottom has to have less than the top number in order to work)
 “More on top? No need to stop!” show students that if the top number
in the ones place is bigger than the lower number than we can continue
on as normal
 “More on the floor?” Pause and ask students if you can take away a
bigger number from a smaller number. We can’t, so explain to them that
now you have to look at the top number in the 10’s place to borrow.
 Go next door… and get 10 more!” Explain to students that you go
“next door” to the tens place, and you take “1” away. Note to students
that this is where it gets confusing. Because unlike with regrouping, we
can’t just add our number to the one’s place, we have to add 10 to the
one’s place. So even though we’re only taking away 1 from the 10’s
places, we add 10 to the one’s place. Think of it like the little 1 goes
through a machine when he passes over from the 10’s place, and he
becomes a 10 instead of a 1. (Go over this part slowly and ask for call
and response/repeat to make sure it’s being grasped properly)
 “Number’s the same? Zero’s our game” explain to students that if the
number in the one’s or 10’s place is the same then it becomes a 0.
 Discuss with students that you know that this one can get a little
tricky so it’s important to take your time. Explain to students that
you’re going to do a few examples as a class before they try it on
their own.

11:42- Transition: Have everyone return to their desks.

11:44
11:44- Direct Instruction: Teacher Led Class examples Differentiation:
12:00  Ask for student suggestions for numbers again. Try one where you Going through
don’t need to “stop” and then ask for one where the top is smaller, so examples
you have to borrow. Use multiple colours. While going through, ensure slowly, and step
to review that we always start at the one’s place, and that we always by step as a
borrow from the top. class should
 Show students some ways that you can get mixed up with help solidify the
borrowing, ask them what you did wrong (ex. Borrowing from the borrowing
bottom number, adding 1 instead of 10, starting in the 10’s place) method for
 Ask students to grab out a pencil and a marker from their bins. students.
12:00- Transition: Handout worksheets to students (giving students who need
12:02 differentiation the correct worksheet for their level)
12:00- Learning Activity: Independent Borrowing Practice Formative
12:23  Once students have their worksheets ask them to draw a line down Assessment:
the center with pencil first go around and check that everyone has this The worksheets
part right and then ask students to use a marker to go over it can be used as
 Ask students to do the first 12 questions, so leave out the bottom formative
row. Remind them that they can look at the anchor chart for help if assessment.
they need it. Differentiation:
 Explain to students that you need to check their work once they are Certain students
finished, and then you will tell them what to do next. Set a timer will receive
different
Subject/Grade: Math 2/3 Lesson/Date: December 9, 2020 Time: 1 hour
worksheets that
pertain to their
ability level.
12:23- Transition: Have students put away their worksheets
12:25
Consolidation:
12:25- Review of Key Concepts/Point to Next Class:
12:30  Review with students our borrowing rhyme “More on top? No need
to stop! More on the floor? Go next door… and get 10 more!
Number’s the same? Zero’s the game?”
 Review which side we always start with
 Review which number we always borrow from.
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
2. Specific strengths of the lesson plan and delivery:
3. Specific weaknesses in the lesson plan and delivery:
4. What must be addressed to improve this plan?
5. How I have grown from this teaching experience: