Developmental Lesson Plan

Teacher Candidate: __Katelyn Jackson__ Date:_9/29/20_____

Cooperating Teacher: _Kelly Lombel_____________ Coop. Initials: _KL_____
Group Size:__26______ Allotted Time: _1 Hour____ Grade Level: _4th__
Subject or Topic: _Math- Subtracting Across Zeros ______ Section: __934_________

Common Core/PA Standard(s):

Standard CC.2.2.4.A.1 Represent and solve problems involving the four operations.

Learning Targets/Objectives:
The fourth grade students will be able to solve subtraction problems by completing the
subtracting across zeros worksheet.

The fourth grade students will be able to solve subtraction problems and regroup by
completing the Subtracting Across Zeros worksheet #2.

Assessment Approaches: Evidence:

1. Problem of the day 1. Observation by what they write in their
2. Subtracting across zeros notebook
worksheet 2. Observation, completion, correctness
3. Subtracting across zeros 3. Assessment scale below
worksheet #2

Assessment Scale:
The scale will be out of 5 for assessment 3.

5- exceptional (The student has all the correct answers and showed all appropriate steps for
all 6 problems.)
4- acceptable (The student has the correct answers and showed all appropriate steps for 5
out of the 6 problems)
<3- needs work (The student has the correct answers and showed all appropriate steps for 4
or less out of the 6 problems.)

___/5 points.
3 level scale:
Level 1- little to no understanding
Level 2- showed understanding with minor errors
Level 3- showed understanding with no errors

Subject Matter/Content:
Prerequisites:
● They will already know how to add.
● They will already have learned how to subtract.
● They know how to count.
● They know how to line up the numbers when subtracting.
Key Vocabulary:
● Subtraction- the process or skill of taking one number or amount away from another.
● Borrow- in subtraction, take a unit from the next larger denomination.
● Addition- the action or process of adding something to something else.
Content/Facts:
● Knowing how to subtract across zeros.
● Knowing how to borrow for subtraction problems.
● Knowing how to show your work subtracting and getting the correct answer.

Introduction/Activating/Launch Strategies:
● Yesterday in math, we learned how to subtract larger numbers.
● Today we are going to practice more with subtracting.
● Before we do our problem of the day and practice more, we are going to watch a short
song to remind us how to regroup when we are subtracting.
● Play video: https://youtu.be/nku3jVLbPBw

Development/Teaching Approaches
● Everyone should have their math notebook out along with something to write with.
● We are going to start with a problem of the day to refresh our minds on how to
subtract.
● Put the problem on the day on the board.
● The problem of the day says Jenny has 250 marbles. She lets Sammy borrow 123.
How many marbles does Jenny have now?
● Does anyone know what kind of problem we need to set up in order to solve this
problem? (Subtraction)
● Correct! We want to create a subtraction problem. Can anybody tell me how I would
write a subtraction problem to see how many marbles Jenny has left? (250-123)
 ● Perfect! We want to make sure we line up our numbers and write neatly so we can
read what we are doing. Now in your notebooks, you want to solve this problem to
see how many marbles Jenny has after letting Sammy borrow 123 of them.
● Allow the students to have time to do the problem.
● Does someone want to tell me how to solve this problem? Do the work as they tell it
to me.
● Can someone read the answer in word form for me? (127)
● Correct! So Jenny has 127 marbles left after letting Sammy borrow 123 of them.
● Now everyone needs to pull out their homework which is in the textbook on page 69.
B group and virtual students should post a picture of their completed homework on
Google Classroom.
● On the smartboard, I will write the problems one at a time so we can go over it
together as a class. For numbers 1-8 on page 69, I will write each problem and ask
students to tell me how to solve each problem.
● Excellent job!
● Now we are going to practice subtraction problems where we are subtracting across
zeros.
● Boys and girls at home, go into your math google classroom and click on the
Subtraction Practice worksheet.
● Pass out the worksheet to students in person. Have the worksheet pulled up on the
smartboard.
● Go through the first three problems showing the students how we solve these types of
problems.
● We will go over the rest of the problems on the worksheet together as a class.
● For problems four to nine, I will have one student come up at a time to show how to
solve the problem. For students at home, they can use the annotate function to show
us how they solved the problems.
● Walk around and help the students who need help.
● Now that we finished that worksheet, turn it in on google classroom please.
● For the students at home, I want you to pull up the second worksheet that looks like
this. Pass out this worksheet to the students in person.
● You will be completing this worksheet on your own. Once you finish, please turn it in
and we can go over the answers tomorrow.
● Walk around and help the students who need some extra help.

Closure/Summarizing Strategies:
● Thank you boys and girls for being excellent listeners.
 ● You all are doing an excellent job with subtracting and we will be practicing more
tomorrow.
● Now we are going to get ready to go to lunch.

Accommodations/Differentiation:
● Preferential Seating
● Copy of Subtraction Steps
● Broken down/Less Subtraction Problems
● Directions read verbally
● Extended time (if needed)

Materials/Resources:
● Smartboard
● Laptop
● Zoom
● Youtube video: https://youtu.be/nku3jVLbPBw
● Pencil
● Their math notebooks
● Problem of the day:

● Their math textbook

● Page 69 of their math textbook
● Subtracting Across Zeros worksheet (received by Mrs. Lombel):
 ● Subtracting Across Zeros worksheet #2 (received by Mrs. Lombel):

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Analysis Link:
https://docs.google.com/document/d/1amJkhVOVTX3RdJ16I87-AxMZfCU1AThDKX9Fqdm
HjI0/edit?usp=sharing
 Remediation Plan (explained more on analysis document)
● Help those who are struggling
● Assign subtractions problems for the students to practice at home
● Work on subtracting across zeros during intervention time

Personal Reflection Questions

● Was my pacing too fast? Too slow?
● Is my lesson too long? Too short?
● Do the students know how to subtract across zeros by the end of the lesson?
● Do the students know how to borrow when needed and show their work when
subtracting?

Additional reflection/thoughts
Self reflection under analysis link at the bottom of the document:
https://docs.google.com/document/d/1amJkhVOVTX3RdJ16I87-AxMZfCU1AThDKX9FqdmHj
I0/edit?usp=sharing

Assessment Data (also shown on analysis document):

Student Accuracy Were they Accurate Total Comments

to able to answers? Score
subtract? borrow? (1-3)
(1-3) (1-3)

D.A. 3/3 2/3 3/3 8/9= 89% Got all of the

answers correct but
forgot to show the
borrowing work
for one problem.

S.B. 2/3 2/3 2/3 6/9= 67% Simple subtraction

and borrowing
errors.

N.B. 3/3 2/3 2/3 7/9= 78% Subtracted work

correctly but had
borrowing errors
for one problem
causing this
 student to get the
wrong answer.

E.D. 0/3 0/3 0/3 0/9= 0% This student does

not join the zooms
or do work.

B.E. 3/3 2/3 2/3 7/9= 78% Subtracted work

correctly but had
borrowing errors
for one problem
causing this
student to get the
wrong answer.

E.J. 3/3 3/3 3/3 9/9= 100%

G.J. 3/3 3/3 3/3 9/9= 100%

G.K. 0/3 0/3 0/3 0/9= 0% This student did

not do the
worksheet.

K.K. 0/3 0/3 0/3 0/9= 0% This student did

not do the
worksheet.

W.K. 2/3 2/3 2/3 6/9= 67% Simple subtraction

and borrowing
errors- rushed
through the
worksheet.

B.K. 0/3 0/3 0/3 0/9= 0% This student did

not do the
worksheet.

D.M. 2/3 2/3 2/3 6/9= 67% Simple errors most

likely due to the
lack of paying
attention in class.
(in-person day this
was taught)

K.N. 3/3 2/3 2/3 7/9= 78% Subtracted work

correctly but had
 borrowing errors
for one problem
causing this
student to get the
wrong answer.

G.R. 2/3 2/3 2/3 6/9= 67% Simple subtraction

and borrowing
errors- rushed
through the
worksheet.

M.S. 0/3 0/3 0/3 0/9= 0% This student did

not join lives and
did not complete
the worksheet.

Z.S. 0/3 0/3 0/3 0/9= 0% This student did

not join the zoom
that day and did
not complete the
worksheet.

L.S. 3/3 2/3 2/3 7/9= 78% Subtracted work

correctly but had
borrowing errors
for one problem
causing this
student to get the
wrong answer.

B.W. 0/3 2/3 0/3 2/9= 22% Did all the

borrowing correct
except one. This
student did not
solve any of the
problems. He was
not on the live
zoom so he might
not have
understood the
assignment.

G.W. 3/3 3/3 3/3 9/9= 100%

Total: 32/57= 29/57= 28/57= Totals without students who did
56% 51% 49% not do the assignment.

Level 1 7/19= 6/19= 7/19= 37% Subtracting:

37% 32% 32/39= 82%
Borrowing:
Level 2 4/19= 10/19= 8/19= 42% 29/39= 74%
21% 53% Correct Answer:
Level 3 8/19= 3/19= 4/19= 21% 28/39= 72%
42% 16%