1

MINI UNIT

TABLE OF CONTENTS

DESCRIPTION OF LEARNERS: CONTEXTUAL VARIABLES AND LEARNING ENVIRONMENT

INFORMATION
UBD TEACHING UNIT FRAMEWORK FORM
UBD TEMPLATE 2.0
UDL-INSPIRED LESSON PLANS USING THE EDTPA LESSON PLAN TEMPLATE
Lesson Plan Day #1

Section 1: Description of Learners: Contextual Variables and Learning

Environment Information

Community Considerations
The school I am currently placed in is Lakeview Primary School in Baldwin
County. The majority of the students at Lakeview and within the Milledgeville community
do not meet the state mandated standards for their grade, therefore they fall below their
grade level academically. Many students in the community are also of a lower
socioeconomic status, which means that they arrive at school with a language and
literacy gap from the beginning of their education. Historically in Baldwin County, there
has been a racial/status divide between private and public schools. Many students of
color attend public school and the Georgia College Early College program, while many
white students attend Georgia Military College Prep School and John Milledge
Academy. Therefore, one can make the generalization of where a student falls in their
socioeconomic status based on the school that they attend, excluding special cases of
students who fall under a different socioeconomic status than their peers at school.

Population
2
MINI UNIT
The majority of the students at Lakeview Primary are people of color, specifically African
American. There are fewer students that are white than those who are black. There is a
very small population of Asian and Latino students, none of which are a part of the class
that my placement is in. However, there are more teachers who are white than teachers
who are black, Latino, or Asian. The racial composition of the school is representative of
the population of individuals in Baldwin County who live below the poverty line in
government housing and mobile homes. Lakeview Primary School is within a setting
that is suburban due to the number of local residents, but it is surrounded by rural
areas. The school is in a college town, but Milledgeville locals are of a different culture
and life than college students.
Baldwin county demographics:
Population: 44,890
Race/Origin: White: 54.0%, Black or African American: 42.5%, Asian: 1.7%,
Hispanic or Latino: 2.3%

Industry, businesses, economy

The geographic environment in Milledgeville is rich with trees, nature, and small
farms. Lake Sinclair and the Oconee River are surrounding bodies of water that provide
recreation and water to the population. Milledgeville is a small city surrounded by a rural
setting, so there is not as much pollution from runoff/traffic as there is in urban settings.
However, citizens are undereducated about being environmentally conscious, and this
ignorance spills over into the schools, because Lakeview Primary does not recycle. The
school “used to recycle,” but the amount of single-use plastic that is used here and
thrown into landfills is representative of how little is known about the effect that waste
has on the environment.

Schools
The public-school system in Baldwin County is a charter school system, which
means that it receives government funding but is able to operate independently from the
established state school system. This is why the schools are separated by grades
differently from most other public-school districts. Most schools are separated by
elementary school, middle school, and high school. However, Baldwin county is
separated by Preschool, Kindergarten-2nd grade, and 3rd-5th grade. Another aspect of
Baldwin County schools that is possible because of its charter school status is that in
Lakeview Primary School, there is a separate section of the school building that
functions as a Montessori style K-2 school. They follow separate curriculum from
Lakeview Primary and the state of Georgia, having much more flexibility than a typical
public school. Their classroom set up, class size, and format of teaching/grading is very
different from Lakeview. My host teacher referred to the Montessori school as “a
different world” when describing it.

School Description
Population
3
MINI UNIT
The school population is smaller than a typical elementary school, because it
only serves students who are in Kindergarten-2 nd grade. Students who are younger than
Kindergarten age attend the Early Learning Center/preschool, while students above 2 nd
grade attend Lakeview Academy for 3rd-5th grade. The primary language of all teachers
and students is English. The gender of the majority of teachers is female, and the race
of most teachers is white, with some Latino, Asian, and African American teachers too.
The socioeconomic status of most students is low, while that of the teachers is higher,
many teachers coming from wealthy upbringings to serve students who are less
fortunate than themselves.

School resources
Lakeview Primary School serves students of a variety of disabilities. For each
grade level, there is one inclusion style class with two co-teachers, with the rest of the
classes being general education. However, the school also has a resource room for
students to be pulled out for extra support in Speech Pathology, Literacy, and ESOL.
There are also self-contained classrooms for students whose disabilities impact them to
the extent that they cannot be a part of a general education/inclusion classroom.
There is an after-school program at Lakeview Primary that is similar to a daycare for
students who cannot be picked up until later. There are no extracurricular activities
offered because of the young age group served by the school. Lakeview falls under the
Title I status, which means that every student receives free breakfast and lunch, and
there are a lot of resources provided to students that may not be available at other
public schools.

Community resources
At Lakeview Primary School and other schools within Baldwin County, there is a
program called Communities in Schools in which volunteers come to the school for
class credit or for teaching experience to work one-on-one and in small groups with
students who need extra support in academics. Foothills Charter School is a school
within Baldwin County High School that was designed for students who require an
alternative setting rather than the daytime, in-person model of public school. This school
operates from 4:30pm-9:00pm Monday-Friday after the BCHS students are released.
There are mentors who work for the school and work one-on-one with Foothills students
to support them and encourage them to succeed in their schooling.

Class Description
Service
The classroom that I am placed in is an inclusion style classroom with two co-
teachers; one special education teacher and one general education teacher. There is
only one student with a disability who receives special education services through an
Individualized Education Plan (IEP) in the class. However, there are also two students
who are on a Behavior Intervention Plan (BIP) for behavioral issues that have caused
issues for the students academically and to the whole class’s development and
teamwork. These students are currently being progress monitored prior to the meetings
in which a re-evaluation will be conducted to determine if they are progressing or need
more services.
4
MINI UNIT

Students
The students in the class are all in 2nd grade. There are 18 students in the class.
Every student in the class has a first language of English. There are 8 boys and 10 girls
in the class. The students in the class appear to be of a low socioeconomic status,
because they frequently wear the same clothes to school, require a free or reduced
lunch, and require school supplies from their teacher because their parents are unable
to provide them. The students in the class are almost exactly 50% white and 50% black.
There are no students of a different race/ethnicity other than white and black. The
students are all between 7 and 8 years old.

Classroom environment
The environment in the classroom is very positive and happy. There are many
posters with encouraging messages displayed on the walls along with student work and
information about students such as birthdays and accomplishments. The entire school
uses a clip chart system that each student is ranked on each day based upon their
performance in class, academically and behaviorally. This system rewards good
behavior and gives a consequence for bad behavior, which is appropriate for the
development of young minds. Students earn “positive people” points for behaving well
as a whole class when they go to exploratory activities in between content classes,
which encourages them to work together as a team to achieve rewards.

Classroom Sketch:
5
MINI UNIT

Student Profiles
There is only one child in the class who receives special education services.
“Quinn” is 7 years old. She is an African American female in the 2 nd grade. “Quinn”
currently qualifies as having a Significant Developmental Delay (SDD) because she has
not yet reached age 9. However, When Quinn reaches 9 years old, she will be eligible
for evaluation for an official diagnosis. Quinn’s special education teacher suspects that
she will be diagnosed with an SLD or a developmental disorder, but not an intellectual
disability. Receiving an evaluation will be very beneficial to Quinn’s quality of education,
because she will be able to receive services and supports that are much more specific
to her and her individual learning needs.

Previously Demonstrated Academic Performance

“Quinn” is about 1-2 grade levels below in reading comprehension and fluency
and math skills. She currently receives special education services in math, reading, and
written language. Quinn receives accommodations in classroom testing and instruction
in an inclusion classroom, remaining in the general education class all day. She has
annual goals in each of the areas that she receives services in. These goals include
solving addition and subtraction problems up to 1000, identifying 200 sight words, and
writing a short paragraph on a given topic using complete sentences, capitalization, and
punctuation by the end of 2nd grade. Quinn has preferential seating at the front of the
classroom to ensure that she can focus on the content being taught and presented
while reducing distractions from her peers seated behind her. She is respectful, well-
behaved, and good at regulating her emotions, so her special education teacher thinks
that it is unlikely that she has an EBD. However, Quinn does have the tendency to
speak out during class at inappropriate times and get out of her seat without permission.
These behaviors show potential signs of ADHD or ADD, so Quinn’s special education
teacher believes that she may have an attention deficit.
Section 2: UbD Teaching Unit Framework Form
6
MINI UNIT

1) Identifying goals and standards for mini unit (what students need to know)

The state standard for my unit is: MGSE2.NBT.7 Add and subtract within 1000,
using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy
to a written method.

Goals
The students need to know how to add and subtract numbers within 1000.

The students need to know how to use number line and base 10 through drawings or
concrete models as strategies for solving addition problems rather than the standard
model. The students need to understand how to represent their knowledge of
performing operations with three-digit numbers by relating their chosen strategy to a
written method.

2) Developing an assessment framework (how students will demonstrate what

they learn)

Due to the short nature of the mini unit, students will only be assessed through two
informal, formative assessments in an informal manner to track their learning while also
preparing them for a formal assessment on the same subject. During the first day of the
unit, students will be assessed through an informal assessment in which they will
complete a worksheet with two subtraction equations that have three-digit numbers up
to 1000 in a guided practice format. Informal assessment: students will independently
complete a variety of equations and word problems with three-digit subtraction problems
up to 1000.

3) Outlining learning activities (what you and students will do to build

understanding for targeted standards).

Students will participate in a learning activity each day that correlates with the point
of emphasis for the day of the unit.
On Day 1 of the unit, students will learn vocabulary terms that are new and review, both
relevant to the state mandated standard of addition and subtraction. Students will also
partake in guided practice of using the strategies to be able to go through the motions of
using strategies with guidance.
On Day 2, students will read a word problem aloud, write the subtraction equation that
comes from it, and solve the equation using the base 10 or number line strategy
independently. Teachers will continue to provide heavy support and oversight during the
activity to ensure students are on the right track to understanding.
On Day 3, students will review vocabulary terms and independently complete a
worksheet with a mixture of word problems and equations including three-digit number
addition and subtraction operations up to 1,000 in order to informally assess each
student’s progress at the end of the mini unit.
7
MINI UNIT
Section 3: Three UDL-inspired Lesson Plans

Title of Unit: Subtracting Three Digit Numbers up to 1000

Curriculum Area: Mathematics
Developed by Katy McKellar
Stage 1 - Desired Results
ESTABLISHED Transfer
GOALS Students will be able to independently use their learning to solve
Students can add three-digit subtraction problems up to 1000 that are derived from
and subtract word problems using the base 10 and number line strategies.
three-digit Meaning
numbers within UNDERSTANDINGS ESSENTIAL
1000. Students will understand the process QUESTIONS
Students can use involved in reading a word problem Can the use of
the number line and writing an equation that can be strategies to solve
and base 10 solved to answer the problem. basic mathematic
strategies through Students should make the inference operations in place of
drawings or that three-digit subtraction to 1000 is the standard algorithm
concrete models the same operation as one and two- provide students with a
as strategies for digit subtraction, the difference being deeper understanding
solving addition an added digit in the hundreds place. of solving equations?
problems rather
than the standard Acquisition of knowledge and skill
model. Students will know how to add and Students will be skilled
Students subtract three-digit numbers up to at writing the equation
understand how to 1000. Students should recall to be solved after
represent their vocabulary terms relevant to addition reading a word
knowledge of and subtraction operations and problem. Students will
utilizing strategies strategies. also be skilled at
with three-digit applying the base 10 or
number operations number line strategy to
by relating their solve their equation.
chosen strategy to
a written method.

Stage 2 - Evidence
Evaluative Assessment Evidence
Criteria
To evaluate PERFORMANCE TASK(S):
attainment of the Students will demonstrate their understanding of adding and
desired results, the subtracting through the following tasks:
criteria for each Day 1: Students will complete a worksheet with two subtraction equations
assessment will be that have three-digit numbers up to 1000.
to give each student Day 2: Students will read a word problem aloud, write the subtraction
verbal feedback equation that comes from it, and solve the equation using the base 10 or
during independent number line strategy.
and guided practice Day 3: students will independently complete a variety of equations and
8
MINI UNIT
for correct and word problems with three-digit subtraction problems up to 1000.
incorrect answers to Goal: Make meaning of word problems and equations with 3-digit
address mistakes numbers up to 1000.
and encourage Role: Teacher-Provide instruction to entire class, small groups, and in
success. a one-on-one setting to students depending upon their level of
understanding. Student-Actively participate in lessons and do
The qualities that their best work.
are most essential Audience: 2nd grade students
in student Situation: Mathematics class
understanding are Product/Performance and Purpose: Students will produce base 10
for students to and number line models from word problems and equations,
identify that the being able to explain their process when solving each.
“smaller” number is Students will go beyond learning the standard algorithm for
subtracted from the subtraction to deepen their understanding.
“bigger” number. Standards for Success: MGSE2.NBT.7 Add and subtract within 1000,
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method.

OTHER EVIDENCE:
To determine whether or not Stage 1 goals were achieved, I will review
subtraction vocabulary terms each day of the unit at the beginning of the
lesson. Students will verbally define vocabulary terms when called on by
popsicle stick to ensure understanding of each student individually. At the
ending of each day, I will review the equation(s)/word problem(s) that
students solved independently as a whole class to gain an understanding
of which students completed it correctly and which students did not.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction
Where and Why: Prior to beginning the lesson each day, I will review students’ previous
knowledge of one and two-digit subtraction so that they see a progression in what they are
learning and their destination for the next thing they will learn.
Hook: Students will watch intriguing, yet educational videos
Equip: Students will learn subtraction vocabulary terms that are relevant to the goal, each
student being given an opportunity to participate with popsicle sticks.
Rethink: The vocabulary terms will be reviewed each day so that students can review what
they have learned. Students will be given the opportunity to revise their work after initially
completing it if teacher deems it to be necessary.
Evaluate: Students will independently complete equations and word problems on day 2 and
day 3 prior to reviewing the solutions as a whole class so that students can self-assess their
own progress.
Tailored: The student who receives services in math will be provided with differentiated
instruction as an instructional strategy. Student will be given one-on-one support and a word
bank/printed copy of each assignment that is only projected on the board.
Organized: Students have previously learned strategies and operations that are being
covered, so they will have preconceptions of the content to be taught. By teaching students
how to use strategies to solve equations with larger numbers, they will be more skilled in
doing so than they would by using the standard algorithm.
9
MINI UNIT

Lesson Plan Day #1

Name: Katy McKellar Grade: 2nd Subject: Mathematics

Lesson Title: Subtracting Three Digit Numbers up to 1000 Day 1 Date: 2/22/21

Unit Level Goals: Students will be able to write a three-digit subtraction equation from a word
problem. Students will be able to subtract three-digit numbers up to 1000. Students will be able to
implement the base 10 and number line strategies to solve equations.

State Mandated Standard(s): MGSE2.NBT.7 Add and subtract within 1000, using concrete models
or drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method.

IEP Goals to be Addressed in Lesson:

“Quinn”- Quinn will complete addition facts within 100 with 80% accuracy.
Quinn will complete subtraction problems within 100 with 80% accuracy.

Lesson Objectives: Assessment(s): Planned Feedback:

Students are able to identify
that the “smaller” number is
subtracted from the “bigger”
number. Students are able to
draw models in base 10 and on
a number line.
Formative assessment:
students will complete a
worksheet with two subtraction
equations that have three-digit
numbers up to 1000.
Students will be given verbal
feedback during independent
and guided practice for
correct and incorrect answers
to address mistakes and
praise success.

Key Communication Skills Vocabulary to be Taught: Use of Vocabulary and/or

Required:
Students should be able to
read an equation aloud and
silently to determine the
appropriate strategy to solve
the equation. Students should
be able to explain their process
for solving an equation verbally
and in writing by drawing
models and the numbers that
correspond.
Instructional Resources &
Materials:
Dry-erase board and marker
for each student
Large notepad to display word
problem and student strategies
and models
Subtraction Communication Skill in the
Three-Digit Number Lesson
One thousand Students will apply each of
Greater than, Less than the vocabulary terms taught
Number line to utilize strategies and solve
Jump, Hop, Step equations.
Base 10
Flats- Making one hundred
Rods- Making ten
Ones
Use of Technology: Assistive Technologies:
Projector screen onto Pencil grips to assist with
whiteboard at front of handwriting
classroom
Slideshow to provide students
with visuals and definitions of
previous and current
vocabulary

Planned Supports: Quinn:

-Text to speech (TT-S) or oral reading of test questions in English
following guidelines and requirements
- Extended time up to twice the time typically allotted
-Frequently check for understanding
10
MINI UNIT
-Multiple learning opportunities
-Extra time if needed
-Preferential seating
Differentiated Instruction Content: Quinn will be given the same worksheet as her peers
Strategies: with a word bank of strategies that she can use attached.
Process: Teacher will read equations on worksheet and
strategies aloud to Quinn. Quinn will receive one-on-one support
while writing the equation from the word problem and choosing
which strategy to solve it.
Product: Quinn will only be assessed on word problem after the
answer has been reviewed as a class.

Planned Collaboration with Ms. McKellar and Mrs. Anderson will collaboratively teach
Others: lesson to class. During independent practice, we will circulate
the room with Ms. Blizzard to provide one-on-one support to
those who need it and ensure understanding of content.

Management Considerations Students should remain seated in desks six feet apart with
masks on and shields on top of their desks. Students take a
bathroom break during math class.

Introduction to Hook (3 minutes): Students will watch a short music video with
Lesson/Activate Thinking: subtraction vocabulary https://youtu.be/3KHa16KZeHU
Connection to Background knowledge or Previous
Learning (5 minutes) Review subtraction vocabulary terms on
slideshow Subtraction Vocabulary

Body of Lesson/Step-by- Introduce and Model New Knowledge (5 minutes)

Step Procedures/Teaching Introduce subtraction with three-digit numbers up to 1000. Call
Strategies on students with popsicle sticks to recall vocabulary terms that
were reviewed.
Guided Practice (15 minutes)
Read instructions and equation on worksheet aloud to students
prior to completing it, then complete first equation together as a
class.
Independent Practice (10 minutes)
Students complete additional subtraction equation on worksheet
individually using base 10 or number line strategy (if time
permits).

Lesson Closure: Review Standard/Summarize Learning (5 minutes): Review

equation that students solved independently as a whole class (if
time permits).
Connection to Tomorrow’s Lesson: Students will continue to
solve equations with three-digit numbers up to 1000 tomorrow,
using the strategies that they practiced today to advance to word
problems tomorrow.

Notes: To be co-taught by Ms. McKellar and Mrs. Anderson and/or Ms.

Blizzard and recorded for observations.
11
MINI UNIT
Lesson Plan Day # 2

Name: Katy McKellar Grade: 2nd Subject: Mathematics

Lesson Title: Subtracting Three Digit Numbers up to 1000 Day 2 Date: 2/23/21

Unit Level Goals: Students will be able to write a three-digit subtraction equation from a word
problem. Students will be able to subtract three-digit numbers up to 1000. Students will be able to
implement the base 10 and number line strategies to solve equations.

State Mandated Standard(s): MGSE2.NBT.7 Add and subtract within 1000, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method.

IEP Goals to be Addressed in Lesson

“Quinn”- Quinn will complete addition facts within 100 with 80% accuracy.
Quinn will complete subtraction problems within 100 with 80% accuracy.

Lesson Objectives: Assessment(s): Planned Feedback:

Students are able to identify that
the “smaller” number is
subtracted from the “bigger”
number. Students are able to
draw models in base 10 and on
a number line.
Students will read a word
problem aloud, write the
subtraction equation that
comes from it, and solve the
equation using the base 10 or
number line strategy.
Students will be given verbal
feedback during independent
and guided practice for
correct and incorrect answers
to address mistakes and
praise success.

Key Communication Skills Vocabulary to be Taught: Use of Vocabulary and/or

Required: Subtraction Communication Skill in the
Students should be able to read Three-Digit Number Lesson
a word problem aloud and One thousand Students will apply each of
silently to transfer it into an Greater than, Less than the vocabulary terms taught
equation. Students should be Number line to utilize strategies and solve
able to explain their process for Jump, Hop, Step equations.
solving an equation verbally and Base 10
in writing. Flats- Making one hundred
Rods- Making ten
Ones
Instructional Resources & Use of Technology: Assistive Technologies:
Materials: Projector screen onto Pencil grips to assist with
Dry-erase board and marker for whiteboard at front of handwriting
each student classroom
Large notepad to display word
problem and student strategies
and models

Planned Supports: Quinn:

-Text to speech (TT-S) or Oral reading of test questions in
English following guidelines and requirements
- Extended time up to twice the time typically allotted
-Frequently check for understanding
-Multiple learning opportunities
-Extra time if needed
-Preferential seating
12
MINI UNIT
Differentiated Instruction
Strategies:
Planned Collaboration with
Others:
Management Considerations
Introduction to
Lesson/Activate Thinking:
Body of Lesson/Step-by-Step
Procedures/Teaching
Strategies
Lesson Closure:
Notes:
Content: Quinn will receive her own copy of the word problem
besides the one on the board.
Process: Quinn will receive one-on-one support while writing
the equation from the word problem and finding a strategy to
solve it.
Product: Quinn will only be assessed on word problem after
the answer has been reviewed as a class.
Mrs. Anderson and Ms. Blizzard will collaboratively teach this
lesson, because I will not be at placement on this day.
Students should remain seated in desks six feet apart with
masks on and shields on top of their desks. Students take a
bathroom break during math class.
Hook (5 minutes): Students will watch BrainPOP video that
discusses how to solve a word problem
https://youtu.be/G_VjwCgO7zg
Connection to Background knowledge or Previous
Learning (5 minutes): Teacher will review the subtraction
vocabulary terms from yesterday Subtraction Vocabulary
Introduce and Model New Knowledge (5 minutes): Teacher
will call on students to define vocabulary terms, addressing
any questions that they have about their meaning.
Guided Practice (5 minutes): Teacher will read word
problem aloud while students read along silently. Teacher will
write equation and remind students of the appropriate
strategies to be used.
Independent Practice (5 minutes):
Students will use whiteboard to write equation and use a
strategy to solve the equation while teachers circulate the
room and provide support when necessary.
Review Standard/Summarize Learning (10 minutes):
Teacher will choose 2-3 students who have implemented base
10 or number lines strategies correctly to solve the equation.
Teacher will call students to the front to verbally explain their
strategy, and teacher will document it on the notepad
underneath the word problem for students to see.
Connection to Tomorrow’s Lesson: Students will continue
to solve equations with three-digit numbers up to 1000
tomorrow in an informal assessment.
To be taught by Mrs. Anderson and Ms. Blizzard; Ms. McKellar
will not be at placement.
13
MINI UNIT
Lesson Plan Day #3

Name: Katy McKellar Grade: 2nd Subject: Mathematics

Lesson Title: Subtracting Three Digit Numbers up to 1000 Day 3 Date: 2/24/21

Unit Level Goals: Students will be able to write a three-digit subtraction equation from a word
problem. Students will be able to subtract three-digit numbers up to 1000. Students will be able to
implement the base 10 and number line strategies to solve equations.

State Mandated Standard(s): MGSE2.NBT.7 Add and subtract within 1000, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method.

IEP Goals to be Addressed in Lesson

“Quinn”- Quinn will complete addition facts within 100 with 80% accuracy.
Quinn will complete subtraction problems within 100 with 80% accuracy.

Lesson Objectives: Assessment(s): Planned Feedback:

Students are able to
independently solve both written
equations and word problems on
informal assessment. Students
are able to draw models in base
10 and on a number line.
Informal assessment:
students will independently
complete a variety of
equations and word problems
with three-digit subtraction
problems up to 1000.
Students will be given verbal
feedback during independent
and guided practice for
correct and incorrect answers
to address mistakes and
praise success.

Key Communication Skills Vocabulary to be Taught: Use of Vocabulary and/or

Required: Subtraction Communication Skill in the
Students should be able to read Three-Digit Number Lesson
a word problem aloud and One thousand Students will verbally define
silently to transfer it into an Greater than, Less than vocabulary terms when called
equation. Students should be Number line on by popsicle stick.
able to explain their process for Jump, Hop, Step
solving an equation verbally and Base 10
in writing. Flats- Making one hundred
Rods- Making ten
Ones

Instructional Resources & Use of Technology: Assistive Technologies:

Materials: Projector screen onto Pencil grips to assist with
Slideshow to provide students whiteboard at front of handwriting
with visuals and definitions of classroom
previous and current vocabulary

Planned Supports: Quinn:

Differentiated Instruction
-Text to speech (TT-S) or Oral reading of test questions in
English following guidelines and requirements
- Extended time up to twice the time typically allotted
-Frequently check for understanding
-Multiple learning opportunities
-Extra time if needed
-Preferential seating
Content: Quinn will be given an assortment of subtraction
14
MINI UNIT
Strategies:
Planned Collaboration with
Others:
Management Considerations
Introduction to
Lesson/Activate Thinking:
Body of Lesson/Step-by-Step
Procedures/Teaching
Strategies
Lesson Closure:
Notes:
problems up to 100 and up to 1000.
Process: Quinn will be encouraged to attempt both levels of
subtraction equations while teacher prompts her to use
strategies to solve equations.
Product: Quinn will only be assessed on equations using two-
digit numbers up to 100.
Ms. McKellar and Mrs. Anderson will collaboratively teach
lesson to class. During independent practice, we will circulate
the room with Ms. Blizzard to provide one-on-one support to
those who need it and ensure understanding of content.
Students should remain seated in desks six feet apart with
masks on and shields on top of their desks. Students take a
bathroom break during math class.
Hook (5 minutes): Students will watch subtraction music
video to refresh their memory on vocabulary terms
https://youtu.be/3KHa16KZeHU
Connection to Background knowledge or Previous
Learning (5 minutes): Teacher will review subtraction
vocabulary terms on slideshow Subtraction Vocabulary
Introduce and Model New Knowledge (5 minutes):
Students will be called on with popsicle sticks to define
subtraction vocabulary words after review.
Guided Practice (5 minutes): Teacher will complete first
question on informal assessment with class, using base 10
and number line strategy to solve for the answer.
Independent Practice (15 minutes): Students will complete
the remainder of their assessment questions independently
while teachers circulate room to ensure support is provided
when necessary.
Review Standard/Summarize Learning (2 minutes)
As a ticket out the door, students will turn in their completed
assessment.
Connection to Tomorrow’s Lesson: Students will continue
to solve equations with three-digit numbers up to 1000
tomorrow.
To be co-taught by Ms. McKellar and Mrs. Anderson and/or
Ms. Blizzard.
Resources
15
MINI UNIT

Day 1 Worksheet
Day 1 Worksheet

S u b t ra c t in g w it h Th re e - Dig it Nu m b e rs u p t o 10 0 0

Na m e : _____________________________________ Da t e : __________________________

1 . 2 8 2 + ______ = 5 2 3

Op tion 1: Numb e r Line

Op tion 2: Ba s e 10