Name: Date: Subject Area:

Katie Jakubik 3/14/2022 Math

Effective Instructional Design - Standards-Based Lesson Plan

Standard: (MDE, grade level, or CCSS)

● 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts
hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.
○ CCSS.MATH.CONTENT.2.NBT.B.7

Learning Objective/Target and “I can” statement(s):

What am I going to teach?
What will students be able to do at the end of the lesson?
What formative assessments were used to inform instruction? (Why this now?)

I Can…
● I can subtract a three-digit number with regrouping using a visual model (our blocks)

By the end of the lesson

● Students will be able to use their base ten manipulatives to represent 3-digit subtraction problems with
regrouping.
Formative Assessment
● Students will be assessed through a formative assessment by their exit ticket. I will use this to assess their
understanding and see how well they understand, and if I can notice where we should review the next day.
All students should turn in their exit tickets for me to look over.
● Another formative assessment I will use is one of the problems on the worksheet they will be filling out. I will
use problem 1, on page 405 under the check for understanding the problem. Here I will just be looking for the
correct answer.

I CAN . . . subtract a three-digit number with regrouping using our base ten blocks.

Lesson Management: Focus and Organization

What positive strategies, techniques and tools will you use?
How will you encourage on task, active and focused student behavior?

Movement
● The students will first be up and moving from their desks to the floor between the “I do” and “we do.” They
will be traveling to the floor for “I do” then back to their desks after this for the “we do.” While we are on the
floor, I will have them put up their thumbs for checking for understanding. I will have them thumbs up if they
are ready to try it with me and thumbs down if they need another example.
 ● Another movement will be the stations that we are going through. The students will be moving to the front
area with Mrs. Lameris and I. Then they will go to their desks for the “at your desk” station where they will be
moving back to their desk and finishing the worksheet.
● They will also be moving around when they move from their seats for math art and going to their next
station. They will also be moving around when they are at the “hands-on” station. They will be on the ground
in the back corner of this station. They will be moving around for working with partners and in groups for the
hands-on activity.
Active Student Participation
● When the students are on the floor and I am doing my “I do” I will still ask for them to let me know if they
know where we should regroup from and get more from, or what the number will turn into. It will help
engage them to make sure they are listening and watching.
● When we are back at our seats and we are doing a “we do” I will expect them to be actively participating. I
will be calling on the students to give me the next step and what the numbers would turn into. I will also ask
them to show me what the manipulative should look like. If the students are not participating, I will be calling
on the students and asking them if they can tell me. If they do not know, I will give them the option to ask a
friend. Then they will call on another student and ask if they know. I will also be walking around while giving
the students time to finish it on their desks before doing it together.
Classroom Management Focus
● To bring the student's attention together, I will say “give me 5” we will then count down until 1. I will remind
them that their voices should be off and they should be ready to listen by the time we are at 1.
● I will also remind the students that they could be earning class dojo points, or individual points if they are
doing things correctly.
● I will also be calling out the students who I am seeing are doing things correctly.
● If things get out of hand or too loud, I will also be able to use the doorbell to bring their attention back
together.

Input: Consider What Students Need for Success

Task Analysis:
● What information do the learners need?
● How is the lesson scaffolded?
Thinking Levels (questions to engage thinking):
● Remembering / Recall & Reproduction
● Understanding / Recall & Reproduction
● Applying / Skills & Concepts
● Analyzing / Strategic Thinking
● Evaluating / Extending Thinking
● Creating / Extended Thinking
Accommodations and Differentiation:
● Remediation/intervention
● Extension/enrichment
Methods, Materials and Technology:
● List specific methods of instruction,
materials needed for the lesson, and any
technology that will be used

Task analysis:
(Step by step bulleted lesson progression)
● TTW start the introduction. She will walk around the classroom asking the students what to do when they
need something, but they do not have enough of it. I will explain that I need 4 pencils, but I only have 2 right
now. Does anyone know if they could help me with this? *The students will start offering their pencils to me*
● TTW asks the students how this could relate to math? *The students will explain how this could relate to
subtraction and regrouping* if the students do not get there, then I will guide them in that direction.
● TTW asks the students to come to the floor with nothing and to make a good choice on who they are sitting
by.
● TTW has the student repeat after me. I will share the I can statement, and have the students repeat after me.
 I will explain how this is what they are going to be able to do at the end of the math lesson.
● TTW put up a problem on the board with the manipulatives under the overhead. They will be able to see both
the materials and the problem.
● TTW creates the numbers in the problem with the manipulatives under the overhead. I will start with
problem one. 252 subtract 136. This will be a review problem just regrouping one set of the numbers
● The next problem that we are going to work on is 234 subtract 156. I will walk through the students with the
manipulative on the overhead, and talk through my thinking. How do we need to break apart the 10’s to get
ten ones. Then subtract and borrow from the 2 to make 12 and 1. I will continue to show with our
manipulatives.
● TTW repeat this again with another problem. I will be subtracting 352 minus 287. I will use my manipulative
to show how to break apart the tens and the hundreds. I will be explaining my thinking as the students are
listening to me.
● TTW asks the students if they are ready to try it with me at their desks, thumbs up or down.
● TTW has the students head back to their seats, and open to page 404. They will also pull out their
manipulatives. I will also turn to this page, and write the number on the board. 318 subtract 176. There is a
spot to draw out their visual model. We will make these with our manipulatives first, then transfer the
drawing onto the paper. We will finish this sheet together. B asks do we need to regroup-yes. Then C asks to
solve the answer. We will walk through it and regroup with our drawing and with the numbers.
● TTW then put another problem on the board. 423-267. I will have the students walk me through this
problem, with my direction.
● TTW explains how they have 4 minutes to fill out the exit ticket. Which is one question where they can draw
out the problem or just do it with the numbers. I will have my timer up on the board so they can see how
much longer they have.
● I will start collecting the exit tickets as they are finished. I will end all the students at 4 minutes no matter
where they are at. When I get the majority of the exit tickets and after the four minutes is up, they will stop
and listen to me. I will begin to explain each station that the students will be at. They tend to get excited here
when we mention math stations, so I will tell them they can get a class dojo point if they are all listening very
quietly.
● I will post the groups on the board, and explain each station. Mrs. Lameris and I, 2- Math art at their seats, 3-
At your seat doing pages 405 and 406, and 4- Hands-On doing the math games that we usually play during
this station. The students will be told that they have to turn in page 405 by the end of their station, if they do
not finish they will come back to this after lunch to finish.
● TTW checks for their understanding before allowing them to move stations. I will ask how many stations
should be at your seats? Depending on when we finished the other lesson, we will see how much time we
have at each station. Then allow them to move.
● Around 10:45-10:50, I will bring the students back together and ask them what they have learned in today’s
math lesson. I will have them mention that we are doing triple-digit subtraction with regrouping.
● The students and I will repeat our I can statement together. I will explain how this is just the first day of many
that we will be working on this skill. I will release the students to go get ready for recess when they have their
materials put away.

Thinking Levels: Questions to engage student thinking

● Remembering: Remember to have good self-control while we are on the ground at the beginning of the
lesson. Remember when we have a bigger number on the bottom, we have to regroup from the 10s.
● Understanding: Students will understand how to regroup with three-digit numbers. They will understand that
 they need to regroup and bring over from the number next door.
● Applying: Applying their knowledge of double-digit subtraction with regrouping, so they understand how to
regroup with three-digit numbers.
● Analyzing: Analyze how to decide if you need to regroup the problem or just regularly subtract.
● Evaluating: Evaluate how to regroup from the tens and hundreds and how to change the number in the ones
once you regroup.
● Creating: Creating their own problem and being able to solve it on their own.

Accommodations: Differentiating to meet student needs

Remediation/Intervention:
● A remediation for this lesson is when we are working with the groups on the floor in the stations.
This would be needed for the lower students, so with them, I would go back to a review and start
with two-digit subtraction. Then do three-digit subtraction without regrouping then add regrouping
slowly based on how well they are doing.
Extension/Enrichment:
● One of the extensions for this lesson would be during the time they are working with Mrs. Lameris
and I. We will be working with the students in groups based on the levels that they are at. So the
students that are ready for extensions, we will add tricky numbers with 0. Since this might be difficult
more than a number higher than 0 and adding 10 to it. We can also have them not use their
manipulatives with them on the ground.
● Another extension that we could do while the students are at their desks would be to have them do
their worksheets without their material blocks and without pictures. This is the next thing coming up,
(taking the blocks away) so this would be an extension I would tell the students if they are speeding
through it.
Methods, Materials, and Integrated Technology:
● Individual whiteboards
● Whiteboard markers
● Into math books
● Pencils
● 100 blocks, 10 blocks, and 1 blocks

Introduction: Creating Excitement and Focus for the Lesson Target

What will you do to generate interest?
How will you access prior knowledge?
What will you practice or review to begin?

● I will start the lesson by asking the students what they do if they are in need of something that their friend
has, but they do not. I will have the students get to the answer they will ask their neighbor. I will ask the
students for a pencil or for a whiteboard marker. *things I know that they have in their desks*
● Then I will explain how this could relate to our math? I will have them get to the answer that we could
regroup from next door, and bring it over.
● I will then bring them all to the floor and have them make the connection to the math problem that I have on
the board.

Modeling (“I Do”)

How will you give visual and verbal input?
How can you make the content clear and the task steps explicit?

● The students will be with me on the floor in front of the white board. I will remind them to be sitting next to
someone they can make good listening choices with, and they will be on their pockets. I will have a problem
up on the board, and the overhead on with the manipulatives under it. I will put a problem up on the board
and bring out the manipulatives to show them in each number sequence. Then I will explain how we cannot
take away if the bigger number is on the bottom, so we will need to borrow from next door. I will show them
how we will have to break apart the 10’s and bring them to the ones

Check for Understanding:

How will you question and redirect? (Samples of questions)
What formative assessment strategies will you use?

● To check for understanding, after “We Do” I will have the students do an exit ticket before moving on to their
stations. I will pass out this exit ticket, and tell the students that they have 4 minutes to fill it out. I will put a
timer on my phone, and show the students it up on the overhead. This exit ticket will only be one problem
and will be turned in to me after they finish. The exit ticket will be one problem broken into the hundreds,
tens, and thousands collum. There will be a place for the students to draw out the blocks if they need to, but
they will also have their blocks on the table if they still would like to use them. I will be looking for their steps
and if they have the correct answer. This will not be used as a grade, but more a just check to make sure they
are doing it correctly or on the right track.
● Another check for understanding I will do is having the students turn in their On your Own page from the
book. I will look over these after the lesson is over and make sure they are getting the concepts using the
visual models. It will then prepare us for the next day's math lesson.

Guided Practice (“We do”)

What will the teacher and the student do together?
What will gradual release look like?

● After being on the floor and watching me in our “I do” lesson, the students will be asked to go back to their
seats. They will have their manipulatives already at their desk from when I passed them out at the beginning
of the lesson. They will be asked to open their books to page 404. This is a Build Understanding. There is a
word problem that we will work on together. There is a spot for drawings of the visual model. The students
will also be using their manipulatives on their desks. Then there are a B and C to the problem. The students
will have to solve the problems and have an answer, and then the answer is they need to regroup.
● I will then ask the students to give me a hand 1-5 on how they are feeling about this. If I can tell the students
need more practice then we will do one more practice before moving on to their centers. I plan on having the
students give me their hand signal but still plan on trying at least one more.

Independent Practice (“You do”)

What skills will the student demonstrate or model?
Will this be fully independent or collaborative? (“You do with my support”)

For our independent “you do” practice, the students will be doing math centers. This is something that the students
do regularly and will understand. There will be 4 stations, and they will have around 8-10 minutes at each station.
These stations will have a combination of independent work and collaborative practice while they are working with
their peers. We have math groups that are already established and moved around while the students level up and
gain more understanding. They are all divided by strongest (ahead needing the least amount of support), semi-strong
(these students are a step down from the strongest, but still would be ahead), At level (these students are right at the
level, but a little more on the lower side), Most support (these students are the ones that need the most support).
We start off with the most support working with Mrs. Lameris or I.
Station 1- Mrs. Lameris/Miss. Jakubik Station 2- Math Art
Station 3-At your seat Station 4- Hands-On
Independent Practice
● The independent practice that the students will be doing for this is the stations for at your seat, and
math art. At their seat, they will be working in their math books on page 405, step it out. The
problems that they are being asked of are drawing out the problems. Then there are also word
problems and problems where they can draw out the hundreds, tens, and ones. When the students
are finished, they can do the back of the page as well. This is called On Your Own on page 406. These
ones are word problems that are also able to break apart into hundreds, tens, and ones. Then there is
a question where the students are able to fill in numbers for problems and then solve the problem.
● Another independent practice that the students will be doing is at their seats is math art. This is going
to be more of a review for them. They will be doing problems with three-digit subtraction, but there
will not be regrouping in it. This will be good for the students to practice this before further lessons
happen and we start fully working on triple-digit subtraction with regrouping.

Collaborative Practice
● The collaborative practice the students will be working on is the stations with Mrs. Lameris and I and
then the hands-on activity. When the students are going to be down on the floor with Mrs. Lameris
and I, we will be working on different things depending on the group that we will be working with.
For instance, with the students that need the most support, we will be reviewing working on double-
digit subtraction. Then moving up from there depending on the group. For our least amount of
support students, we will be working ahead working on problems that need to be regrouped twice.
We will be adjusting and changing instruction depending on the groups.
● The next collaborative practice the students will do is the hands-on station. There will be a variety of
games that the students can pick from. The students will be familiar with these games because we
have played them before. The games that they can choose from are either go math which is basically
go fish with math cards, or math sloots. The students will work on this either in their whole group, or
they can break apart and do smaller groups. Usually, the students work as a whole group on this.

Closure
How will the learning target(s) and “I can” statements be reviewed/revisited?
How will students be involved in the closure?
What connections to future learning will occur?

● I will have the students give me a thumbs up or down for how well they are feeling about how we ended
today’s math lesson. I will have them review what the purpose of today’s lesson is.*I am looking for the
students to be able to say that they are learning how to regroup with three-digit numbers.* They will repeat
the I can statement with me.

Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand or are able to do after this lesson?
What formative assessments will be used to inform future instruction?

● One assessment that I will be doing is an exit ticket. The students will work on our “WE DO” then they will
receive an exit ticket. This is going to be a 3-digit subtraction problem. They will have to draw out the
representation for the problem with a picture on the side and solve the problem. The students that feel like
they are understanding this already, do not need to show their pictures. The students will be given 3 minutes
to do it. After the three minutes, I will ask them to show me on their hands how many more minutes they
need. I will be collecting the exit tickets as the students are finishing them. I will have a timer posted on the
 overhead. I will then use this as an assessment before moving on the next day, seeing how much they
understood.
● Another assessment that I will be using to check their understanding is their “own their own” worksheet that
they are going to do during the math centers at their seats. This will give me an understanding of who is
ready to move on without the materials the next day.

Reflection
What evidence do you have that the objective(s) or learning target(s) were met?
Using your assessment data how will you change the lesson or instruction for the next time?
How well did the students perform/respond?
Were all my students engaged?
How was my timing?
How many students struggled? What can you do to help those students?
For how many students was the content too easy? How can you extend the learning for them?
What did everyone know? What did no one know? Were there any surprises?

Complete this section after you teach your lesson

(to be discussed during your lesson debrief with your UFC)
1. What will you STOP doing?
2. What will you CONTINUE doing?
3. What will you START doing?