Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: _Alyssa Healey__ Date: __October 18, 2022___

School: __Condon K-8__ Grade: _4_

Starting and Ending Time: 11:30am to 12:10pm

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

4.NBT.B. Use place value understanding and properties of operations to perform multi-digit
arithmetic on whole numbers less than or equal to 1,000,000.

4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

By the end of the lesson, students will be able to subtract whole numbers with regrouping by
correctly answering at least ⅔ of the regrouping subtraction problems on their worksheet and exit
ticket.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will complete a worksheet with subtraction problems as part of the lesson and will be
given an exit ticket at the end of the lesson; on these assessments, the students will correctly
answer at least ⅔ of the subtraction problems.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

By the end of the lesson, students will learn the meaning of the words “subtraction” and
“regrouping”. They will be able to demonstrate their knowledge by either writing or verbally
identifying the names of these operations and strategies when presented with the definitions.

Assessment: What specific, tangible evidence will show that each student has met this
objective?
Students will be verbally presented with the definitions of these two vocabulary words. Students
will then be asked to provide the word that this definition represents; they may either write the
answers correctly on their exit ticket or verbally communicate the correct answers to both
questions.

Content: What are the specific details of the lesson’s content knowledge?

During the lesson, students will utilize manipulatives to assist with their solving of subtraction
problems that require regrouping. Students will utilize their prior knowledge regarding place
values and subtraction to assist with their understanding of regrouping. In this lesson, students
will focus primarily on subtracting two-digit numbers, although the overall notion and concept of
regrouping can be applied to three-digit and larger numbers in the future, once their basic
knowledge of regrouping is established.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (7 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

0-3 Minutes:
● The teacher should first establish the overall expectations for student behavior during this
assignment.
● Students will complete a Do Now assignment with the following problems to see how
they go about solving it:
67 - 24 = ?
57 - 19 = ?
● These problems give a general idea of the students’ background knowledge
regarding regrouping and subtraction, as well as a better understanding of their
misconceptions regarding regrouping.

3-7 Minutes:
● From there, one student in the group will share the answer to the first problem
(67 - 24 = 43).
● The teacher should explain to the students that the first problem may have been easier to
solve than the second, and this is because the top digit in the one's place of the minuend
was bigger than the digit in the one's place of the subtrahend.
● It will then be explained that the second problem cannot be solved the same way as the
first because the 9 in the one’s place of the second number is bigger than the 7 on top.
● The teacher will then introduce the definitions of subtraction and regrouping to students.
○ Regrouping- when we borrow from one group and give to another so that the
operation can be completed
○ Subtraction- the mathematical operation in which one must take away a certain
amount from a group or a number of things
 ● Yesterday, you guys were introduced to the concept of subtraction, which is when you
have the minuend minus the subtrahend, which equals the difference
(minuend-subtrahend=difference). Today, we are going to go over how to do subtraction
using regrouping. More specifically, we will be focusing on regrouping tens into ones to
help us solve subtraction problems. I also know that for the past few weeks, you learned
about place values; these are going to be really important to keep in mind when
regrouping.

During Lesson (23 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

7 Minutes:
● The teacher should start by explaining to students when regrouping is necessary to use.
○ The subtraction problem from the Do Now (57 - 19 = ?) will be written on a small
white board, which will also divide the digits into the tens and ones places. The
teacher will then explain that in the second problem, 7 is smaller than 9 in one's
place, and thus, the 9 cannot be taken away from 7 unless the process of
regrouping is used.
○ Therefore, it will be made clear to the students that regrouping is necessary when
the number on the bottom in a specific place value is greater/bigger than the
number on the top in that same place value.
● From there, the teacher will explain to the students the process of how to regroup.
○ To assist with the students’ understanding of the concept, base 10 block
manipulatives will be used.
○ The teacher should show the students one unit block and one ten rod. It should be
made clear that a single tens-rod is equal to 10 ones-unit blocks.
○ Using the manipulatives and the white board, the teacher should demonstrate how
to solve the example in the Do Now.
■ The teacher should start by setting out 5 rods and 7 unit blocks to
represent 57. Then, it should be demonstrated that 9 ones units cannot be
taken away from the 7 ones units.
■ Then, the teacher should explain and demonstrate that students need to
regroup, by borrowing a tens rod and trading it in for 10 unit blocks. The
teacher should then demonstrate on the white board how to cross out the 5
and the 7 in 57, to make it 4 in the tens place and 17 ones.
■ Using the manipulatives, it will then be demonstrated how to take away
the 9 from the, now, 17 unit blocks, resulting in 8 units being left over.
This will then be written on the white board in the ones column.
■ The teacher will then demonstrate taking away one tens rod, leaving just 3
rods left. This 3 will then be placed in the tens place on the white board,
demonstrating how to get the answer of 38.
● It will then be reinforced to students that regrouping is necessary when the bottom
number is greater than the top number.
3 Minutes
● As a whole group, the students and the teacher will complete the first two problems on
the “Do I Need to Regroup?” worksheet (picture of worksheet is attached to bottom of
document)
● Students will then be instructed to complete the next 2 problems on their own. The
teacher will call on the students to share their answers.
13 Minutes
 ● Then, the students will each receive their own set of base ten blocks to assist with the “2
Digit Subtraction With Regrouping” worksheet (picture of worksheet is attached to
bottom of document)
● The teacher will explain how to complete the worksheet and will work with the students
in the group to complete the first 3 problems together.
● Then students will be instructed to complete the next problem (D) on their own. Once
students seem to be finishing up on Problem D, the teacher will ask one student to share
their answer and how they got it.
● Students will then complete the next 5 problems on their own. While students are
completing the assignment, the teacher should monitor and provide support as necessary.

Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

● To wrap up the lesson and assess the Academic Language Objective, the teacher will say
to the students:
○ These questions that we went over in class required you to take away a certain
amount from one number… writing down your answer on your exit ticket, who
can remember what this operation, or process, is called? Once you have your
answer written down, you can raise your hand if you’d like to share.
○ As we learned, sometimes when we do subtraction, the amount we are taking
away in the bottom number is bigger than the top number, so we need to borrow
some tens and trade them in for ones. What is this process called where we need
to borrow from one group and give to another? Please write down your answer
and raise your hand once you have the answer.
● After asking these questions, the teacher will do another quick verbal review of
subtracting with regrouping.
● The teacher will then ask the students to solve the following problems that will be on
their exit ticket:
86 - 37 = ?
64 - 18 = ?
● Students will be asked to complete those problems on their own.

*The student’s math block extends longer than the observed lesson asks, so if there is extra time,
students will have time to work longer on completing the rest of the questions on the worksheets
and exit ticket.

SUPPORTING ALL LEARNERS

As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that apply.
 Grouping Factors Content Materials Student Response
Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same text Use Braille or large report
focus of instruction at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: Increase Number of Review Activities

In this lesson, I will be utilizing 3 worksheet activities that vary in level of difficulty,
while also providing in depth review exercises for each step of subtraction regrouping.

Support #2: Use Manipulatives

In this lesson, I will also use manipulatives to help the students visualize regrouping and
assist with their understanding of the concept.

Support #3: Graphic Organizers

The way in which the “2-Digit Subtraction With Regrouping” worksheet is set up acts as
a graphic organizer for students to better understand place value and how to regroup
numbers.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

● In this small group lesson, I will start by reminding the students of the behavioral
expectations at the start of the lesson.
● Additionally, if a student begins to disengage from their learning, I will compliment the
behavior of the other students who are displaying the correct behavior, so as to redirect the
disengaged student’s attention back to the assignment.
○ This is a strategy that my Supervising Practitioner often uses and it has proven to
be effective in the class.
Technology: How did you incorporate technology into the lesson?

For this lesson, I do not plan to utilize technology, as I plan to have a paper anchor chart on
display and all the problems that need to be solved will be given on paper.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

Worksheet - “Do I Need to Regroup?”

Worksheet - “2 Digit Subtraction With Regrouping”
Base 10 Blocks
White Boards, Markers, and Erasers

(Extra: Worksheet - “Ready to Regroup”)

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

My Supervising Practitioner can follow up on this lesson by using a similar structure of the
graphic organizer to teach three digit subtraction. Furthermore, the utilization of the base 10
blocks can also be incorporated when doing subtraction with larger numbers.

6
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley
 (Extra)

7
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley