Dakota State University

College of Education  

Name: Brianna Pratt

Grade Level: Second Grade
School: Medary Elementary
Date: April 21, 2022
Time: 8:45

Reflection from prior lesson

● In previous lessons the students have been working on subtraction to 1,000. This was done in a whole
group setting but has moved to be just in two smaller groups. These two groups have been working on
this skill. The one group that has started to work past however is needing a quick refresher to help
continue their knowledge before continuing to work on the new skill. Group 4 has been working on this
skill for a while and are needing time to continue this skill before moving forward.

Lesson Goal(s) / Standards 

●  2. NBT.B.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. 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.
○ Math Practice
■ MP 4: Model with mathematics .
■ MP5: Use appropriate tools strategically.
■ MP6: Attend to precision.
■ MP7: Look for and make sure of structure.

Lesson Objective(s) - (please list corresponding assessment used)

● The students will use white board sleeves to work on solving subtraction problems to 1,000.

Materials Needed 
● White board sleeves
● Dry erase markers
● Pencils
● Exit ticket paper
Contextual Factors/ Learner Characteristics
● In the classroom, there are more boys than girls who have high energy. This group also tends
to have a lot of blurting out moments which can be good but continuing to redirect is good to
recognize.
● This classroom has 8 students who attend the title reading program.
● This classroom has 6 students who meet twice a week for ELL.

Connection to Research & Theory

● Activate Prior Knowledge - As a start to the class period we will be looking at comparing
shapes that the students had found difficult as well as were talked about in the days before.
● Formative Assessment - Throughout this lesson, I will be observing students to make sure
they are interacting with the lesson in a proper way. At the end of this lesson, the formative
assessment will help me to determine if my students understand the activities.

A.  The Lesson (15 minutes)

 
● Introduction  (3 minutes)
○ getting attention:
○ “ I want us to look at and tell you what you have been learning about math. What is something
you have been learning?”
■ Give students 10 second of think time.
■ Go around the circle and have each student share something they have learned recently.
○ relating to past experience and/or knowledge:
○ “ Today we will be looking at the subtraction problems to 1,000 you have been working on.”
○ Students will be hearing and see the topic being presented and have time to prepare by giving
them a few seconds to settle and prepare themselves.
○ creating a need to know:
○ “ I want to go over this skill you have been working on to continue your learning and have it be a
refresher.”
○ sharing objective, in general terms:
○ “I want us to continue our skills while working with our group.”
○ We will solve a few problems as a group and then individuals as well.
 
● Content Delivery (12 minutes)  
○ “I want us to be looking at our math problems and deciding what we can do to help solve these
problems. What are some tools or strategies you have used to help solve these problems.”
● Give students a few seconds of think time before others can’t answer
○ “What is something you have worked on in the last few weeks with this skill and concept? What is a
strategy you use.
■ Students might say line it up, use the hundred,tens,ones chart or a different method.
○ “Today I want us to continue what you have used before and the skills we like to solve these math
problems.”
○ I will have multiple subtraction problems written on a sheet of paper and will have student work
through the problems at their own pace and continue to give new problems when they are done with
a problem.
● 978-885= 93
● 756-458=298
● 892- 483= 409
● 952-386=566
● 792-373=419
● 656-438= 218
● 709-332=337
■ “Each of you will be able to work at your own pace. You will need to sit here and work
quietly. If you have questions you can ask me or a friend next to you but I want to see you as
a good learner which means being quiet and working hard.”
■ “You may use any of the tools and skills you have used in the classroom before. Let me
know when you finish the first question.”
● This is a small group activity and will be done at the small round table in the room.
Students will all start with the same first problem so we are bel to work on it as a
group if needed.
● Some potential questions that can be asked:
■ “How did you get this answer? What process did you use to get your answer? What place is
the (a number they found) in?”
● Students will be given three problems and have the ability to work at their own pace.
Once they have finished three questions they will be given their exit ticket.

● Closure (2 minutes)
● After finishing the questions students will be asked, “How did you solve this problem? What was one way it
worked for you? (Name), did you solve it the same? How did you solve it?”
 ○ “You are able to go back to your seat. I have this exit ticket that you will be answering and then
bringing it back to me when you are finish.”
● “Does anyone have any questions before you go back to your chair?”

B. Assessments Used
- Formative assessment will be used during the time of asking questions, answering problems and
through the discussion that happens during the lesson.
- Formative assessment will be the exit ticket. This will be a quick check in that the students will complete
at the end of the lesson to show understanding. The students' work and process will be written out as
they have practice which will help give insight into what they understand.

 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ If a student is not meeting expectations, I will have them stop and talk with me. Have time to talk
and redirect them back to working on their task.
● Adaptations for those exceeding expectations
○ If there is a student in the group that is exceeding expectations and is needing more of a
challenge I may ask them to do a different problem or have them go back to their seats earlier to
continue in their other math things that are for that day.
● Language Support (IF you have ELLs (English Language Learners))
○ There are multiple students in the classroom that are ELL learners and do not need any
changes to papers and know to come up and ask if they have a question. The same will be
done with me. If a student has a question they will be able to come up and ask me.

D.  Resources
https://docs.google.com/document/d/1pJcf3Q6CUszHTp2aJWN3ZWnBWhJf5f7cuB88zz-NlKk/edit?usp=
sharing