Lesson Plan

Section 1: New Teacher Information

New Teacher Email Subject Area Grade Level
Bethany Callahan bcallahan@lgcs.org Math 2nd
Mentor Email School/District Lesson Date
mleuer@fullerton.edu
Marilyn Leuer Los Gatos Christian School 10/24/2022- 10/27/2022
Content/ ELD Standard Lesson Objectives & Unit Topic Lesson Title
Literacy Skills
CCSS.MATH.CONTENT.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 Students will be able to
and subtraction; relate the regroup tens and ones to
strategy to a written method.
solve three-digit
Understand that in adding or Three Digit Subtraction with Three Digit Subtraction Digitally
subtracting three-digit numbers, subtraction problems with
Regrouping in Tens and Ones
one adds or subtracts hundreds 80 percent accuracy as
and hundreds, tens and tens, measured by their final
ones and ones; and sometimes
it is necessary to compose or
assessment.
decompose tens or hundreds.

Materials
● iPads x 22
● Projector
● Google Slide deck for students
● Whiteboard x 22
● Whiteboard marker x 22
● Exit Ticket
Section 2: Pre-Observation Conference
Focus Student 2: Student
Focus Student 1: English Learner Focus Student 3: Your Choice
w/ILP/504
Focus Student 1 is an English Focus Student 2 has been
Language Learner that is in the identified as a student who has a Focus Student 3 is a very
Focus Students creative student who makes
Bridging proficiency level in her general learning disability
● Summarize critical wonderful connections and
acquisition of the English and auditory processing delay.
needs and how brings a lot of energy
Language. This student While this student does not have
you will address to our class. She sometimes has
demonstrated proficiency at the an official 504, he does
them during this difficulty focusing for longer
Bridging level in all three
lesson. have an ILP/SSP. This student
categories of their English periods of
loves technology and everything
Language development. She time, and will often miss pieces
enjoys math and has scored in digital. He loves using his
of
the 90%-100% range on all whiteboard and iPad and
 previous summative tests. This
student is rather shy, and is
hesitant to share during class. To
address this critical need, I will
have the students participate in a
think-pair-share with their
partner. I will also have the
students solve problems on a
whiteboard and while walking
around the classroom, will
encourage her to share her
reponse with the class.
anything that is tactile. This
student struggles in math. He
struggles with addition and
subtraction computation and
struggles to read instructions,
word problems, and directions.
This student is often frustrated
during math and is discouraged.
To meet the critical needs of this
student, this lesson will
incorporate think-pair-shares,
formative assessments, visuals,
and digital hands-on learning
activities.
directions. She has not been
diagnosed with ADHD, but she
does exhibit some of the signs of
ADHD. For example, this student
struggles with starting a task,
and managing her time, and is
often off task. This student
seems to enjoy math. She has
scored in the 70%-80% range on
previous math assessments. To
meet the critical needs of this
student, this lesson will include
a variety of activities, and
visuals. This lesson will require
students to actively participate
and respond while solving
problems within a given time
frame.

Lesson
● This lesson is a later lesson in a sequence of
lessons on three-digit subtraction with
regrouping.
● Students will participate in a think-pair-share
to answer the question, “What do you already
● Intro know about three-digit subtraction?” to
engage their prior knowledge.
● State Lesson Objective: Students will be able
to regroup tens and ones to solve three-digit
subtraction problems.

● The lesson is mainly a review of the concepts

that we have learned in the past few lessons.
● I will model how to solve a three-digit
subtraction problem with regrouping in the
tens and ones.
● Next, students will use their individual
● Body whiteboards to solve a three-digit subtraction
problem.
● Students will solve one to two additional
problems as needed.
● I will then model how to use the digital base
ten blocks to solve three digit subtraction
problems with regrouping.

● Closing
Student Engagement/Learning
● How will you make the lesson
relevant to all the students?
● How will students show
progress towards mastery of
lesson objectives?
Classroom Management
● How will you maintain a
positive learning environment
with a welcoming climate of
caring, respect, and fairness?
● Identify specific classroom
procedures and strategies for
preventing/redirecting
challenging behaviors.
Student Grouping: Groups of 2; Small Groups of 3-4; Whole Group;
● To close the lesson, students will be formally,
individually, and independently assessed with
an exit ticket that requires them to solve a
three-digit- subtraction problem. Students
will also independently self-reflect on their
mastery of the concept on their exit ticket.
● Students will then practice what they have
learned on an adaptive math learning
application called Freckle Math. This iPad
application provides the students will
additional practice, assess the students, and
adapts to help meet their learning goal. It also
provides brief instruction if a student is
struggling, or will tell them to work with a
fellow classmate who is demonstrating
mastey of the learning objective. The
students will also be able to explore using the
base ten blocks and use them while solving
problems.
● Our math block is quite long, and is usually
divided by a 15 minute recess in the middle.
We often end our math block with a time of
center rotations where students work in small
groups through activities and games that
provide them with additional opportunities to
practice our learning objective or extend their
learning. This time also provides the
opportunity to meet with students
individually or in small groups to re-teach a
concept, assess, or extend their learning.
● This lesson will be relevant to the students
because it will build on their prior knowledge.
The students will also have an opportunity to
solve real world problems on Freckle Math.
● They will complete an exit ticket, and their
progress will be recorded on Freckle Math.
● I will give positive affirmation to the students
who are following directions.
● I will award points to color teams who are
working well together.
● I will encourage students who participate.
● I may have to separate partners if they are
not working well together.