EDUCATION 472 STRATEGY INSTRUCTION LOG: DETAILS 

DATE OF STRATEGY LESSON: 11/10/2022  

 
TOPIC AREA: (5 strategies must be taught in 3 different course topic areas.) 
Student motivation 

GROUPING: (Name size of student group receiving the strategy instruction. For example,
one-to-one, group of four, whole class, etc.) 
Two-to-one 

STRATEGY USED: (Provide name of the strategy and include references.) 

 “More on the floor, go next door!” 

RATIONALE: (Tell why you are implementing this strategy. How does it connect to
Marzano’s Top Nine? What evidence have you gathered that made you choose this specific
strategy? Detail how you and your cooperating teacher planned this strategy lesson.) 
 I implemented this math strategy with two students who struggle in math specifically
math calculation. These students were working on subtracting three-digit numbers and
regrouping. They were struggling to know when to regroup and which numbers to borrow from,
so I implemented, “More on the floor, go next door” The floor refers to the number on the
bottom. If the number on the bottom (the floor) is larger than the number on the top, we must go
next door and borrow 10. This strategy makes math calculation a little more interesting and
clarifies the steps of regrouping.  

COMMON CORE PA STANDARDS and/or IEP GOAL: (If applicable, list the
appropriate Common Core PA Standards) 
Standard - CC.2.1.2.B.3-Use place value understanding and properties of operations to add and
subtract within 1000. 

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT: (Describe in

sequential detail how the strategy was taught to the students.) 
I write the next math problem subtracting three-digit numbers on the board. We begin at
the ones place and ask, “Is there more on the floor?” If the answer is yes, we must “go next door”
and borrow 10. If there isn’t “more on the floor” we can subtract right away because we do not
need to borrow from the tens place. After modeling the strategy a few times, I began asking the
students, “What question do we have to ask before we do ANYTHING?” They would respond
with “Is there more on the floor?” They would be able to figure out if they must borrow or if they
can subtract right away.  

RESULTS OF THE STRATEGY: (Discuss how useful or successful the strategy was to
student learning and grasping the knowledge of the target concept.) 
Eventually, they were able to use this strategy without my prompting and successfully
subtract three-digit numbers. It did take a while for the process to stick. They had to remember
that every time we borrow, we borrow 10. We do not add, we don’t take 2, we borrow 10 every
time. Something else that was a struggle was remembering that if we borrow 10 from the
hundreds place, we must give it to the tens place and then borrow 10 from the tens place so we
can give that 10 to the ones place. They wanted to skip place values which resulted in
computational errors. The strategy helped with this. “If there’s more on the floor, go next door.”  

PERSONAL REFLECTION: (Discuss how you felt the session went. Give strengths and/or
weaknesses of your own teaching performance.) 
This strategy helped these two students stay focused on their math assignment and conceptualize
the content much more effectively. I had tried to explain this math concept over and over and
watched their eyes glaze over. When I used this new language that personalized the numbers,
they were much more engaged and it actually helped them digest the process of regrouping.