Raegan Stambaugh

Subtract 2-digit numbers

Purpose Statement:

The key concept that will be taught in this unit is 2 digit subtraction. I want students to

grasp that 2 digit subtraction is the making of enough ones in one's place to allow for the

completion of the subtraction calculation. Fortunately the concept of ungrouping 1 ten into 10

ones when needed can be readily shown with 10-sticks and circles and with dimes and pennies.

Students will be encouraged to develop their own methods for subtracting two digit numbers

before being given formal instruction. They will then explore solving the subtraction problems

by drawing their ten sticks and ones and by using the ungroup first method. There are multiple

entry points to solving two step problems. There are no algorithmic one-way approaches to all

problems. I do not want to discourage individual ways to approach a given problem because that

is what may lead in the future to new solutions to new problems not yet even imagined. For a

given problem, some students may use a forward approach, almost automatically finding an

answer for the first part of a problem and then deciding if that is a step toward the overal solution

(is it the answer to a first-step question?). Others may work backwards from the given problem.

Goals-Unit Objectives:

● Students will use place value understanding and properties of operations to add and

subtract.

● Students will become fluent in two-digit subtraction.

● Students will use representations such as manipulative materials and drawings to support

their reasoning and explanations about subtraction with three digit numbers.

● Students will be able to solve subtraction problems within 200.

 Scope and Sequence:

● Lesson 1: Fluency subtraction within 100 (1 day, 45 mins.)

○ Build fluency for subtraction within 100. Focus on whether or not to ungroup.

● Lesson 2: Word problems with subtraction (1 day, 45 mins.)

○ Solve subtraction word problems.

● Lesson 3: Equations with greater numbers (1 day, 45 mins.)

○ Generate equations from Math Mountains with 2- and 3-digit totals.

● Lesson 4: Practice Addition and Subtraction (1 day, 45 mins.)

○ Practice adding and subtracting within 100.

● Lesson 5: Buy and sell one dollar (1 day, 45 mins.)

○ Add up to find an unknown addend.

● Lesson 6: Word problems with unknown addends (1 day, 45 mins.)

○ Demonstrate ways to solve unknown addend problems.

● Lesson 7: More word problems with unknown addends (1 day, 45 mins.)

○ Review adding up to solve unknown addend problems.

● Lesson 8: Start unknown problems (1 day, 45 mins.)

○ Solve word problems where the starting number is unknown.

● Lesson 9: Compare word problems (1 day, 45 mins.)

○ Write equation bars to solve all types of word problems.

● Lesson 10: Mixed word problems (1 day, 45 mins.)

○ Represent and solve a variety of word problems.

Materials for all Lessons:

❖ Equipment List

➢ Math Expressions Common Core Teacher Edition Book (2nd Grade)

➢ Math Expressions Common Core Student Workbook (2nd grade)

➢ Base Ten Blocks

➢ Money Manipulatives

➢ Vizualizer

➢ Whiteboard

➢ Differentiated Math Worksheets (as needed)

❖ Consideration for Special Needs

➢ There will be differentiated math worksheets created for the students who will be

too overwhelmed by the pages from their mathbook.

➢ Students who need extra time and help on assignments will be able to use their fix

and finish time (20 minutes) in the afternoon everyday to meet with me and go

through their math problems.

➢ Students with difficulties will be closely monitored and when needed will receive

small group instruction to remidiate learning struggles.

Weekly Schedule of Unit:

Monday (1/30) Tuesday (1/31) Wednesday (2/1) Thursday (2/2) Friday (2/3)
● Pretest ● Word ● Equations ● Practice ● Buy and
problems with Addition sell one
● Subtract with greater and dollar
within 100 subtraction numbers Subtraction
● Student
● Student ● Student ● Student ● Student Activity
Activity Activity Activity Activity Book pp.
Book pp. Book pp. Book pp. Book pp. 233-234
221-224 227-228 229 231

Monday (2/6) Tuesday (2/7) Wednesday (2/8) Thursday (2/9) Friday (2/10)
● Word ● More word ● Complex ● Compare ● Mixed
problems problems word word word
with with problems problems problems
unknown unknown
addends addends ● Student ● Student ● Student
Activity Activity Activity
● Student ● Student Book pp. Book Book pp.
Activity Activity 239-240 pp.241-242 243-244
Book pp. Book pp.
235-236 237-238 ● Final Test

Prior Knowledge:

Before I begin teaching subtraction with regrouping, it is important that my students have

an understanding of what subtraction does and what subtraction means or it will make

subtraction with regrouping a difficult concept to grasp. Students should have a solid

understanding of place value in order to understand how to ungroup. Students need to have their

subtraction fast facts (like 9-7=2) memorized. Students also need to understand that subtraction

is the inverse of addition. Meaning that we are taking away or finding the difference between two

numbers. If students have this prior knowledge at the beginning of this unit it will help them to

understand how to subtract two-digit numbers that involve ungrouping.

Original Daily Lessons:

Lesson 1: Fluency subtraction within 100

Grade Level: 2nd Grade
Time Allocated: 45 minutes
Number of Students: 20 students of mixed ability
Learning Goals:
● Students will be able to ungroup subtraction problems with two digits.
● Students will be able to understand that subtraction is the inverse of addition.
Rationale:
Subtraction is a part of our everyday lives and therefore an important concept to develop early.
We need to understand how to subtract in order to engage with society effectively as we use
subtraction when dealing with money, cooking, travel and time, among countless other daily
experiences. Students especially in second grade need a lot of exposure to be prepared for math
concepts that they will have at other grade levels. Subtraction is an essential skill that students
need to be able to do in order to progress into more difficult concepts.
Concept Definitions:
● Ungrouping- taking a ten or hundred and breaking it back into separate smaller pieces or
undoing the group to have enough to subtract.
● Regrouping-when numbers on the top are smaller than on the bottom, we have to
regroup.
Standards:
2.NBT.B.5, 2.NBT.B.9
Teacher Preparation:
● Materials Needed:
○ Visualizer
○ White Board
○ Copy of the Subtraction Poem (1)
○ Copies of Worksheets from Mathbook (22)
○ Base Ten Blocks (only for students who need it)
● Review Lesson Plan
● Review Subtraction Poem
● Give the students various examples using our ungrouping method
● Give each student their worksheet from their mathbook
● Make sure I understand the strategy for subtracting and how to explain it to the student
appropriately
Instructional Plan:
● Review Subtraction Poem
● Write 65-16 on the board
● Do I need to ungroup this problem? Yes. Why? 6 ones are more than 5 ones.
● Write 58-37 on the board
 ○ Do I need to ungroup this problem? No. Why? 7 ones are less than 8 ones.
● Write 20-14 on the board
○ Do I need to ungroup this problem? Yes. Why? 4 ones are more than 0 ones.
● Dismiss students to go back to their desk and have them take out page 221 in their math
book.
○ Now I want you to work independently on these subtraction problems. Raise your
hand for help if you need it. Try to work quickly, but not so quickly that you make
mistakes.
● If students are struggling to solve the problems. I will act as a puzzled penguin and solve
a problem wrong and have students correct me as a whole group. (only have them do
page 221 and turn it in.
● Math Reflex when they are done.
Assessment Plan:
I will know students have met my learning goals when they are able to contribute thoughtfully
during the whole class discussion. I will be assessing students by observation. During the
problem that they will complete as individual practice I will be going around and checking
students' work to see if they come up with answers while using their strategy. I will collect these
papers at the end of the lesson and gather them as a formative assessment.
Differentiation:
While I do recognize that some students (such as IEPS for ELLs) may need additional support
during this lesson, I have planned for differentiation at a tier 1 level, but I would be able to
provide assistance beyond that if needed. At the tier 1 level, I will assist the students in learning
by providing activities within this lesson to address each of the various learning styles. For
students who have an auditory preference of learning they will find benefit in the discussion we
will have throughout the lesson especially in the introduction of the lesson. For students who
prefer to have a visual preference for learning, the problems we do together on the board and
write step by step how we get to our solution. For students who prefer to work with hands-on
work they will be able to use manipulatives (base ten blocks) in the lesson to complete their
subtraction problems. I will only be pulling out those base ten blocks for students who need
them. I'll be aware of where my students are at by assessing their progress and reflecting on their
knowledge at the conclusion of the lesson so that I can adjust my plans accordingly and ensure
that no student falls behind and I will make plans to reteach if needed.
Plans to Reteach:
I will reteach using more explicit instruction. I plan to reteach this lesson to students who did not
gain a satisfactory understanding of the content by first verbalizing their thought processes. As I
have the students work with me to solve a problem, I will probe them to say what they are
thinking aloud. As I hear the students' thought process, I will be comparing it to the steps for
subtraction problems that have regrouping.
Plans to Extend:
Ask students who need an extension during the lesson to write their own subtraction problems
and explain to each other how to solve the problems using the Subtraction poem.

Lesson 2: Word problems with subtraction

Grade Level: 2nd Grade
Time Allocated: 45 minutes
Number of Students: 20 students of mixed ability
Learning Goals:
● Students will be able to solve subtraction word problems.
Concept Definitions:
● Math mountain-used in Math Expressions to show how addition and subtraction are
related.
Standards:
2.OA.A.1, 2.NBT.A.1, 2.NBT.B.5, 2.NBT.B.6, 2.NBT.B.7, and 2.NBT.B.9
Teacher Preparation:
● Materials Needed:
○ Visualizer
○ White Board
○ Copy of the Subtraction Poem (1)
○ Copies of Worksheets from Mathbook (22)
○ Base Ten Blocks (only for students who need it)
● Review Lesson Plan
● Review Subtraction Poem
● Give the students various examples and do guided practice with the word problems
● Give each student their worksheet from their mathbook
● Make sure I understand the strategy for subtracting with word problems and how to
explain it to the student appropriately
Instructional Plan:
● Review what a math mountain is.
● Go through a guided practice problem as a whole group.
● Once you have gone through a fex examples as a whole group, have students go back to
their desk.
● Students will use math mountains to solve the subtraction problems from their book (pg.
227-228).
● If students are struggling to solve the problems. I will act as a puzzled penguin and solve
a problem wrong and have students correct me as a whole group. (only have them do
page 227-228 and turn it in).
● Math Reflex when they are done.
Assessment Plan:
I will know students have met my learning goals when they are able to contribute thoughtfully
during the whole class discussion. I will be assessing students by observation. During the
problem that they will complete as individual practice I will be going around and checking
students' work to see if they come up with answers while using their strategy. I will collect these
papers at the end of the lesson and gather them as a formative assessment.

Lesson 3: Equations with greater numbers

Grade Level: 2nd Grade
Time Allocated: 45 minutes
Number of Students: 20 students of mixed ability
Learning Goals:
● Students will be able to generate equations from Math Moutains, with 2- and 3-digit
totals.
● Students will be able to practice word problems with addition and subtraction within 20.
Standards:
2.OA.B.2, 2.NBT.B.5, and 2.NBT.B.7
Teacher Preparation:
● Materials Needed:
○ Visualizer
○ White Board
○ Copy of the Subtraction Poem (1)
○ Copies of Worksheets from Mathbook (22)
○ Base Ten Blocks (only for students who need it)
● Review Lesson Plan
● Give the students various examples and do guided practice with the math mountains
● Give each student their worksheet from their mathbook
● Make sure I understand the strategy for adding and subtracting with word problems and
how to explain it to the student appropriately
Instructional Plan:
● Write a math mountain on the board, and have students help to fill in the math mountain
● Go through a guided practice problem as a whole group.
● Once you have gone through a fex examples as a whole group, have students go back to
their desk.
● Students will use math mountains to solve the subtraction problems from their book (pg.
229-230).
● If students are struggling to solve the problems. I will act as a puzzled penguin and solve
a problem wrong and have students correct me as a whole group. (only have them do
page 229-230 and turn it in).
● Math Reflex when they are done.
Assessment Plan:
I will know students have met my learning goals when they are able to contribute thoughtfully
during the whole class discussion. I will be assessing students by observation. During the
problem that they will complete as individual practice I will be going around and checking
students' work to see if they come up with answers while using their strategy. I will collect these
papers at the end of the lesson and gather them as a formative assessment.

Lesson 4: Practice Addition and Subtraction

Grade Level: 2nd Grade
Time Allocated: 45 minutes
Number of Students: 20 students of mixed ability
Learning Goals:
● Students will be able to practice addition and subtraction within 100.
Standards:
2.NBT.B.5, 2.NBT.B.9
Teacher Preparation:
● Materials Needed:
○ Visualizer
○ White Board
○ Copy of the Subtraction Poem (1)
○ Copies of Worksheets from Mathbook (22)
○ Base Ten Blocks (only for students who need it)
● Review Lesson Plan
● Give the students various examples and do guided practice with adding and subtracting
within 100
● Give each student their worksheet from their mathbook
● Make sure I understand the strategy for adding and subtracting using different strategies
and how to explain it to the student appropriately
Instructional Plan:
● Start with a discussion about the difference between addition and subtraction.
● What question should you ask yourself before you add? Student response: Do I make a
new ten?
● What question should you ask yourself before you subtract? Do I need to ungroup to
make more ones?
● Students should be thinking about these questions as they solve the problems from their
math book.
● Students will have to be careful and check the sign by each equation to determine
whether they should add or subtract.
● Students will think of the questions to solve the addition and subtraction problems from
their book (pg. 231-232).
 ● If students are struggling to solve the problems. I will act as a puzzled penguin and solve
a problem wrong and have students correct me as a whole group. (only have them do
page 231-232 and turn it in).
● Math Reflex when they are done.
Assessment Plan:
I will know students have met my learning goals when they are able to contribute thoughtfully
during the whole class discussion. I will be assessing students by observation. During the
problem that they will complete as individual practice I will be going around and checking
students' work to see if they come up with answers while using their strategy. I will collect these
papers at the end of the lesson and gather them as a formative assessment.

Lesson 5: Buy and Sell One Dollar

Grade Level: 2nd Grade
Time Allocated: 45 minutes
Number of Students: 20 students of mixed ability
Learning Goals:
● Students will be able to add up to find an unknown number.
● Students will be able to determine the total cost of two items and make change from
$1.00.
Standards:
● 2.NBT.b.5, 2.NBT.B.6, 2.MD.C.8
Teacher Preparation:
● Materials Needed:
○ Visualizer
○ White Board
○ Copy of the Subtraction Poem (1)
○ Copies of Worksheets from Mathbook (22)
○ Money manipulative
● Review Lesson Plan
● Give the students various examples of finding an unknown number, adding money, and
making change.
● Give each student their worksheet from their mathbook
● Make sure I understand the strategy for adding and subtracting using different strategies
and how to explain it to the student appropriately
Instructional Plan:
● Students will use play money for this lesson.
● Students will work in pairs and one will be the buyer and the other will be the seller.
They will switch roles after they have completed the transaction.
● Students will work in pairs to solve the problems on the back of the page (pg. 231-232).
 ● If students are struggling to solve the problems. I will act as a puzzled penguin and solve
a problem wrong and have students correct me as a whole group. (only have them do
page 233-234 and turn it in).
● Math Reflex when they are done.
Assessment Plan:
I will know students have met my learning goals when they are able to contribute thoughtfully
during the whole class discussion. I will be assessing students by observation. During the
problem that they will complete as individual practice I will be going around and checking
students' work to see if they come up with answers while using their strategy. I will collect these
papers at the end of the lesson and gather them as a formative assessment.

Lesson 6: Word Problems with Unknown Addends

Grade Level: 2nd Grade
Time Allocated: 45 minutes
Number of Students: 20 students of mixed ability
Learning Goals:
● Students will be able to demonstrate ways to solve unknown addend problems.
● Students will be able to practice adding up to solve unknown addend word problems.
Standards:
2.OA.A.1, 2.NBT.B.5, 2.NBT.B.6, 2.NBT.B.7, and 2.NBT.B.9
Teacher Preparation:
● Materials Needed:
○ Visualizer
○ White Board
○ Copy of the Subtraction Poem (1)
○ Copies of Worksheets from Mathbook (22)
● Review Lesson Plan
● Give the students various examples of finding an unknown addend and word problems
with unknown addends
● Give each student their worksheet from their mathbook
● Make sure I understand the strategy for finding the unknown addend and be able to
explain to student appropriately
Instructional Plan:
● Write the equation 78+ ⃞ = 146 on the board, and have students help to figure out the
unknown addend
● Go through a few more guided practice problems as a whole group.
● Once you have gone through a fex examples as a whole group, have students go back to
their desk.
● Students will solve the math problems on page 235-236 in their math book
 ● If students are struggling to solve the problems. I will act as a puzzled penguin and solve
a problem wrong and have students correct me as a whole group. (only have them do
page 235-236 and turn it in).
● Math Reflex when they are done.
Assessment Plan:
I will know students have met my learning goals when they are able to contribute thoughtfully
during the whole class discussion. I will be assessing students by observation. During the
problem that they will complete as individual practice I will be going around and checking
students' work to see if they come up with answers while using their strategy. I will collect these
papers at the end of the lesson and gather them as a formative assessment.

Lesson 7: More Word Problems with Unknown Addends

Grade Level: 2nd Grade
Time Allocated: 45 minutes
Number of Students: 20 students of mixed ability
Learning Goals:
● Students will be able to use the adding up method to solve word problems with unknown
addends.
Standards:
2.NBT.B.7, and 2.NBT.B.9
Teacher Preparation:
● Materials Needed:
○ Visualizer
○ White Board
○ Copy of the Subtraction Poem (1)
○ Copies of Worksheets from Mathbook (22)
● Review Lesson Plan
● Give the students various examples of finding an unknown addend and word problems
with unknown addends
● Give each student their worksheet from their mathbook
● Make sure I understand the strategy for finding the unknown addend and be able to
explain to student appropriately
Instructional Plan:
● Write the equation 67+ ⃞ = 165on the board, and have students help to figure out the
unknown addend
● Go through a few more guided practice problems as a whole group.
● Once you have gone through a fex examples as a whole group, have students go back to
their desk.
● Students will solve the math problems on page 237-238 in their math book
 ● If students are struggling to solve the problems. I will act as a puzzled penguin and solve
a problem wrong and have students correct me as a whole group. (only have them do
page 237-238 and turn it in).
● Math Reflex when they are done.
Assessment Plan:
I will know students have met my learning goals when they are able to contribute thoughtfully
during the whole class discussion. I will be assessing students by observation. During the
problem that they will complete as individual practice I will be going around and checking
students' work to see if they come up with answers while using their strategy. I will collect these
papers at the end of the lesson and gather them as a formative assessment.

Lesson 8: Complex Word Problems

Grade Level: 2nd Grade
Time Allocated: 45 minutes
Number of Students: 20 students of mixed ability
Learning Goals:
● Students will be able to solve word problems where the starting number is unknown.
● Students will be able to solve word problems where the change in the quantity is
unknown.
Standards:
2.OA.A.1, 2.NBT.B.5, 2.NBT.B.6, 2.NBT.B.7, and 2.NBT.B.9
Teacher Preparation:
● Materials Needed:
○ Visualizer
○ White Board
○ Copy of the Subtraction Poem (1)
○ Copies of Worksheets from Mathbook (22)
● Review Lesson Plan
● Give the students various examples of finding an unknown addend and word problems
with unknown addends
● Give each student their worksheet from their mathbook
● Make sure I understand the strategy for finding the unknown addend for problems where
the starting number is unknown or where the change in quantity is unknown.
Instructional Plan:
● Read this math word problem: Jim and Nancy Collect postcards. They just added 37
postcards to their collection. Now they have 98 postcards. How many postcards do they
have to begin with?
● Have students help you to write an equation that goes with that word problem.
 ● Go through a few more guided practice problems as a whole group.
● Once you have gone through a fex examples as a whole group, have students go back to
their desk.
● Students will solve the math problems on page 239-240 in their math book
● If students are struggling to solve the problems. I will act as a puzzled penguin and solve
a problem wrong and have students correct me as a whole group. (only have them do
page 239-240 and turn it in).
● Math Reflex when they are done.
Assessment Plan:
I will know students have met my learning goals when they are able to contribute thoughtfully
during the whole class discussion. I will be assessing students by observation. During the
problem that they will complete as individual practice I will be going around and checking
students' work to see if they come up with answers while using their strategy. I will collect these
papers at the end of the lesson and gather them as a formative assessment.

Lesson 9: Compare word problems

Grade Level: 2nd Grade
Time Allocated: 45 minutes
Number of Students: 20 students of mixed ability
Learning Goals:
● Students will be able to write equations and use a comparison bar to solve all types of
word problems.
Standards:
2.OA.A.1, 2.NBT.B.5, and 2.NBT.B.7
Teacher Preparation:
● Materials Needed:
○ Visualizer
○ White Board
○ Copy of the Subtraction Poem (1)
○ Copies of Worksheets from Mathbook (22)
● Review Lesson Plan
● Give the students various examples of comparing word problems
● Give each student their worksheet from their mathbook
● Make sure I understand the strategy for knowing how to compare different word
problems and being able to explain it appropriately to students
Instructional Plan:
● Write this problem on the board: Mrs. Fife makes 63 sandwiches for the school picnic.
This is 28 fewer sandwiches than Mr. Kapoor makes. How many sandwiches did Mr.
Kapoor make?
 ● Have students help you to write an equation that goes with the word problem. Then solve
an additional word problem and compare the two problems.
● Go through a few more guided practice problems as a whole group.
● Once you have gone through a fex examples as a whole group, have students go back to
their desk.
● Students will solve the math problems on page 241-242 in their math book
● If students are struggling to solve the problems. I will act as a puzzled penguin and solve
a problem wrong and have students correct me as a whole group. (only have them do
page 241-242 and turn it in).
● Math Reflex when they are done.
Assessment Plan:
I will know students have met my learning goals when they are able to contribute thoughtfully
during the whole class discussion. I will be assessing students by observation. During the
problem that they will complete as individual practice I will be going around and checking
students' work to see if they come up with answers while using their strategy. I will collect these
papers at the end of the lesson and gather them as a formative assessment.

Lesson 10: Solve Mixed Word Problems

Grade Level: 2nd Grade
Time Allocated: 45 minutes
Number of Students: 20 students of mixed ability
Learning Goals:
● Students will be able to represent and solve a variety of word problems.
Standards:
2.OA.A.1, 2.NBT.B.5, and 2.NBT.B.7
Teacher Preparation:
● Materials Needed:
○ Visualizer
○ White Board
○ Copy of the Subtraction Poem (1)
○ Copies of Worksheets from Mathbook (22)
● Review Lesson Plan
● Give the students various examples of word problems
● Give each student their worksheet from their mathbook
● Make sure I understand the strategy for knowing how to represent and solve a variety of
word problems
Instructional Plan:
● Go through the first problem on page 243 in the student mathbook.
● Have students help you to write an equation that goes with the word problem.
 ● Go through a few more guided practice problems as a whole group.
● Once you have gone through a fex examples as a whole group, have students go back to
their desk and they can work in pairs on their math problems.
● Students will solve the math problems on page 243-244 in their math book.
● If students are struggling to solve the problems. I will act as a puzzled penguin and solve
a problem wrong and have students correct me as a whole group. (only have them do
page 243-244 and turn it in).
● Math Reflex when they are done.
Assessment Plan:
I will know students have met my learning goals when they are able to contribute thoughtfully
during the whole class discussion. I will be assessing students by observation. During the
problem that they will complete as individual practice I will be going around and checking
students' work to see if they come up with answers while using their strategy. I will collect these
papers at the end of the lesson and gather them as a formative assessment.
Bulletin Board Display:

Websites:

● https://www.reflexmath.com/

○ This will be used everyday in class, students will log on to this once they have

completed their page from the math book. This website helps students to master

their math facts (for subtraction and addition).

● https://www-k6.thinkcentral.com/ePC/start.do

○ This is the online version of the math book that has all the lesson plans on it. This

is the curriculum that Shepherd Elementary uses for math.

 ● https://www.khanacademy.org/math/cc-2nd-grade-math

○ This can be used for extra practice and support at home. Parents can create an

account for their student to practice math or get extra practice in as needed.

● Splash Learn

○ This website helps children discover an innate love for learning by providing

them with intuitive and playful learning experiences. Student will have

opportunities to get on this site when they have completed all of their word for the

day.

Quiz & Summative/Final Assessment:

Guest Speaker:

1. Craig Pulcifer (Alma Meijer Manager)

a. A store manager knows the importance of money. They also have a strong

background in math. I think it is vital for students to see real life examples of

math in action. This person could come in and help connect the math concepts I

am teaching the students with real life situations. I think it helps students to

understand why the things they are learning matter.

2. Dawn Daniels (Local Bookstore Owner-BollyHoo Books)

a. A bookstore owner also understands the importance of money. They also have a

strong background in math. Once again I think it is vital for students to see real

life examples of math in action. This person could come in and help connect the

math concepts I am teaching the students with real life situations. I think it helps

students to understand why the things they are learning matter.

Field Trip:

I would take students to a local convenience store like Meijer. Students would have the

opportunity to shop in the store and use their subtraction skills to figure out how much money

they will have left after they buy items from the store. Students will have the opportunity to work

with money and have real world applications of subtraction and some addition as well.

Performance Assessment:

On the last day of this unit students will complete the culminating activity called Cafeteria

Calculations. Students will respond to this prompt: You have $10.00 to spend on your lunch for

this week.You are charged per item that you select. Look at the menu below and find a way to

spend EXACTLY $10 on your lunch. On the table below, write the food items you wish to eat

each day and the total cost of your lunch for the day. Then, total the cost of your daily lunch for

a weekly total. Can you find any other combinations? Students will work in pairs to come up

with a way to spend their $10.00 on lunch.

Concluding Additions:

a. Special Considerations

1. Special Students

For students with special needs I will plan accordingly and have specific support

and modifaction in place to help them succeed. For some assignments these

students may have a differentiated worksheet or a reduced assignment.

2. Safety Precautions
 We have rules and procedures established that will help maintain a safe

environment in our classroom. For days that we use manipulatives such as the

play money and base ten blocks I will make sure to outline clear guidelines and

expectations for using them. So we can avoid dangerous situations (i.e. choking

on smaller play money such as a dime). With clear expectations in place with the

students we should be able to maintain a safe space.

b. Supplemental Resources

1. Books

For this unit we will be using the Math Expression Common core curriculum book.

Within this book are the lessons necessary for teaching this content on subtraction. We

will be using this book as a guide throughout the unit. When I reference the math book I

am talking about the student edition that comes with this curriculum.

c. Multimedia Materials Used

1. Use of Computers, Internet, etc.

The use of technology is somewhat prevalent for this unit. During the guided instruction I use the

visualizer to display the math pages. I also have the students go on to this website called Math Reflex

to help them master their math facts (for addition and subtraction).

2. Models/Charts

I use various models throughout the unit to represent or describe different strategies for solving a

Problem. I usually display these models on the whiteboard when we are doing whole group instruction.

I also will use charts and models when I do small groups to help students who may be struggling

with the content.

Self Evaluation

This unit overall went very well and a majority of the students mastered the skills and

concepts for subtraction. Although I do think there is still room for improvement. There were

certain strategies to solve subtraction that we did not use from the curriculum because it was too

confusing for students to understand. There were a few misconceptions throughout the unit but

towards the end with some more practice I was able to help students to understand. I taught a

majority of this unit with a whole group approach. In the future I would like to do this unit in

math centers. Ideally I would like to have a teacher table, game center, and technology center. I

could group students by ability as well. This way I could help differentiate my instruction to

meet each student's diverse needs. I could push further and challenge my students who are ready

for more advanced math concepts. On the other hand I could break down information for

students who may be struggling with the math concepts. This unit went smoothly overall, with a

great deal of students mastering the skills and concepts of subtraction.