NAME: Briana Rahimi DATE of LESSON: 4/22/19

DURATION of LESSON: 30 - 35 minutes SUBJECT: Mathematics GRADE: 2nd

LESSON # 11/12 TITLE OF LESSON: Subtraction Detective (with regrouping)

Central Focus of Unit:

Students will be able to fluently subtract 3-digit numbers using models, drawings, and strategies based on
place value.

Standards:
CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g.,
706 equals 7 hundreds, 0 tens, and 6 ones.
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 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.

Instructional Learning Objectives: Assessments:

Students will actively listen and participate during instruction
and modeling of a place value chart with chips, and then recall
and apply that knowledge when subtracting 3-digit numbers.
Language Function and Demands:
Language Function:
Recall: Students will recall and apply terms and strategies from
teacher modeling to new situations.
Identify: Students will identify the ones, tens, and hundreds place
within 3-digit numbers, and how to decompose tens and/or
hundreds.
Students will demonstrate learning of
objective through informal assessment.
Specifically by working individually or
collaboratively on a subtraction detective
activity (3-digit subtraction). Students will
also share with a partner one thing that
they learned during the math lesson.
Additional Language Demands:
Language Demands: recall, identify, and
vocabulary. 

Vocabulary: ones, tens, hundreds, place
value, place value chart, regrouping

Resources and Materials:

• Subtraction Detective worksheet (20)
• Place value chart worksheet (20)
• Yellow and red chips (counters)
• Large whiteboard (1)
• Dry erase marker
Student Prior Knowledge:
Students have practiced adding 3-digit numbers using a place value chart, as well as using expanded form.
Students have also been exposed to and have practiced subtraction using place value charts; however, based
on a mid-point check quiz, students demonstrate a need for support and a need for more practice.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Words One, tens, hundreds, place value, place value chart,
regrouping,

Formal and Informal Assessments:

Students will demonstrate learning of objective through informal assessment. Specifically by working
individually or collaboratively on a subtraction detective activity (3-digit subtraction). Students will also share
with a partner one thing that they learned during math that day.
Procedure-Instructional Strategies and Learning Tasks to Support Student Learning:
INTRODUCTION/ANTICIPATORY SET:
I will begin by having students pass around a stuffed animal and practice their skip counting. This is an
activity we do as a warm up every now and then to get the ready for math as well as a spiral review since
students sho a need for support in skip counting. This will also help students identify place value as the
numbers get larger or smaller.

I DO:
I will have students sit in a semi circle on the carpet. I will sit in the middle of the semi circle. I will model
subtracting 3-digit numbers using a large white board and red and yellow chips (counters). I will mimic the
place value chart that we have practiced. I will physically place the chips in the place value chart and then also
physically remove (take away) the chips when subtracting.
WE ALL DO:
Students will help through collaboration and whole class discussion as I model a problem using the counter on
a white board showing a place value chart. I will ask students probing questions such as: “How many
hundreds/ten/ones do I need to place in my chart? How many hundreds/tens/ones is the problem asking me to
subtract? If we do not have enough ones/tens on our chart to subtract, what can we do?”.
YOU DO TOGETHER:
Students will complete the subtraction detective worksheet as I walk around to check for understanding.
YOU DO ALONE:
Students who do not wish to work together have the option of working one their own to complete the
subtraction detective worksheet.

Differentiated Instruction
I will provide ELL and all students sentence frames that they will be able to use during discussion with think,
pair, share partners. I will provide a visual/tactile approach for students who are visual and kinesthetic
learners.Students who work best collaboratively will have the opportunity to work in pairs, while students
who work better alone will also have the option to work alone. While students are working on their
subtraction detective worksheet, I will pull two small groups that demonstrated a need for support after taking
the mid-point check quiz.

CLOSURE:
Students will share with a partner at their table one thing that they learned during the math lesson. They will
practice active listening as a few volunteers will be picked to share what them and their partner talked about.