Maddiewaite Mathlesson

Overview and Context
Grade level: Second Grade

Title of lesson/activity: 6-9 Subtracting with Base 10 Blocks (Day Two)
Estimated time for 45 minutes
lesson/activity:
Overview of lesson: In this lesson students revisit their open-response problems
from day one of the lesson. The lesson begins by briefly
revisiting the problem and giving feedback on their responses
before students revise their work independently.
Context of lesson: This lesson is the ninth lesson in Unit 6 from Everyday
Mathematics. It is the second day of a two-day lesson. On the
first day of the lesson students completed an open-response
problem which they revisit during this lesson.
Sources: Everyday Mathematics
Learning Goals and Assessments
Connection to Standards Learning Goals Type of Connection to

Assessment activities
CCSS.MATH.CONTENT.2.OA.A.1 Students will be able Formative Students
Use addition and subtraction within to use subtraction assessment of complete and
100 to solve one- and two-step word within 100 to solve open-response revise an open
problems involving situations of one-step word and revisions response
adding to, taking from, putting problems. problem.
together, taking apart, and
comparing, with unknowns in all
positions, e.g., by using drawings and
equations with a symbol for the
unknown number to represent the
problem.
CCSS.MATH.CONTENT.2.NBT.B.5 Students will be to Formative Students

Fluently add and subtract within 100 subtract within 100 assessment of complete and
using strategies based on place value, using strategies open-response revise an open
properties of operations, and/or the based on place and revisions response
relationship between addition and value. problem.
subtraction.
CCSS.MATH.CONTENT.2.NBT.B.7 Students will be to Formative Students
Add and subtract within 1000, using subtract using assessment of complete and
concrete models or drawings and concrete models, open-response revise an open
strategies based on place value, drawings, and and revisions response
properties of operations, and/or the strategies on place problem.
relationship between addition and values.
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.
University of Michigan, Elementary Teacher Education Program page 1 of 3

For interns beginning the program in Fall 2014 and beyond Rev. August 2014
Attending to the Learners
Anticipating student ideas: Some students may have trouble revising their work. They
may not know what they need to look over again or what
they need to include. If they had an incorrect step they may
have trouble critiquing their own work. Students may have
difficulty communicating feedback to their peers, particularly
when the feedback may involve questioning their work.
Making the content accessible to I will go through and give every student individual feedback.
all students: We will go over the main concepts of the problem as a whole
class. Students will also get feedback from their peers and see
other strategies that their peers used. Students will have
sentence frames on the board to reference while discussing
their work with their peers. We will discuss ways to give
compliments to work as well as questions. Students will
receive a checklist to help them revise their work. Each
student will get his or her own copy of the checklist so they
can physically check the boxes as they go along. Students will
be given time updates for completing their work.
Instructional Sequence
Materials: Checklists, student work, colored pencils
Time Steps Describing What the Teacher and Students Will Notes and Reminders
Do (including management
considerations)
8 mins Revisit lesson from yesterday to reorient students to Have copy of problem
topic. Yesterday we worked on solving subtraction displayed on board. Model
problems using a specific tool. What tool did we use? building number with base 10
Students should respond with base-10 blocks. When blocks
we were using our base-10 blocks to subtract did we
build both numbers of our subtraction problem?
Students should respond with No, we only built the
larger number.
You all completed the open-response problem (Read

problem again.) What is the number model that
represents this problem?
When we subtract with base-10 blocks what is our

first step after we build our number?
Right, we look at our cubes which represent our ones

place. There was something a little tricky about this
problem, did we have enough cubes to subtract?
4 mins Yesterday after school I looked through all of your
work on this problem. I included a sticky note with
some feedback such as, Make sure to explain your
thinking with words or How does this show how you
used the blocks? Before I send you back to your
tables to revise your responses you are going to share

your response with your partner.
We are going to do a turn and talk to share our work

with a partner. But what if I want to give my partner
feedback? What might I say if I notice something on
their paper that I think they did a good job with?
What if you are confused about something your
partner did?
Teacher will record sentence starters on the board I

like how. Can you explain to me why you
4 mins Teacher will pass back students handouts and have Make sure all students have
them turn and talk with a neighbor for 2 minutes, someone to talk to
explaining how they solved the problem and showed
their work. She will leave the sentence frames on the
board and give students time warnings to wrap up
their conversation (i.e. 1 more minute to continue
your conversation30 more seconds to wrap up your
conversationsvoices are off and facing the white
board again in 10, 9, 8, 7)
3 mins Teacher will show students the checklist for revising
their work. She will read through the checklist. Each
student will get their own checklist to reference while
there are revising their work. Do not erase any of
your original work, I just want to see what you are
thinking now so you will make any new edits in
colored pencil.
2 mins Teacher will call students up by table to get checklist
and colored pencil before returning to seat.
20 Students will work independently. The teacher will Have students put finished
mins circulate while checking in with students and giving problems on back table
support when necessary. She will give students
regular time intervals for how much time is left to
work on the task.
Reflection on Planning
Learning goal for self: My goal for this lesson is to make sure all students feel
comfortable when I send them off to work independently. I want
to make sure all students have a clear idea of what their open
response problem should include and are able to revise their work
accordingly.
Preparing to teach this In preparing to teach this lesson I read through and
lesson: adapted/modified the everyday math lesson. I thought through
my particular students and their various needs. I read through all
open-response problems and included individualized feedback on
each students work. I also created a checklist for students to use.


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Overview and Context

Grade level: Second Grade

Learning Goals and Assessments

Connection to Standards Learning Goals Type of Connection to

CCSS.MATH.CONTENT.2.NBT.B.5 Students will be to Formative Students

University of Michigan, Elementary Teacher Education Program page 1 of 3

Materials: Checklists, student work, colored pencils

You all completed the open-response problem (Read

When we subtract with base-10 blocks what is our

Right, we look at our cubes which represent our ones

University of Michigan, Elementary Teacher Education Program page 2 of 3

We are going to do a turn and talk to share our work

Teacher will record sentence starters on the board I

University of Michigan, Elementary Teacher Education Program page 3 of 3

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