Obs 5

CSUB Standards Based Lesson Plan Template
Descriptive Information
Title: 5.8 Problem Solving Unit Focus:
Candidate Name: Ruth Ramirez
Content Area/Subject: Math Subtraction
Grade/Period: 2nd
Planning
Lesson Standards: 2.OA.1 Use addition and subtraction within 100 to solve one- and
two-step word problems involving situations of adding to, taking from,
putting 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.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction
Lesson Goals/Objectives:
CO (Content Objective)- Students will solve problems involving 2-digit subtraction by using
the strategy draw a diagram.
LO (Language Objective)- Students will share their opinion using the sentence frame,
Drawing a diagram helps when solving subtraction problems because______.
SO (Social Objective)- Students will collaborate to solve 2-digit addition word problems.
Description of Unit and Lesson’s place in the unit:
Essential Questions: How can drawing a diagram help solving subtraction problems?
Academic Language (Vocabulary): regrouping, diagram, bar model
Assessments: (Name, What is being assessed, & Why)
Beginning of lesson: Basic Facts

During Lesson: Checked Exercises
End of lesson: Exit ticket
Materials (include: technology and all resources):
Resources: White boards, marker,
Technology:
Teacher will use:
iPad
Safety considerations (if needed): Students will walk safely when they transition from their
carpet square to their desk and vice versa.
Differentiation (Adaptations-Accommodations/Modifications to the Content/Process):

Based on your class contextual information, list the student type and the adaptation planned
for this lesson
[Examples: EL Students; Exceptional Students (Students with IEPs; 504s; and/or
Behavioral/Emotional Needs); Advanced; Below Basic] (What, for Whom, and Why)
English Language Learners –

ELD Standard Section 2: Part I: Standard 1
Children understand concepts when they
are modeled.
• Spencer put 28 books on a shelf. Then
children check out 12 of those books.
How many books are left on the shelf?
• Draw a bar model on the board and
explain how it represents the problem.
Guide children to see how to write a
number sentence using the bar model:
• Ask students to describe the process in
their own words
Below Basic/Remediation –
• Reteach 5.9
• Personal Math trainer 2.OA.1,
2.NBT.5
• RtI Tier 1 Activity (online)
Classroom Management required for lesson success:
Instructional Sequence / Implementation

Instructional Component (Include Engagement Lesson Reflection
and Motivational Strategies throughout the
sequence) Detailed, step-by-step directions of what
the teacher and the students are doing.
Introduction/Drill/Do Now/Warm-up: Review pattern and basic
Problem of the Day 5.9 facts
Ask children to copy the problems on their

MathBoards and solve them. Ask them to
write the next number sentence in the pattern.
Review or Preparation for Lesson: Review bar models

Ask students if they remember what a bar model or
diagram is?
Instructional Strategies and Student Activities: Make sense of problems

After reading and persevere in solving
and discussing the problem with children, them.
work through the Problem Solving Graphic
Organizer together. Children should be
familiar with this bar model diagram from
previous chapters.
Have children use the bar model to write
a number sentence.
• What are you asked to find? how many puppets
they still have
• What information do you need to use? Jane
and her mom made 33 puppets. They sold 14 puppets.
• How can you use the bar model to help
you write a number sentence about the
problem? Possible answer: The bars show the parts
and the label below the bar shows the whole. I can use
the bar model to show that I know one part and the
whole. Then I can write a number sentence to find the
missing part.
• Why is subtraction used to solve this
problem? Possible answer: The whole is 33 and one
part is 14. I need to find the missing part, so subtraction
can be used to find the answer.
• Can you add to solve this problem?
Why or why not? No; Possible answer: The bar
model and the number sentence show that I need to
find a part. I cannot add the whole and a part to find a
missing part.
Use
questions to guide children through the first Model with mathematics
problem. Have children use the bar model to
organize the parts and the whole.
• What do you need to find?

The number of craft sticks Carlette did not use.
• What information do you need to use?
Carlette started with 46 craft sticks. She used
28 craft sticks.
• How can you use a bar model to help you
solve the problem? Possible answer: I can use
the bar model to show the information that I know:
the whole, 46, and one part, 28. The bar model helps
me see that I need to find the other part.
• How will you write a number sentence?
Possible answer: I will subtract the part from the whole
and draw a box for the missing part, or the difference.
• How will you find the other part?
Answers may vary. Some children may use the standard
algorithm while others may use alternative methods.
Repeat with a similar discussion for the

second problem.
After children solve each problem, have

volunteers share their solutions with the class. Connect exercises to the
Ask them to show their solutions on the board. learning model
Encourage other children to ask questions such
as the following:
• How did you decide where to write the

numbers in the bar model?
• How did you use the bar model to write a
number sentence?
• For Exercise 5, how did you find the answer?
Exercise 5 assesses children’s ability to solve

problems involving addition and subtraction in
a real-world situation. Have children explain to
you how they will solve the problem.
Use the checked
exercises for Quick
Children should use their MathBoards to show Check.
their answers to these exercises.
In Exercise 6, children use higher order
thinking skills to draw a model of the Use appropriate tools
problem and then explain their method in strategically.
their own words. Explain to children that
they may use any
strategy or method to
Students will need to know how to model solve these problems.
a subtraction problem using a bar model.
Students who select one of the incorrect
models likely interpreted the problem as
involving addition rather than subtraction
Using the Language Objective Have children

share their opinion using the sentence frame,
Drawing a diagram helps when solving formative assessment
subtraction problems because ________, to
answer the Essential Question.
How can drawing a diagram help when

solving subtraction problems? Possible answer:
Drawing a diagram helps me organize the information. I
can see what I know and what I need to find.
Summary: Exit ticket

Math Journal:
Explain how bar models show a problem in a
different way.

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CSUB Standards Based Lesson Plan Template

Academic Language (Vocabulary): regrouping, diagram, bar model

Assessments: (Name, What is being assessed, & Why)

Beginning of lesson: Basic Facts

Materials (include: technology and all resources):

Resources: White boards, marker,

Differentiation (Adaptations-Accommodations/Modifications to the Content/Process):

English Language Learners –

Classroom Management required for lesson success:

Instructional Sequence / Implementation

Ask children to copy the problems on their

Review or Preparation for Lesson: Review bar models

Instructional Strategies and Student Activities: Make sense of problems

• What do you need to find?

Repeat with a similar discussion for the

After children solve each problem, have

• How did you decide where to write the

Exercise 5 assesses children’s ability to solve

Using the Language Objective Have children

How can drawing a diagram help when

Summary: Exit ticket

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