Lesson Plan Date: 03/09/21 (1:25-2:10)
Activity: Subtraction with Base Ten Blocks Stations
Instruction:
Stations
Teacher Station:
Let students play with blocks for 30 seconds before we get started.
Mom’s Chocolate chip cookie recipe: If we don’t understand what’s going on behind the steps that we are taking we are not going to get
the result we want!
“Did anyone ever show you how to subtract like this?” Demonstrate a two-digit subtraction problem without regrouping for every group
except the last one on a whiteboard. “We are never going to get the right result if we don’t understand what’s going on behind these steps.
And I’ll tell you what, once you do understand what’s going on behind these steps, you’ll be able to do a problem like this! (Show a four-
digit subtraction problem) Easy!
So, to understand the steps, we are going to use base ten blocks today to break down exactly what is going on inside a subtraction
problem!
Go over what each block means.
Do examples of just generating numbers as practice: So, have students tell you a number between one and hundred. Then, make it with the
base blocks with student input. Once you’ve done at least three of those, then create a subtraction problem without regrouping based off of
the last number someone told you. I will write out the problem and as I am taking the blocks away, I am showing what is happening in a
subtraction problem. First the ones, then the tens.
Students will have blocks in front of them as well to follow along with me.
Then I am going to do five examples of subtraction problems like this. The first two, I am just going to lead. Then the last three, I will
have students come up and lead it. So I will write the problem. I will have someone come up and put up the first quantity in base ten
blocks. Have another student come take away the other quantity, and I will have another student filling in the problem as the other student
is taking away.
“Pull the Problem” Station:
Stand in a circle, the shortest person in the group gets to draw a problem first. Everybody sit down. EVERYONE writes the problem on
their own recording sheet. The person to the left of the person who drew the problem is in charge of using the base ten blocks to show the
problem. Solve the problem together. Everyone answers the problem on their sheet. Then the person who was in charge of the base ten
blacks for that round now pulls the problem from the basket. And they just go around the circle until the time is called.
Math Review Station:
Students will do the Math Box on page 144 of their workbooks. If they finish it, they will fill in the blanks on a 100s chart.
Math iPad Games Station:
Students may pick a spot in the room and play a game on their iPads or play the math card game with the people in their group.
Engagement:
I plan to hook the students with a goofy anticipatory set using a story they all know. I will keep it short to keep the lesson moving, this way they
don’t have to be sitting for an extended period of time. Students love when they get to work together especially when we can make a game of it.
Students will be able to choose a partner and move around the room encouraging the release of oxytocin and dopamine. This will reduce any fear
response they may have toward math and encourage a safe learning environment.
Learner Based Planning:
I plan to involve students during instruction that often need extra stimulation to stay engaged. I will call on them to answer questions and I will
have them help me solve problems. I will also write their next steps on the board when I release them to play the game so they have accountability
to know what they should be doing next.
Standard(s) Materials Objective Assessment Notes
iPads Students will use base ten Formative:
blocks to demonstrate two-
2.CA.1: Add and subtract base ten blocks I will be collecting their
digit subtraction.
fluently within 100. whiteboards game sheets as formative
expo markers assessment as well as when
I am working at the teacher
clipboards
station with them I will get
pencils
to hear their thinking and
problems cut into
understand any
slips
misconceptions they may
basket
have.
recording sheet
Summative:
The pretest and posttest will
serve as a formal assessment
of their growth throughout
the unit.
