Math Lesson Plan: Developing Strategies for Subtracting Multiples of Ten

Name: Valerie Barber Grade 2/Escalante Elementary/Laura Angeweirden

Anticipated Time Frame: 35- Date: Lesson Title: Add and subtract 1, 10, and 100
40 minutes 10/24/1018
1. Establish the Lesson’s Connection to Standards and Purpose
Big Idea: Essential Question:
We can add and subtract numbers in our heads, Why should we learn mental math?
without writing anything down.

Prior Knowledge: Content Standard(s): Upcoming:

Utah Elementary Math Core Guides or
CCSSM

Previous Grade Levels: Strand: NUMBER AND OPERATIONS Future Grade Levels:
Strand: NUMBER AND OPERATIONS IN BASE TEN (2.NBT) Strand: NUMBER AND OPERATIONS
IN BASE TEN (1.NBT) Understand place value (Standards IN BASE TEN (3.NBT)
Extend the counting 2.NBT.1–4). They use place value Use place value understanding and
sequence (Standard 1). Understand understanding and properties of properties of operations to perform
place value (Standards 2–3). Use operations to add and multi-digit arithmetic. A range of
place value understanding and subtract (Standards 2.NBT.5–9). algorithms may be used (Standards
properties of operations to add and 3.NBT.1–3).
subtract (Standards 4–6). Standard 2.NBT.8
Mentally add 10 or 100 to a given Standard 3.NBT.2
Standard 1.NBT.5 number 100-900, and mentally Fluently add and subtract within
Given a two-digit number, mentally subtract 10 or 100 from a given 1,000 using strategies and
find 10 more or 10 less than the number 100-900. algorithms based on place value,
number, without having to count; properties of operations, and/or the
explain the reasoning used. relationship between addition and
subtraction.
Standard 1.NBT.6
Subtract multiples of 10 in the range
10–90 from multiples of 10 in the
range 10–90 (positive or zero
differences), 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 and
explain the reasoning used.
Learning Goal(s) (Written in learner-friendly language): Mathematical Practice Standard(s):
[Highlight the CCSS Math practice standard(s) of focus.]
Mathematical Learning Intentions: 1. Make sense of problems and persevere in
solving them.
5.
6.
Use appropriate tools strategically.
Attend to precision.
• Students will be able to mentally add and 2. Reason abstractly and quantitatively. 7. Look for and make use of structure.
3. Construct viable arguments and analyze 8. Look for and express regularity in
subtract 1, 10, and 100 from numbers 100-900 the reasoning of others. repeated reasoning.
4. Model with mathematics.
Success Criteria How will students demonstrate understanding
of the mathematical learning goal(s)? (Written in student voice.):
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 Language Learning Intentions: mental math, I know how to add and subtract 100, 10, 1, and from a
subtraction, addition number, in my head.

Purpose: The purpose of this lesson is to give students the opportunity to use their background knowledge of place
value and arithmetic to mentally add and subtract 1, 10, and 100 from any 3-digit number.
Conceptual Understanding X Procedural Transfer Other
Fluency
Task (attach handouts):
Students will work in pairs. They will have a handout with 8 3-digit numbers and a dice labeled: -1, +1, -10, +10, -100,
+100. As a partnership, they will roll the dice which will tell them what operation and number they will perform on
each of the 8 numbers on their worksheet.

Materials (representations, manipulatives, technology):

• Worksheet
• 8 Dice
• Smartboard/Whiteboard
• Individual whiteboards and markers
Misconceptions or Common Errors:
Students may add instead of subtract, and/or mix up the tens and hundreds places when adding and
subtracting.

Format:
Four-Part Lesson X Game Format Small-Group Instruction
x Pairs Learning Centers Other
Gearing Down—Scaffold Gearing Up—Elaborate/Extend

I will scaffold student learning in the beginning by If students need more of a challenge or if they finish early, I
asking students to complete a problem by writing it will ask them to make up some 3 digit numbers on the back
out, using any method they are comfortable with. I of their paper and have their partner roll the dice and
will give them more responsibility by asking them to complete the problems.
do another problem without writing anything down. I
will use these tasks as an assessment to see whether If necessary, I will challenge students to mentally add and
or not students need more support. If they do, I will subtract numbers other than 1, 10, and 100.
do a problem with them and give more instruction. If
they seem to have a good grasp of the concept, I will
have them begin the game.
Access for All:
I have plans for scaffolding and extending the assignment to provide the right amount of support and challenge for
students. In this lesson I will be modeling, providing direct instruction, and ultimately giving the responsibility over
to students. The lesson provides extra support for students because they are working in pairs. They have a chance to
talk about math with a peer. There is not pressure for students to all have the same answers, because the problems
will look different on everyone’s paper.
Formative Assessment:
• I will informally assess students during the “explore” phase of the lesson by walking around the room,
observing their work and listening to their conversations.
• I will informally assess students at the end of the lesson while we are discussing and summarizing by asking
questions and facilitating a discussion.
• The worksheet students completed will also be a form of assessment.

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 Instructional Sequence Other Considerations
vocabulary, materials,
processes, notes
1. ENGAGE and LAUNCH:

Engage • This part of the lesson is

done in whole group.
Approximately 5-7 minutes.

o Invite students to sit where they can see the board and get their white
boards and markers out. • Ask students who solved
o I will demonstrate the importance of mental math by telling students a the problem in different
story about a time I needed to use mental math ways to explain their
o Explain to students that we will be working on mental math. Ask students method.
what mental math means. • Relate the concept we
o Introduce a problem, 240+100 are learning to base ten,
• Ask students to solve the problem on their white board, using any strategy unit, and hundred
Spark curiosity . . . Invite students to do math!

blocks.
they choose.
• I will be walking around the room, informally assessing and selecting
students who can share their answer and their method.
Engage and LAUNCH

• When students have finished the problem, I will ask one or two students to
explain how they came up with their answer.
• Next, I will ask students to try the new problem without writing anything
down and to raise their hand when they think they have it. (450-10)
• Ask a student how they figured this out without writing anything down.
• Do one more problem for students to practice on their own: 570-100
• Again, discuss with students how they can do this process mentally.

Ask students to set aside their

Teacher Role Asks questions; Assesses prior knowledge; Provides information whiteboard and marker.
needed for Explore phase
Student Role Gains interest; Calls up prior knowledge; Develops a need to
know

Launch:
Approximately 5 minutes. o In whole group, model
dice game with a student
o Now I will explain to students the mental math dice game: as my partner.
o Students will get in partnerships
o Partnerships will be
o Each partnership will receive a dice with each of the following
students who are sitting
operations on a side: -1, +1,-10,+10,-100,+100 close to each other.
o Each student will receive a worksheet to write down the problems they
o Remind students to take
do and the answers they come up with. care of the materials and
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 o Students will roll the dice and apply the operation to the numbers on roll the dice carefully on
the table.
their worksheet. Partners will take turns rolling the dice and helping
each other out as needed.
o Demonstrate the game with a student.
o Check for understanding by asking a volunteer student to retell the
directions of the game.
o Tell students that if they finish early, they can make up their own numbers
on the back of the page and challenge their partner roll the dice and solve
the problems.
o Tell students that when I can tell they are ready to play I will give each
partnership a dice and two papers.

Teacher Role Model game. Make sure that students understand how to pair up, get
materials, record their findings, . . . to be ready for the Explore phase
Student Role Gains interest; responds to questions of checking for understanding of
both the academic task and the social interaction expectations in
partnerships for the explore section.

2. EXPLORE/DO MATH
• Students are working in
Approximately 15 minutes. their partnerships

• Students will work in their partnerships.

FACILITATE EXPLORE/DO MATH

• Look for speed: are

• I will walk around the room, scaffolding as needed. students finishing fast?
Are they getting bored?
Support productive struggle!

• Observe students and informally assess them.

Teacher Role Questions and probes; Provides feedback; Assesses understanding and
processes; Looks for certain examples to be shared with the class during
the share/summarize time. Poses questions for reflection. Looks for
students who may be struggling.
Student Role Explores resources and materials; Records observations and ideas;
Perseveres in problem-solving situations.

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 • DISCUSS/SUMMARIZE:
Approximately 10 minutes.

• When most students have finished, I will gather the attention of the class.
• Ask students to put their dice at the end of their table and pencils down.
• Begin a discussion about the lesson. Some possible questions:
o What was hard about this game?
o What did you learn about math?
o What were some strategies you use when you got stuck?
o Why is it important to be able to add and subtract 1, 10, and 100 easily
Orchestrate sharing & highlight take-away.

in your mind?
o Will you use this skill outside of school?
o Did you notice a pattern when completing the problems?
CLOSURE

• Ask students to share some problems they solved, and explain their
reasoning.

Teacher Role Asks for clarification and evidence from students; Enhances or clarifies
student explanations; uses students’ experiences as a basis for explaining
new concepts; provides new vocabulary;
Evaluates student explanations.
Student Role Clarifies understandings discovered; Shares understandings for feedback;
Forms generalizations; Seeks new explanations

3. RECAP and CLOSE This will be my exit ticket

Approximately 3-5 minutes.

• Write a problem on the board (751 + 100)

• Have students write their answer on their white boards and hold it up so I
can see their answers.
• Ask a student volunteer to explain their thinking.

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