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(Please attach or paste-in samples or photos, of student work, & materials used, visuals etc.)

Topic of Lesson Two-Digit Subtraction without Regrouping using Place Value mats

English Language Development (ELD) levels of children in group (Add rows if needed)

Child Grade L-1 English English English English

Listening Speaking Reading Writing

Level Level Level Level

T.H. 2 1.5 2 3 1 1

I.M. 2 2.9 3.5 3.7 1.9 2.9

.OAT.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.

2.NBT.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.

2.NBT.9.: Explain why addition and subtraction strategies work, using place value and the properties of

operations.

Students will use Place Value Mats and Snap Cubes to solve two-digit subtraction without regrouping.

(PREP-CO)

Language Objectives (LOs)

Students will be able to use the terms ones place and tens place correctly while orally describing how they

solved 2-digit subtraction problems.

(PREP-LO)

Snap cubes

(PREP-SM)

Adaptation of Materials

Key Vocabulary (List four to eight words that you will focus upon in the lesson and explain your rationale

for selection. Consider Tier Two and Three Words. Consider also Tier One words that may still be unfamiliar, and Tier

One words that have multiple meanings and uses.

Word It is a subject It will be useful It is a common Other reasons.

specific word for other (Tier 1) word Comments

necessary for academic that has

this content subjects & multiple

(Tier 3) contexts meanings or

(Tier 2) homonyms

Ones place *

Tens place *

Difference * * Multi-meaning

Place value *

PROCEDURES Notes on

Differentiation

(List & describe steps) by level

the steps you will use to: link lesson topic to prior lessons & experiences, Build upon

background knowledge, make content comprehensible, and describe how you will

engage students in topic.

I will begin the lesson by having the students read out loud with me the content and

language objectives for the lesson. (BB-OBJS) (BB-MOT)

A place value mat is divided into two halves, one half is labeled ones and the other is

labeled tens. The side labeled tens has two ten-frames. Students are familiar with

using 10-frames for addition and subtraction. They also have previous experience

using the snap cubes (BB-LBK) (BB-LPLT) (BB-SM)

I will write a 2-digit number on the board, 56, and point to the 5 and say that the five is in

the tens place, so 56 has 5 tens. I will point to the 6 and say that the 6 is on the ones

place, so 56 has 6 ones. I will show this using snap cubes by having 5 lines (each line

is 10 cubes) and 6 individual cubes. (BB-V)

I will talk about the word difference and how it has more than one meaning. Difference

can mean the things that are not alike or not the same between 2 things. In math,

difference is the answer to a subtraction problem. Difference in subtraction means how

many are left after you take a certain number away from a larger number. (BB-V)

I will explain that using place value mats and snap cubes is just one way to solve 2-digit

subtraction problems and model the first example, followed by having the students

follow along with me in using the snap cubes and place value mats to solve a

subtraction problem with 2-digit numbers without regrouping. (BB-ST) (BB-HO) (BB-

INT)

Words What you will say and do to introduce word

Ones place Model by writing 2-digit number on board, point to number in ones place,

write 56 has 6 ones, and show 6 cubes on a 10-frame to represent 6 ones.

Place value mat is labeled ones on right side.

Tens place Point to number in tens place for 2-digit number written on board, write 56

has 5 tens, show 5 tens is the same as 50, which is represented by 5 lines

(10 cubes put together). Place value mat is labeled tens on left side.

Difference Talk about multiple meanings. Give math explanation: difference is the

answer to a subtraction problem. Difference in subtraction means how

many are left after you take a certain number away from a larger number.

Place Value The value of where the digit is in the number- the 5 is in the tens place,

which means 5 tens, or 50. The ones place has 6, which is the same as 6

ones, so 50+6 is the same as 5 tens and 6 ones, which is the same as 56.

Model using place value mats and snap cubes

Differentiation by

Meaningful (hands-on) activities that integrate listening, speaking, reading and writing level

small group

1. I will have the students read with me the content and language objectives that I have lesson for the few

written on the board. (RDG). (SPK) I will write a subtraction problem that does not children in the

require regrouping on the board and model solving it using snap cubes. (MOD) (BB- class who have

LBK) not mastered 2-

digit subtraction

without

2. Each child will have a place value mat and 100 snap cubes. They will receive the

regrouping,

snap cubes as 10 groups of 10 cubes connected together. I will walk the students

including the 2

through using the snap cubes and place value mat to solve a subtraction problem

ELL students

without regrouping. For example, for the problem 56-23=, I will start by telling students

that for the number 56, the 5 is in the tens place and the 6 is in the ones place. I will

point to the numbers and write 56 has 5 tens and 56 has 6 ones. I will model and tell listed above

the students to put 5 tens (5 lines of 10 cubes) on the tens side of the mat and 6 ones (GRP-SG) (DIF)

(individual cubes) on the ten-frame on the ones side of the mat. (MOD) (LIST)

3. I will point to the equation 56-23= and ask, how many do I need to take away to find

the difference? Students should say 23. I will ask, how many tens are in the number

23? And write on the board 23 has 2 tens. I will ask how many ones are in the

number 23? and write on the board 23 has 3 ones. I will model and tell the students to

follow along taking away 2 tens and 3 ones from their place value mat. I will have them

tell me how many tens are left on their board and how many ones are left. I will record

on the board that 3 tens is the same as 30 and 3 ones is the same as 3. I will show that

we need to add 30+3 to find that we have 33 cubes left after taking 23 away from 56. I

will show them that we know we have 33 cubes left on our place value math even

without counting them individually because 33 is the same as 3 tens and 3 ones and we

have three lines and 3 cubes left on our mats. I will write 56-23=33 on the board. (LD-

HO) (LD-ACTIV-LO&CO) (CI) (CL) (GP)

4. Students will work in pairs to solve 4 more two-digit subtraction problems using place

value mats and snap cubes. (GRP-PART)

5. I will do an individual check-in with each student from the group the next day to see if

they have retained the information from the lesson and are able to independently solve

2-digit subtraction problems without regrouping using the place value mats and snap

cubes. (IP) (INDV)

During check-ins with with individual students and during the group lesson, I will ask

students, which number is in the tens place? Which number is in the ones place? I will

observe students ability to use the place value mats and snap cubes to solve

subtraction problems with 2-digit numbers. (A-1) (A-GRP) (A-OBS) (A-O)

What will you teach in your next lesson to build upon this?

My next lesson will teach using the place value mats to solve two-digit subtraction with regrouping. I will

review using the place value mats for subtraction without regrouping, then introduce trading in 1 ten for 10

ones when regrouping is needed.

Place Value Mat

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