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Two-Digit
Subtraction
PEPE
Lesson Plan Format
(
Written
by: Stephanie Evans,
Editing,
graphics, & formatting by: Dr.
Beth McCulloch Vinson
I. Preparing (to
plan for instruction)
Materials:
Alabama Course of Study: Mathematics, page 22, number 6; poem: “Apples,” by: Avelyn
Davidson; cups and straws; number strips; Hill Method manipulatives (people,
hills, and dry erase markers); and enrichment game.
Objectives: The students
will:
(Knowledge)
identify two-digit numbers.
(Application)
solve two-digit subtraction problems.
Grade
Level: second
II. Orienting (to establish purpose, build background, sustain motivation, and
provide directions)
Anticipatory
Set: The teacher will read the poem “Apples” (below). The teacher will explain to the students that
two-digit subtraction will allow us to subtract when the numbers go higher than
10.
Purpose: The teacher will
say, “The purpose of this lesson is to subtract two-digit numbers. There are many things that come in groups
larger than ten, such as: eggs, donuts,
and cokes. Today we will learn to
subtract using the larger numbers.”
Connection
to previous learning/Build background knowledge: The teacher will
say, “We have used number strips to subtract with numbers less than 10. Today we will use the same process to
subtract with numbers larger than 10.”
III. Presenting (to
use sequential direct instruction)
Teaching Procedures:
·
The teacher will define “two-digit.” The teacher will say, “Two-digit numbers are
two numerals printed together to form one number.” Example:
all numbers 10-99.
·
The teacher will say, “A pack of donuts comes with 12
donuts. 12 is a two-digit number.
·
The teacher will model the Hill Method using magnetic
pieces on the board.
Hill Method
1. The teacher will
write the problem 14 – 8 on the board.
2. The teacher will
place the number 10 on the top of the hill, the number 8 on the left side, and
the number 14 on the right side.
3. The teacher will
ask the students to count aloud with her how many numbers are between 8 and 10,
and then how many numbers are between 10 and 14.
4. The teacher will
then add these numbers together to get the answer.
·
After demonstrating the Hill Method, the teacher will work
the problem using cups and straws to show the regrouping process. The teacher will also work this problem on
the board to show the symbolic process.
·
The teacher will relate the content to life experiences by
giving an example of how two-digit subtraction can be used every day. The teacher will say, “If you go to the store
with 25˘ and want to buy
a piece of gum for 20˘,
using
two-digit subtraction you will know how much change you are supposed to
receive.
IV. Practicing and Summarizing: (to
reinforce and extend ideas)
Review:
(Knowledge) The teacher will ask, “Which of the following
is a two-digit number?”
101,
12, 9
(Analysis) The teacher will ask, “Why isn’t 9 a
two-digit number?”
(Application) The teacher will ask the students to give
examples of things that come in an amount that is a two-digit number.
Guided Practice:
·
The teacher will pass out the Hill Method manipulatives.
·
The teacher will work a problem on the bard while students
work the same problem at
their desks.
·
The teacher will ask volunteers to suggest problems to
solve.
Independent Practice:
·
The teacher will ask everyone to take his or her Hill
Method manipulatives and form groups with two students in each group.
·
The teacher will instruct the students to take turns
writing the symbolic form of the
problem for
their partner to solve. They must solve
four problems each.
Summarizing:
The teacher will
say, “Today we learned what a two-digit number is and how to use them
in subtraction problems. Subtraction with two-digit numbers will be a common practice
throughout
life.”
V. Assessment (to
check for attained objectives)
The teacher will use a checklist to
assess the independent practice, with a column labeled “Symbolic” and another
column labeled “Manipulatives” in which the child will get a check for each
concept mastered. For enrichment,
students will be instructed to find a partner to play the two-digit subtraction
enrichment game. For remediation,
students will review facts of one-digit subtraction or go back to cups and
straws for problems with regrouping.
ENRICHMENT
Play
with a friend. Toss a marker onto the gameboard. Write the
number in one of your friend’s problems below.
Your friend works the problem.
Then your friend takes a turn and writes a number in one of your
problems for you to work. Continue until
all of the problems are solved.
|
Player 1 |
Player 2 |
|
63 - ____ = |
77 - ____ = |
|
52 - ____ = |
83 - ____ = |
|
37 - ____ = |
92 - ____ = |
|
22 - ____ = |
55 - ____ = |
|
86 - ____ = |
41 - ____ = |
|
54 - ____ = |
37 - ____ = |
|
73 - ____ = |
47 - ____ = |
|
49 - ____ = |
32 - ____ = |
|
36 - ____ = |
85 - ____ = |
Apples
I
found a lovely apple tree,
Lots
of apples are for me.
I
shook the tree as hard as I could,
Down
came some apples, mmm they’re good.
How
many apples were on that tree?
How
many apples fell on me?
Seventeen apples, minus four,
I
think I’ll shake it just once more.
Thirteen apples on the tree,
This
time eight apples fell on me.
How
many apples left upon the tree?
Count
the apples and you’ll see.
The
first time that I shook the tree,
Four rosy apples fell on me.
The
second time I shook off eight,
So,
that makes twelve minus one I ate.
7
tens 6
tens 3
tens
Also, see
the Subtraction PowerPoint Slides Shows at:
http://www.athens.edu/pt3/vinson/subtraction.ppt
http://www.athens.edu/pt3/vinson/subtraction_r.ppt
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