Two Digit Subtraction with borrowing

Candidate Name: John Orsborn Host Teacher Name: Donna Marty

School: Dunseith Elementary Grade Level: 2 # of Students: 12
Date & Time of Lesson: Length of Lesson: 1 hour
Topic of Lesson: Borrowing in Content Area: Math
subtraction

Materials:Include all materials Smart Board, Laptop, Pencil, Eraser, White Boards, Markers, Erasers,
including technology Cup of 20 Pennies, Cup of 10 Dimes, Split Sheet W/10’s and 1’s

Standard: 2.OA.1
Methodology: Direct instruction, modeling
Learning Theory Scaffold learning

STAGE ONE STAGE TWO:

Objective(s): Student Assessment:
Students will be able to identify a subtraction Students will show work on borrowing.
problem and determine if they have to borrow or not Students will be able to complete multiple two digit
problems with and with out borrowing

STAGE THREE: Learning Plan

Activities: What will the teacher and children do to address the objectives?
Introduction

Learning Activities Differentiation

1.Hand out split sheets (Attachment A), Cups of Some students will need help identifying the tens and
dimes and pennies ones sides
2.Have students put the dimes on the tens side and
the pennies on the ones side Some students will need help separating dimes and
3.Have the students make 75¢ using 7 dimes and 5 pennies
pennies
4.Direct students to take 26¢ away by borrowing a Some students will need direct teacher help to
dime and making pennies through direct instruction complete task of borrowing
5.Have students tell what is left from the 75¢
6.Repeat with 38¢, 42¢, 59¢, and 66¢ on students Some students will need help in finding materials
work boards
7.Have students make $1.00 with all dimes Some students will need help counting
8.Have students take away 55¢ through direct
instruction Some students may need to use 100’s chart
9. Have students repeat with 45¢, 66¢, 40¢, and 33¢
Some students may need to use ear plugs to block
Reteach…………… sound
1.Write problems on board in basic subtraction layout.
2.Place dot on right side of problem so students know
to start on the right side of the problem.
3.Tell students to look at problem, look at first two
numbers on the right, can you take the amount of the
bottom number out of the top number?
4. This is when you have to make a decision, do you
borrow or not?
5. If you have to borrow, you take one from the tens
section, and put it in the ones like this….model the
action. Have students use white boards to duplicate
the work you are doing.
6. now that you have realigned the numbers, do the
math.
7. Repeat the process several times until the students
all have the process down.
8. Hand out worksheet, Attachment B

Closure:
Collect cups of coins, work mats, and white boards and return to proper location
Shut down all electronics

How is this lesson sensitive to cultural and language issues?

Math is a basic survival tool in life. You must know math to hunt, fish, balance a check book, have a bank
account, get a job, the list is endless. This lesson has no cultural basis for any culture, it is a skill needed to
survive in the world for all people. For ELL students a close proximity to the board and the ability to draw
pictures aids in the learning. All math is taught so that you can sound it out, act it out, draw it, use your fingers,
guess and check, what ever is needed to get an answer.

Attachments: 3 artifacts of student work

This is how the exercise started, 75¢ on the board
When told to make 26¢, this was the result, even though they were told to borrow a dime and add pennies, this
is what I go from the entire class.
This was another student, same thing random placement. The students were obviously lost in translation, I
had to change the concept.
With these examples, most of the students got the method the second day. The act of working the problem out
made it easier.
The following day this was the approach, straight math, no coins, let them see how we do it, practice on the
white boards, and then do the worksheets.

Questions for prior to the lesson:

 What is the objective of the lesson? How will you know if the students have met the objective?
The objective of this lesson is to teach borrowing through the use of coins. This is a Saxon Math
lesson, and the script is to be followed through the process.
 What provisions are you making for faster and slower learners?
The faster learners have the white boards to continue work on while they are waiting for others to
finish.
 How does this lesson fit into the overall curriculum?
This is a Saxon Math lesson and is followed by day and week. The lessons are meant to scaffold
learning through previous experience.
 Have you changed the lesson plan at all?
Yes, see below.

Questions for reflection after the lesson:

 How did the lesson go?
The lesson went south fast. Students had no real way of seeing me model the use of the coins. Some
had the 75¢ on the board and then added 26¢ to it and had a dollar and a penny. After about 15 minutes
of frustration on everyone’s part, I scraped the lesson, turned on the smart board and started to write the
problems. The concept began to make sense, but I stopped early and switched gears. I went to the
worksheets of the previous day, and had them do the math they already knew. The next day I started the
work again, this time I only used the smart board and white boards. I showed them an easy way to borrow
 and split the problem. The first step I used was from my host, put a dot on the right side of the problem to
show where to start. The next was to determine what we needed to do, add or subtract. The next was to
look and decide if we needed to borrow or not. If we had to borrow, split the problem in half and take from
the tens, and ad a one to the ones. Cross out all the information that was unnecessary, and just do the
math. This process worked! We worked problems for about 15 minutes with the students holding up their
boards with the answer and me saying yes or try again, within 10 minutes everyone had it and I was
moving around congratulating them and making a game of it saying I am going to make this harder, and
when everyone got it, I said “I cant trick you can I”! The students loved it, everyone was excited and had
no idea they really do math anymore.
 Did the students meet the objective? How do you know?
Yes in the end the students met the objective and continued to strive for harder problems.
 Were there any unexpected events? How effectively did you respond?
The whole coin part was not effective, if I would have had a document camera it may have been easier for
them to see the modeling and maybe they would have had a better time with the coins.
 Comment on one student who did particularly well and one who did not meet your expectations.
Why did this happen? What can you do to follow up with the student who did not do well?
In the beginning my advanced students could not figure out the coins. At that point I knew I had a problem.
By stopping the lesson and coming back the next day with a new approach made all the difference. With
the new style, everyone got it, there were no students that did worse than others. Even my slow
processers were able to win at this. The event was a win for everyone.
 Are there any changes you would make in this lesson if you could do it again? Why?
My host made a great point, some classes get it and others don’t, you have to figure out how to present
the material so everyone gets to see different approaches. By changing the medium, I was able to connect
to everyone, and everyone had a win. I feel this is something you really need to try to see if students are
going to get it or not, and make the changes as you go. At the time there was no document camera in the
room, if there had been I think this lesson may have went differently if the class could have seen me
model it slowly. There have been some things this class surprises me with, and others that you think why
cant see how easy it is, then you have to tell yourself it’s a process, relax, it will all come together. By
changing the approach, everyone can feel like a winner and gain knowledge at the same time. This
lesson brought me closer to the class when it was all said and done.
Attachment A

Attachment B
Worksheet # 1 Name:

Answer the subtraction questions. Regrouping sometimes required.

1.
82 2.
92 3.
25 4.
80
– 46 – 58 – 23 – 60
36 34 2 20

5.
81 6.
69 7.
71 8.
60
– 70 – 53 – 7 – 42
11 16 64 18

9.
58 10.
78 11.
92 12.
49
– 27 – 37 – 30 – 25
31 41 62 24

13.
24 14.
48 15.
44 16.
58
– 16 – 33 – 21 – 35
8 15 23 23

17.
38 18.
86 19.
9 20.
50
– 0 – 26 – 1 – 26
38 60 8 24

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