Day 1

I.​ ​Subject: ​Math​ Topic:​ Regrouping​ ​a Ten as Ones​ Grade Level: ​2nd ​ Date: ​11/19/19
II​. ​Alignment to​ ​Standards:
A. Ohio’s Learning Standards:
ODE.2.NBT.5 Fluently add and ​subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.

III.​ ​Central focus of the learning segment:

During this lesson segment, the students will be able to use models (base ten blocks) to regroup a
ten as ones in subtraction problems, through guided practice, hands-on practice, group work and
independent practice.

IV.​ ​Learning​ ​Objective(s)/Target(s): ​By the end of the class/unit, the students will:
By the end of this unit, the students will be able to use models (base ten blocks) to regroup a ten
as ones in subtraction problems, including word problems, by completing the independence practice on
their own then checking in, in small groups the students will work on problem solving problems that
involve regrouping 1 ten as 10 ones. As well as the students will be writing reflections of each lesson as
well as writing the steps of solving a multi-digit subtraction problem using descriptive writing.
V. Assessment/s​ (Note: Both the learning objective and summative assessment/s are aligned to each
other. All formative assessments are aligned to the summative assessment.)
A. Formative assessments during the lesson:
The teacher will have the students show regrouping one ten as 10 ones on place- value mat. If the
majority of the class is not grasping the concept the teacher will go back and reteach. If only a small
group of students aren’t grasping the teacher will pull them for small group instruction.
B. Summative assessment (end of learning segment or unit):
At the end of this learning segment the students will complete an assessment of different subtraction
problems, identifying if that problem requires regrouping or if you can just subtract without regrouping
when solving to find the answer. If the majority of the class is not grasping the concept the teacher will go
back and reteach. If only a small group of students aren’t grasping the teacher will instruct a mini lesson.
VI. Academic Language:
A. Function:
The students will apply the academic language when working with regrouping problems.
B. Content vocabulary (syntax & vocabulary specific to discipline)
● Regroup-​ making groups of ten to add or subtract.
● Rod-​ represents tens place and worth 10.
● Cube-​ represents the ones place and worth 1.
VII​.​ Materials/Candidate Resources
● Base-ten blocks (rods and cubes), Hundreds tens ones mats, Math interactive Slideshow,
Regrouping Video, Elmo, Student’s Math Journals, Pencils, Checklist
VIII. Behavior Expectations:
A. Classroom Management Strategies: ​The teacher will redirect the students back to the teacher
by rhythmic clapping that the students repeat back. The teacher will manage the movement by
grouping students in small groups. The teacher will use the clip up and clip down chart if needed.
B. Safety Concerns:
Choking hazard, cubes are not meant to be placed anywhere but the bins or mats, these cubes are
to be used for math not as toys or to be thrown.
C. Manipulatives & Equipment:
 ● The smartboard, Elmo, base ten blocks

IX. PROCEDURES​ (Be explicit. List anticipated time for each step in the lesson from motivation hook
through closure).
Instructional Strategies:​ For each instructional strategy, describe what you, the teacher will do/say and
what the student/s will do. ​(Note: Add as many additional rows as necessary.)
What the teacher will say/do: What the student is Theorist/ Differentiation (one or
expected to do: Best Practice more of the following
groups – above level;
below level;
VARK/T*

The teacher will have the students sit at The students are Gardner- Audio-
their desks with everything put away and expected to be Multiple Hearing the video
attention to the smartboard for a actively listening Intelligences aloud.
regrouping video. and watching the
video. Marzano- Visual-
Cooperative Seeing the video
Learning projected on the
smartboard.

Gardner- Reading-
Visual-Spatial Closed captions on the
Intelligence video.
The teacher will review the “I can” The students are Gardner- Audio-
statement by telling the students that our expected to be Multiple Hearing the goal of the
goal for today is to be able to regroup a actively listening. Intelligences lesson said aloud.
ten as ones to help us subtract numbers.
Gardner-
Visual-Spatial
Intelligence

Marzano-
Cooperative
Learning.
The teacher will have the students get our The students are Gardner- Audio-
their math journals and pass out base-ten expected to use the Multiple Hearing the
blocks and place value mats to each table. base-ten blocks as Intelligences expectations of the
The teacher will then review expectations for a learning tool, not manipulatives.
using the blocks as a learning model, not for a toy. The students Bloom-
playing. If these are used incorrectly we will will also answer Knowledge
not be able to use them, they are to help with
the teachers
math not to be used to play or build.
The teacher will ask the students
expectation review
“Are these toys?”“Can we build with them?” questions.
“Can we use them to help us with our addition
with regrouping?”
The teacher will read the story problem The students are Gardner- Visual-
aloud to the class, expected to be Multiple See the teacher model
“Adam has 23 sea shells. Then he gives 55 actively engaged, Intelligences using base ten blocks
away. How many shells does Adam have left? answering and mats under the
The teacher will ask the students how questions and Marzano- elmo.
many shells does Adam have before following along Cooperative
giving 5 away? with the teacher, Learning Tactile- Manipulating
Then display the place value mat under using the base-ten blocks.
the elmo to model how to show a manipulatives John Dewey-
two-digit number, 23 (2 tens and 3 ones). correctly. Experiential Audio-
The teacher will ask the students to model the Learning Hearing the problem
same number on their mats.
and numbers aloud
Observing to make sure everyone is showing
the correct number of blocks.
Marzano- and how many tens and
Cooperative ones that number has.
Learning.
The teacher will call a student up to the The students are Gardner- Visual-
smart board to draw a representation of 18 expected to be Multiple Seeing base-ten blocks
in base ten blocks like they have shown on actively engaged, Intelligences on mats.
their mats. checking to make
sure they have the Marzano- Reading-
same amount on Cooperative Use/look math books
their mat. Learning to follow along.

Tactile-
John Dewey- Use base-ten blocks
Experiential and record their
Learning answers on the page.
The teacher will ask the students why they The students are Gardner- Audio-
think we regroup 1 ten as 10 ones then expected to be Multiple Listening to the teacher
explain that regrouping a ten as ones help actively engaged, Intelligences and saying regroup
making subtracting two-digit numbers following along aloud, hearing it said
easier. The teacher will ask the students to with the teacher, Blooms- aloud.
say the word “regroup”. asking questions Understand
when needed. Visual-
Seeing regroup written
on the board.

Reading-
Reading regroup aloud.
The teacher will have the students show The students are Gardner- Visual-
the problem 31-4, asking the students to expected to be Multiple Look at problems
show 3 tens and 1 ones then the teacher actively engaged, Intelligences projected on the board.
will ask the students if they need to following along
regroup? Having the students to regroup with the teacher. Reading-
their ones as tens by putting back 1 ten
and grab 10 ones, the teacher will check to Marzano- Use math page to
make sure all students have 2 tens and 11 Cooperative follow along.
ones on their mats. The teacher will ask Learning
the students to take away 4 ones. What is Tactile-
left? (27). Then have the students copy the Use base-ten blocks
work onto their sheets. John Dewey- and record their
Experiential answers on the page.
Learning
Audio- Listening to
Blooms- the teacher.
Apply

The teacher will repeat the same steps for The students are Gardner- Visual-
problem 2 with the whole group. expected to be Multiple Use problems
actively engaged, Intelligences projected on the board.
27-5 following along
with the teacher. Marzano- Reading-
Regroup? No. Cooperative Use math page to
Learning follow along.
Why? You can subtract 5 from 7.
Tactile-
Answer is 22 John Dewey- Use base-ten blocks
Experiential and record their
Learning answers on the page.

Blooms- Audio-
Apply Listening to the
teacher.
The teacher will model the first practice The students are Gardner- Visual-
problem of the summative assessment expected to be Multiple See math problem
with the students. The teacher will ask the actively engaged, Intelligences projected on the board.
students to show a thumbs-up if they feel following along
ready to do it on their own, or with the teacher. Blooms- Reading-
thumbs-down if they need more practice. Apply Use math page to
If students need more practice, the teacher follow along.
will meet with them on the back table
after giving further directions as a small Tactile-
group. Use base-ten blocks
and record their
answers on the page.
 Before having the students finish the rest The students are Gardner- Tactile- Use base-ten
of the page, the teacher will ask the expected to be Multiple blocks and record
students to flip to the problem solving actively engaged, Intelligences answers on the page.
page (extension activity) and give working
directions and model for that page. The independently. Carol On/Above level-
teacher will tell the students to raise their Tomlinson- will have the choice of
hand when they are finished with problem Differentiatio using the base-ten
#4 to get it checked before moving on to n blocks.
the rest of the page. After completing
problems #5-10 raise your hand to get Blooms- Below level-
work checked before a problem solving Apply and Assigning specific
page which can be done with a partner, Analyze problems to allowing
making sure each person shows work on the use of hundreds
their page. The teacher will monitor and charts. Small group
observe students as they work. instruction.
Use of manipulatives.
The teacher will have the students write in The students will Gardner- Audio-
their math journals to the following write in their math Multiple Hearing the question
prompt. journals to answer Intelligences aloud.
“Why do we sometimes have to regroup 1 the following
ten as 10 ones to subtract?” prompt to show Tactile-
understanding. Writing reflection
*VARK/T = visual, audio-lingual, reading, kinesthetic/tactile learning styles

Day 2
I.​ ​Subject: ​Math​ Topic:​ Subtract from a two-digit number​ Grade Level: ​2nd ​ Date: ​11/21/19
II​. ​Alignment to​ ​Standards:
Ohio’s Learning Standards:
ODE.2.NBT.5 Fluently add and ​subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.
​III.​ ​Central focus of the learning segment:
During this lesson, the students will be able to regroup one ten as ten ones in subtraction
problems, through guided practice, hands-on practice, group work, small group, and independent practice.
IV.​ ​Learning​ ​Objective(s)/Target(s): ​By the end of the class/unit, the students will:
By the end of this unit, the students will be able to use models (base ten blocks) to regroup a ten
as ones in subtraction problems, including word problems, by completing the independence practice on
their own then checking in, in small groups the students will work on problem solving problems that
involve regrouping 1 ten as 10 ones. As well as the students will be writing reflections of each lesson as
well as writing the steps of solving a multi-digit subtraction problem using descriptive writing.
V. Assessment/s​ (Note: Both the learning objective and summative assessment/s are aligned to each
other. All formative assessments are aligned to the summative assessment.)
A. Formative assessments during the lesson:
The teacher will have the students show regrouping one ten as ten ones in an abstract way by crossing out
and rewriting after regrouping in a vertical subtraction problem. If the majority of the class is not grasping
the concept the teacher will go back and reteach. If only a small group of students aren’t grasping the
teacher will pull them for small group instruction.
 B. Summative assessment (end of learning segment or unit):
At the end of this learning segment the students will complete an assessment of different subtraction
problems, identifying if that problem requires regrouping or if you can just subtract without regrouping
when solving to find the answer. If the majority of the class is not grasping the concept the teacher will go
back and reteach. If only a small group of students aren’t grasping the teacher will instruct a mini lesson.
VI. Academic Language:
A. Function:
The students will apply the academic language when working with regrouping problems.
B. Content vocabulary (syntax & vocabulary specific to discipline)
● Regroup-​ making groups of ten to add or subtract.
● Rod-​ represents tens place and worth 10.
● Cube-​ represents the ones place and worth 1.
VII​.​ Materials/Candidate Resources
● Base-ten blocks (rods and cubes), Hundreds tens ones mats, Math interactive slideshow,
Subtraction poem booklets, Elmo, Student’s Math Journals, Pencils, and Checklist
VIII. Behavior Expectations:
A. Classroom Management Strategies: ​The teacher will redirect the students back to the teacher by
rhythmic clapping that the students repeat back. The teacher will manage the movement by
grouping students in small groups.The teacher will use the clip up and clip down chart if needed.
B. Safety Concerns:
Choking hazard, cubes are not meant to be placed anywhere but the bins or mats, these cubes are
to be used for math not as toys or to be thrown.
C. Manipulatives & Equipment:
● The smartboard, Elmo, and base ten blocks

IX. PROCEDURES​ (Be explicit. List anticipated time for each step in the lesson from motivation hook
through closure).
Instructional Strategies:​ For each instructional strategy, describe what you, the teacher will do/say and
what the student/s will do. ​(Note: Add as many additional rows as necessary.)
What the teacher will say/do: What the student Theorist/ Differentiation (one or
is expected to do: Best Practice more of the following
groups – above level;
below level; ESL; urban
or rural disadvantaged);
VARK/T*

The teacher will have the students pull The students are Gardner- Audio-
out their little subtraction poem books expected to be Multiple Hearing the poems aloud.
and go over the poems to help with actively listening Intelligences
regrouping, having the students repeat and repeating the Visual-
them back. poems back to the Marzano- Seeing poems in their
teacher. Cooperative little books and on the
Learning resource board.

Reading-
Gardner- Reading the poems from
Visual-Spatial little book or from the
Intelligence resource board.
The teacher will review the “I can” The students are Gardner- Audio-
statement by telling the students that our expected to be Multiple Hearing the goal of the
goal for today is to be able to regroup a actively listening. Intelligences lesson said aloud.
ten as ones to help us subtract numbers.
Gardner-
Visual-Spatial
Intelligence

Marzano-
Cooperative
Learning.
The teacher will have the students get The students will Gardner- Audio-
our their math journals and open up to open to page 241 Multiple Hearing the page number
the “Explore and Explain” problem on quietly ready to Intelligences aloud.
page 241. listen.
Bloom-
Knowledge
The teacher will ask a student to read The students are Gardner- Visual-
the story problem aloud to the class, expected to be Multiple See the teacher model the
“Jack saw 34 crabs on the beach. Use actively engaged, Intelligences problem on the board.
base-ten blocks to show that number. 8 answering
crabs ran into the water. Regroup and take questions and Marzano- Tactile-
away that many blocks. Draw the blocks
following along Cooperative Writing the problem on
that are left. Write how many cubes were
with the teacher. Learning their paper.
left on the beach?
The teacher will ask the students how
John Dewey- Audio-
many crabs Jack saw? 34 then writing it
Experiential Hearing the problem and
on the smartboard. Then the teacher will
Learning numbers aloud and steps
ask how many crabs ran into the water?
to subtract.
8 crabs ran into the water. Write 34-8
Marzano-
vertically on the board. Asking if there
Cooperative
is more on the top or on the bottom
Learning.
referring back to the poems.
Once the class decides there is more on
the bottom then we have to go next door
and get 10 more the teacher will
demonstrate that on the smartboard.
Reminding the students to make sure to
cross out each number as you regroup.
The teacher will draw a representation The students are Gardner- Visual-
of 26 in base ten blocks to represent the expected to be Multiple Seeing base-ten blocks
number of crabs left then write the actively engaged, Intelligences represented on the board.
number on the line. checking to make
sure they have the Marzano- Reading-
same amount on Cooperative Use/look math page to
their page. Learning follow along.

Tactile-
John Dewey- Use base-ten blocks and
Experiential record their answers on
Learning the page.

The teacher will have the students turn The students are Gardner- Visual-
to the see and show page. Going over expected to be Multiple Seeing the steps projected
each step to subtraction aloud with the actively engaged, Intelligences on the board and on their
class, discussing each step. following along page.
with the teacher. Marzano-
Cooperative Reading-
Learning Use math page to follow
along.
John Dewey-
Experiential Audio- Listening to the
Learning teacher discuss each step.

Blooms- Apply
The teacher will model the first two The students are Gardner- Visual-
practice problems with the students. expected to be Multiple See math problem
1. 23-5= actively engaged, Intelligences projected on the board,
2. 58-4= following along seeing each step
Asking the students to refer back to their with the teacher. Blooms- Apply modeled.
poems when looking at each problem.
The teacher will ask the students to Reading-
show a thumbs-up if they feel ready to Use math page to follow
do it on their own, or thumbs-down if along.
they need more practice. If a small
amount of students need more practice, Tactile-
the teacher will meet with them on the Solving each problem on
back table after giving further directions their page writing the
as a small group. If a larger amount of answer, showing work.
students say they need more practice the
teacher will do another practice problem Audio-
going step by step to solve. Listening to the teacher.
 Before having the students finish the The students are Gardner- Tactile- Use base-ten
rest of the page or to go to a small group expected to be Multiple blocks and record
instruction group , the teacher will ask actively engaged, Intelligences answers on the page.
the students to flip to the problem working
solving page (extension activity) and independently. Carol Tomlinson- On/Above level-
give directions and model for that page. Differentiation will have the choice of
The teacher will tell the students to raise using the base-ten blocks.
their hand when they are finished with Blooms- Apply
problem #4 to get it checked before and Analyze Below level-
moving on to the rest of the page. After Assigning specific
completing problems #5-14 raise your problems to allowing use
hand to get work checked before of hundreds chart.
problem solving page which can be Small group instruction.
done with a partner, making sure each Use of manipulatives.
person shows work on their page. The
teacher will monitor and observe
students as they work.
The teacher will have the students write The students will Gardner- Audio-
in their math journals to the following write in their math Multiple Hearing the question
prompt. journals to answer Intelligences aloud.
“Write out the steps of subtraction?” the following
prompt to show Tactile-
understanding. Writing reflection
*VARK/T = visual, audio-lingual, reading, kinesthetic/tactile learning styles

Day 3
I.​ ​Subject: ​Math​ Topic:​ Subtracting two-digit numbers​ Grade Level: ​2nd ​ Date: ​11/22/19
II​. ​Alignment to​ ​Standards:
A. Ohio’s Learning Standards:
ODE.2.NBT.5 Fluently add and ​subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.
III.​ ​Central focus of the learning segment:
During this lesson, the students will be able to regroup one ten as ten ones in two digit subtraction
problems, through guided practice, hands-on practice, group work, small group, and independent practice.
IV.​ ​Learning​ ​Objective(s)/Target(s): ​By the end of the class/unit, the students will:
By the end of this unit, the students will be able to use models (base ten blocks) to regroup a ten
as ones in subtraction problems, including word problems, by completing the independence practice on
their own then checking in, in small groups the students will work on problem solving problems that
involve regrouping 1 ten as 10 ones. As well as the students will be writing reflections of each lesson as
well as writing the steps of solving a multi-digit subtraction problem using descriptive writing.
V. Assessment/s​ (Note: Both the learning objective and summative assessment/s are aligned to each
other. All formative assessments are aligned to the summative assessment.)
A. Formative assessments during the lesson:
The teacher will have the students show regrouping one ten as ten ones in an abstract way by crossing out
and rewriting after regrouping in a vertical subtraction problem without using base-ten blocks. If the
majority of the class is not grasping the concept the teacher will go back and reteach. If only a small
group of students aren’t grasping the teacher will pull them for small group instruction.
B. Summative assessment (end of learning segment or unit):
At the end of this learning segment the students will complete an assessment of different subtraction
problems, identifying if that problem requires regrouping or if you can just subtract without regrouping
when solving to find the answer. If the majority of the class is not grasping the concept the teacher will go
back and reteach. If only a small group of students aren’t grasping the teacher will instruct a mini lesson.
VI. Academic Language:
A. Function:
The students will apply the academic language when working with regrouping problems.
B. Content vocabulary (syntax & vocabulary specific to discipline)
● Subtraction:​ taking away a number from a bigger number.
● Regroup-​ making groups of ten to add or subtract.
VII​.​ Materials/Candidate Resources
● Math interactive slideshow, Subtraction poem booklets, Elmo, Student’s Math Journals, Pencils,
and Checklist
VIII. Behavior Expectations:
A. Classroom Management Strategies: ​The teacher will redirect the students back to the teacher
by rhythmic clapping that the students repeat back. The teacher will manage the movement by
grouping students in small groups.The teacher will use the clip up and clip down chart if needed.
B. Safety Concerns:
Choking hazard, cubes are not meant to be placed anywhere but the bins or mats, these cubes are
to be used for math not as toys or to be thrown.
C. Manipulatives & Equipment:
The smartboard and Elmo

IX. PROCEDURES​ (Be explicit. List anticipated time for each step in the lesson from motivation hook
through closure).
Instructional Strategies:​ For each instructional strategy, describe what you, the teacher will do/say and
what the student/s will do. ​(Note: Add as many additional rows as necessary.)
What the teacher will say/do: What the student Theorist/ Differentiation (one or more of
is expected to do: Best Practice the following groups – above
level; below level; ESL; urban
or rural disadvantaged);
VARK/T*

The teacher will have the students The students are Gardner- Audio-
pull out their little subtraction poem expected to be Multiple Hearing the poems aloud.
books and review the poems that actively listening Intelligences
help with regrouping, having the and repeating the Visual-
students repeat them back. poems back to Marzano- Seeing poems in their little
the teacher. Cooperative books and on the resource
Learning board.

Gardner- Reading-
Visual-Spatia Reading the poems from little
l Intelligence book or from the resource
board.
The teacher will review the “I can” The students are Gardner- Audio-
statement by telling the students expected to be Multiple Hearing the goal of the lesson
that our goal for today is to be able actively Intelligences said aloud.
to regroup a ten as ones to help us listening.
subtract numbers. Gardner-
Visual-Spatia
l Intelligence

Marzano-
Cooperative
Learning.
The teacher will have the students The students will Gardner- Audio-
get our their math journals and open open to page 249 Multiple Hearing the page number
up to the “Explore and Explain” quietly ready to Intelligences aloud.
problem on page 249. listen.
The teacher will explain that the Bloom-
process of regrouping doesn’t Knowledge
change even though we are
subtracting a two digit number from
a two digit number.
The teacher will ask a student to The students are Gardner- Visual-
read the story problem aloud to the expected to be Multiple See the teacher model the
class, actively engaged, Intelligences problem on the board.
“There are 42 people swimming at the answering
pool. Use base-ten blocks to show those questions and Marzano- Tactile-
people. 13 people go hoe. Take away following along Cooperative Writing the problem on their
13 base ten blocks from 42. Regroup if
with the teacher. Learning paper.
needed. Draw the base-ten blocks that
are left in the chart on the paper. Write
how many people are left. How many John Dewey- Audio-
people are left at the pool?” Experiential Hearing the problem and
The teacher will ask the students Learning numbers aloud and steps to
how many people were swimming subtract.
at the pool? 42 then writing it on Marzano-
the smartboard. Then the teacher Cooperative
will ask how many people went Learning.
home? 13 Write 42-13 vertically on
the board. Asking if there is more
on the top or on the bottom
referring back to the poems.
Once the class decides there is more
on the bottom then we have to go
next door and get 10 more the
teacher will demonstrate that on the
smartboard.
*Reminding the students to make sure
to cross out each number as you
regroup.

The teacher will call a student up to The students are Gardner- Visual-
the smart board to draw a expected to be Multiple Seeing base-ten blocks
representation of 29 in base ten actively engaged, Intelligences represented on the board.
blocks to represent the number of checking to make
people left at the pool then write the sure they have Marzano- Reading-
number on the line. the same amount Cooperative Use/look math page to follow
on their page. Learning along.

John Dewey- Tactile-

Experiential Use base-ten blocks and record
Learning their answers on the page.
The teacher will have the students The students are Gardner- Visual-
turn to the see and show page. expected to be Multiple Seeing the steps projected on
Going over each step to subtraction actively engaged, Intelligences the board and on their page.
aloud with the class, discussing following along
each step. with the teacher. Marzano- Reading-
Cooperative Use math page to follow along.
Learning
Audio- Listening to the
John Dewey- teacher discuss each step.
Experiential
Learning

Blooms-
Apply
The teacher will model the first two The students are Gardner- Visual-
practice problems with the students expected to be Multiple See math problem projected on
step by step calling on students to actively engaged, Intelligences the board, seeing each step
answer. following along modeled.
1. 35-17= with the teacher. Blooms-
2. 47-24= Apply Reading-
Asking the students to refer back to Use math page to follow along.
their poems when looking at each
problem. Tactile-
The teacher will ask the students to Solving each problem on their
show a thumbs-up if they feel ready page writing the answer,
to do it on their own, or showing work.
thumbs-down if they need more
practice. If a small amount of Audio-
students need more practice, the Listening to the teacher.
teacher will meet with them on the
back table after giving further
directions as a small group. If a
larger amount of students say they
 need more practice the teacher will
do another practice problem going
step by step to solve.
Before having the students finish The students are Gardner- Tactile- Use base-ten blocks
the rest of the page or to go to a expected to be Multiple and record answers on the
small group instruction group , the actively engaged, Intelligences page.
teacher will ask the students to flip working
to the problem solving page independently. Carol On/Above level-
(extension activity) and give Tomlinson- will have the choice of using
directions and model for that page. Differentiatio the base-ten blocks.
The teacher will tell the students to n
raise their hand when they are Below level-
finished with problem #5 to get it Blooms- Assigning specific problems to
checked before moving on to the Apply and allowing use of hundreds chart.
rest of the page. After completing Analyze Small group instruction.
problems #6-14 raise your hand to Use of manipulatives.
get work checked before problem
solving page which can be done
with a partner, making sure each
person shows work on their page.
The teacher will monitor and
observe students as they work.
The teacher will have the students The students will Gardner- Audio-
write in their math journals to the write in their Multiple Hearing the question aloud.
following prompt. math journals to Intelligences
“Explain how the process of answer the Tactile-
regrouping doesn’t change no matter following prompt Writing reflection
how many digits are in the numbers to show
that you are subtracting?”
understanding.
After the lesson is complete the The students will Blooms- Tactile-
teacher will give the students the complete the Apply Writing and showing work to
summative assessment. summative the subtraction problems on the
assessment to assessment.
show
understanding Audio-
before moving Hearing directions said aloud.
onto the next
lesson. Reading-
Reading the problems on the
paper aloud to themselves
quietly if needed.
*VARK/T = visual, audio-lingual, reading, kinesthetic/tactile learning styles
​Check List Class: ​Miss Sapara  
Numbers:    Regrouping 1 ten (rod)  Regroup  Summative 
for 10 ones (cubes) on  Abstractly   Assessment  
place value mat  

1,001  Vinny B.       

1,002  Crystal B.       

1,003  Aubrie C.       

1,004  Pranav C.       

1,005  Lila D.       

1,006  Evie E.       

1,007  Alex F.       

1,008  Bella G.       

1,009  Khyree H.       

1,010  Jade H.       

1,011  Noor J.       

1,012  Brady K.       

1,013  Georgeo M.       

1,014  Maggie M.       

1,015   Luke M.       

1,017  Madison N.       

1,019  Helen S.       

1,020  Jovani S.        

1,021  Jake S.       

1,022  Noah T.       

1,023  Kevon W.        

1,0024  David K.       

Key: (√ satisfactory) (- needs improvement)