Lesson Plan : Subtraction using Pairs Check
Teacher Name: | Aracely Luna |
Grade: | Grade 2 |
Subject: | Math |
Topic: | Subtraction |
Content: | Cooperative Learning Strategy: Pairs Check Worksheet Rationale: When using pairs check the students have a chance to work out the problem instantly and see what they did wrong. I also chose those because the class as a whole needs to unite and work together because I have noticed they have trouble working with each other. Ch. 10 Mastery Structures Pairs Check Instructions: You are to work in pairs. Person one in the pair is to do the first problem, while person two acts as a coach. Coaches, if you agree that person one has done the first problem correctly, give him or her some praise, and then switch roles. When you have both finished the first two problems, do not continue. You need first to check with the other pair. If you don�t agree on the first two problems, figure out what went wrong. When both pairs agree on the first two problems, give a team handshake, and then proceed to the next two problems. Remember to switch roles after each problem. Person one does the odd numbered problems: person two the even numbered problems. After every two problems check with the other pair. If one pair finishes early, get out your Base 10 blocks and build your answer. |
Goals: | My goal is to give the students an opportunity to work with one another and learn from one another. TEKS: 2.3 A, B, C |
Objectives: | The learner will subtract two-digit numbers using models, decide whether re-grouping is necessary and check his/her answer by using addition. |
Materials: | Pairs Check Worksheet Tens and ones models |
Introduction: | Problem of the Day: Tell how many a. sneakers in 1 pair. b. Wheels on 1 car. c. Fingers on 1 hand. d. Ones in 1 ten. What do they all add up to? |
Development: | � Write 31 on the board and have children model it, using tens and ones models and a workmat labeled Tens and Ones. � Tell children to subtract 17. Have a volunteer write a subtraction sentence on the board for the problem 31 � 17. � Remind children to regroup the ones first, telling how many tens and ones they have. ( 2 tens and 11 ones) � Have children subtract the ones and then the tens and tell how many are left. (14) Have a volunteer write the difference on the chalkboard. Repeat with other problems. |
Practice: | � Say: There were 21 sea horses in the bay. Sixteen swam away. How many were left? Draw a tens and ones chart on the chalkboard and write 21-16. � Have children write the problem on their charts, leaving room above the numbers. � Model crossing out the 21 and regrouping it as 1 ten and 11 ones. Have children do the same. � Call on a volunteer to subtract the ones and tell what 21- 16 is. (5) Repeat with other problems. |
Accommodations: | There are two students that have not been successful in groups and working with others in general in the classroom. These children sit by themselves in the back of the room. If they still cannot work with another student during Check Pairs, then they can work on it with either the teacher or student teacher. |
Checking For Understanding: | Have children discuss the problems that did not require regrouping. |
Closure: | Discuss when regrouping is necessary and the correct way of writing add/subtraction problems: 34 or 34 - 9 - 9 |
Evaluation: | The Check Pairs subtraction sheet can be used for assessment and take notes as they work with manipulatives. |
Teacher Reflections: | I wrote in the subtraction problems and made copies of the pairs check worksheet to use it in a subtraction lesson. The students have been having trouble with subtracting and regrouping. When the students worked in pairs they helped each other figure out the problem if they didn�t agree with the answers. I think it�s a better strategy than the traditional way of switching with your partner because they mark the wrong answers with an X but they usually don�t get a chance to go back and look at the problems they missed. They also really enjoy working in groups using the last cooperative learning strategy: Numbered Heads Together. They have permanent groups and everyone has a number. Now I use Numbered Heads Together almost every day. When I don�t use this strategy, they remind me about it. I have also learned that these strategies can be integrated into any subject. |
| Create New Lesson Plan | Lesson Plan Center |