Paraprofessional Plan

May 16th, 2016

Mid Morning Math Group
Setting and Materials
Setting:
When: 10:30-11:00
Where: Back of the classroom at the kidney bean table
Lesson Objective: When given base ten blocks and 3 subtraction problems
without regrouping, students will be able to represent the problems using the blocks and
will be able to talk about the numbers in terms of place value with 100% accuracy on 3
consecutive occasions.
Write all subtraction problems in this format

Materials:

poster

Base ten blocks

Whiteboards
Dry erase markers
Erasers
Behavior expectations poster
Lesson target poster
Mastery measure
Pencils
Lesson Opening (10:30-10:35)
Gaining attention: Your attention in 5, 4, 3, 2, 1. Hands free, eyes on me.
Communicating behavior expectations: Use the behavior expectations on the
Hands free when someone is talking, blocks are for solving math
problems, ask before you use someone elses blocks
Call on a student to read the first behavior expectation
Explain what is meant by the rule, giving examples and nonexamples. Ex. So right now, I am talking, meaning all of your hands should be
free.
Thank students for following the direction and prompt students
who are not following the direction
Repeat for the rest of the directions, calling on different students to
read the expectation
Goal and plan: Use the target poster

I can use place value to name and subtract numbers.

Have students read the target along with you

Explain, Today, we are going to be using base ten blocks to help

us talk about numbers and do subtraction
Lesson Body (10:35-10:55)
Teacher Tasks
Student Tasks
Introduce the vocabulary:
Place value: the placement of a
Students chorally repeat the v
digit in a number tells its value
Ones place: the only or furthest
right digit, tells how many single units are in a
number
Tens place: the digit to the left of
the ones place, tells how many groups of ten are
in a number
Show this concept by asking students to identify
the number 4, then add a 0, making it 40 and ask for the
number again.
Students identify the number
Under 40, write, 4 tens and 0 ones. Tell students
40
they will be referring to numbers by their amounts of tens
and ones instead of their normal names.
Test understanding by writing a few numbers and
having the students write the amounts of tens and ones
on their whiteboards.
Show the students how to solve a double digit by
double digit subtraction problem using base ten blocks,
show the answer in the blocks and on the whiteboard
On whiteboards, students writ
Vertically write 45-32
the amounts of tens and ones.
Represent the ones and tens from
the top number with blocks
Take away the bottom number
from what you have
Tell them to always start with the
ones place, write the answer in the ones place
Then subtract the tens, write the
answer in the tens place
Write another subtraction problem and have the
students talk you through how to do it (57-24)
Give students a double-digit by double-digit
addition problem to solve on their own. Remind them to
show their answers with the blocks and on their
whiteboards in tens and ones (38-14)
If there are different answers, have
students show how they solved the problem
Repeat 2 more times (64-41 and 23-11)
Students talk you through solv
problem using base ten blocks
Working independently, stude
subtraction problem using base ten b

the answer on their whiteboards in te

Evaluation (10:55-11:00)
Give the following mastery measure. Remind students to use their base ten blocks to solve the
problems.

Name: _________________
Use base ten blocks to solve these problems

42
-21
Tens left over:______
Ones left over:______

56
-35

38
-25

Tens left over:______

Ones left over:______

Tens left over:______

Ones left over:______

Data Collection
Record each students score on the mastery measure for 3 consecutive days (#facts correct/3)
Student

Day 1

Day 2

Day 3

Student A

/3

/3

/3

Student B

/3

/3

/3

Student C

/3

/3

/3

Student D

/3

/3

/3

Graph the results of each student on separate graphs.