Clinical Math Lesson Plan-

Chelsea Houser
Subject: 2nd Grade Math Central Focus: Subtracting within 1000

Common Core Objective: Date taught: March 27, 2017

2.NBT.B.7 Add and subtract within 1000,

using concrete models or drawings and
strategies based on place value, properties of
operations, and/or the relationship between
addition and subtraction; relate the strategy
to a written method. Understand that in
adding and subtracting three-digit numbers,
one adds and subtracts hundreds and
hundreds, tens and tens, ones and ones; and
sometimes it is necessary to compose or
decompose tens or hundreds.

Daily Lesson Objective:

Performance- Students will be able to correctly find the difference of a three digit
subtraction problem (without regrouping) using a strategy of their choice.

Conditions- Students will work independently.

Criteria- Students are expected to earn 16 out of 20 points on a exit ticket.

Prerequisite knowledge and skills needed:

In order to succeed the students need to have an understanding of single-digit and two-digit
addition to ensure that they understand how multiple digit addition problems are completed.
The students also need to have an understanding of single-digit and two digit-subtraction to
ensure that they have an understanding of how subtraction problems with more than one digit
are solved.

Activity Description of Activities and Setting Time

1. Engage Use flashcards that have single digit addition problems to 5-10 minutes
review subtraction facts with the class. Have the
students to line up and each one will answer a
subtraction fact. Give each child the chance to answer at
least one subtraction fact, if possible two. Have the
student to answer the question on the flashcard as fast
as possible. Set a time goal for the class. For the first
 round have a goal of three minutes. For the second round
set a goal of one a half or two minutes if the students
were able to meet the three minute goal (if the students
did not meet the three minute goal attempt to meet this
goal again). If the students gets their subtraction fact
correct they will go to their desk. If the student
incorrectly answers their subtraction fact they will go to
the back of the line to try again.

Questions:

Do you think we can get through the entire

class by our goal time?
How do you think we can complete this
activity in our goal time next time?

2. Explore Divide the students into groups (based on the students 15-20
table groups). Each group will have approximately four minutes
(including solutions students. Three subtraction word problems will be
of major tasks) distributed to the six centers around the room. There will
be two stations for each of the problems. At each stations
the student will write the equation, solve the problem
using a strategy that they have learned (blocks, chart),
write a sentence restating their answer, and write a
sentence stating why their strategy works. While the
students are completing the activity the teacher will be
walking around the room monitoring the students
progress. The problems that the students will solve are
as follows:

1. Emanuel has 264 pencils. Cardin has 152

pencils. How many more pencils does Emanuel
have?
2. Aleiram has 576 books. Reilly has 211
books. How many more books does Aleiram have?
3. Sidney wrote 475 stories. Ronald wrote 362
stories. How many fewer stories did Ronald write?

The students can complete these problems in their math

notebook or on a sheet of notebook paper. For this
activity within the groups the students can work with
their whole table groups, in pairs, or individually. An
example of the expected student outcome is pictured
below.
 Questions:

What strategy did you use to solve this

problem?
How do you know that your strategy
worked?
What equation does this problem represent?
Which problem do you think is the hardest
to solve?

3. Explain To summarize the students exploratory work the class 10-15

will review the problems on the SmartBoard. The minutes
students will have the chance to come up to the board
and solve the problems. Have students to show the
equation and how to solve the problem on the
SmartBoard. Discuss why the strategy worked and how
to state the answer as a question as a class. The teacher
can write these statements on the SmartBoard or only
verbally discuss these.

Questions:

What is another strategy that we could use

to solve this problem?
How do you know which number goes first
(or last) in the equation?
How would you restate the answer in a
sentence?

4. Elaborate/Extend Struggling Students- For struggling students I will modify

the activities in the lesson to use two digit numbers
instead of three digit numbers. The teacher will work with
small this small group as needed during the independent
practice time.

Students who are ready for a challenge- Students who

are ready for a challenge will write their own word
problem and find the solution.

5. Evaluate The exit ticket will be composed of two questions, which 10 minutes
will include:
(assessment
1. Jekhori has 674 toy cars. Avion has 331 toy
methods) cars. How many more toy cars does Jakhori have
than Avion?
2. DeNasia has 748 marbles. Zachary has 231
marbles. How many fewer marbles does Zachary
have?

The students will be expected to draw (blocks, diagram)

to solve the given equation. The two word problems will
be projected on the SmartBoard.

Grading- Each question on the exit ticket will be worth 10

(3 points for the drawing, 2 points for the equation, 2

point for a sentence restating their answer, 3 points for a
sentence explaining why their works).

points, for a total of 20 points. Students are expected to

earn 16 out of 20 points.

Rubric for grading exit ticket:

M P D
e a o
e rt e
ts ia s
B ll N
e y o
n M t
c e M
h e e
m ts e
a B t
r e B
k n e
c n
h c
m h
a m
r a
k r
k

D T T T
r h h h
a e e e
w st st st
in u u u
g d d d
( e e e
3 n n n
p t t t
oi h h d
n a a o
ts s s e
) a a s
d d n
r r o
a a t
w w h
in in a
g g v
t , e
h b a
a u d
t t r
c it a
o d w
rr o in
e e g
c s .
tl n (
y o 0
s t p
h r oi
o e n
w p ts
s r )
t e
h s
e e
a n
n t
s t
w h
e e
r. c
( o
3 rr
p e
oi c
n t
ts a
) n
s
w
e
 r.
(
2
p
oi
n
ts
)

E T T T
q h h h
u e e e
a st st st
ti u u u
o d d d
n e e e
( n n n
2 t ts t
p w w d
oi ri ri o
n t t e
ts e e s
) s s n
t a o
h n t
e e w
c q ri
o u t
rr a e
e ti a
c o n
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e , q
q b u
u u a
a t ti
ti n o
o o n
n t .
f t (
o h 0
r e p
t c oi
h o n
e rr ts
p e )
r c
o t
bl e
e q
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. a
( ti
2 o
p n
oi f
n o
ts r
) t
h
e
p
r
o
bl
e
m
.
(
1
p
oi
n
t)

S T T T
e h h h
n e e e
t st st st
e u u u
n d d d
c e e e
e n n n
r t t t
e w w d
st ri ri o
a t t e
ti e e s
n s s n
g a a o
t s s t
h e e w
ei n n ri
r t t t
a e e e
n n n a
s c c s
w e e e
e t t n
r h h t
( a a e
2 t t n
p c d c
oi o o e
n rr e t
ts e s o
) c n r
tl o e
y t st
r c a
e o t
st rr e
a e t
t c h
e tl ei
s y r
t r a
h e n
ei st s
r a w
a t e
n e r.
s t (
w h 0
e ei p
r. r oi
( a n
2 n ts
p s )
oi w
n e
ts r.
) (
1
p
oi
n
t)

S T T T
e h h h
n e e e
t st st st
e u u u
n d d d
c e e e
e n n n
e t t t
x f e d
pl ul x o
 ai ly pl e
ni e ai s
n x n n
g pl s o
w ai w t
h n h e
y s y x
t w p pl
h h a ai
ei y rt n
r t o w
st h f h
r ei t y
a r h t
t st ei h
e r r ei
g a st r
y t r st
w e a r
o g t a
r y e t
k w g e
s o y g
( r w y
3 k o w
p s. r o
oi ( k r
n 3 s. k
ts p ( s.
) oi 2 (
n p 0
ts oi p
) n oi
ts n
) ts
)
Materials/Technology: SmartBoard, projector, computer, math notebooks or notebook paper for
the students, pencils, word problems printed out, exit ticket