2nd observation
Lesson Topic: Subtracting 2 Two-digit Numbers with Regrouping Date: 7/15/25
Taught: Subtracting 2 Two-digit Numbers with Regrouping
What went well: I used some boom cards at the beginning of the lesson to guide the students through the process. They worked out great because they had the equation, base-ten blocks, and steps laid out on the slide. Both students seem to like this way of introducing the concepts of borrowing and regrouping. I used the whiteboard in zoom to have both students work on different examples. They were able to work through each problem and explain their thinking. They enjoyed using the whiteboard, I think they feel like they are in control when they get to write on the whiteboard. I went over the independent practice sheet with them before they started working. This sheet did not have the subtraction symbol so I pointed that out to make sure they understood they were to subtract. I also pointed out that the two-digit numbers were put on a grid to show the ones and tens place. We also talked about how there was a spot for borrowing and regrouping at the top of each problem. After the practice, the students went on to solve 8 2 two-digit subtraction problems. One student finished early and smoothly transitioned to the early finisher activity. I think that my positive feedback helped the students build their math confidence. I think that the quick feedback I gave while they were working out problems helped them identify an error and how to fix it. I was able to clear up a misunderstanding about the tens place with a student by doing this.
What did not go as planned:
We colored and cut out some base-ten block printable yesterday. Unfortunately I did not see a student who needed to use them utilize them. I reminded the students to use the base-ten printable, draw base-ten blocks, or use touchpoints but I do not think this student did. Therefor, he made some mistakes when representing what in the tens place after borrowing a ten.
The students were to practice the process and solve three equations each on the screen. One student was really on a roll while the other student was struggling with regrouping the tens place during the practice. The student was able to explain each step of the process but the other student was not listening to her. He will still working on finding the differences. I think if that student was listening, it would have helped that student understand the process better.
How to change for subsequent lessons:
I could have had the early finisher work on more of the boom cards while the other student caught up. Then the student would have gotten the chance to hear the other student explain the process in kid language. I need to figure out how to share boom cards with students so that they could use them for practice.
Amy, it sounds like you had a great lesson plan! I like how you used the Boom cards to introduce the lesson and keep the students engaged. How did you get them to work on problems at the same time on the whiteboard? I agree that sometimes when students listen to other students explain their reasoning and process it tends to be more effective. I have had coworkers post the link for the Boom Cards for students to complete, and then they told the students just to take a screen shot of their score.
ReplyDeleteI really liked the use of the Boom Cards. It was a great lesson and you modeled the steps very well.
ReplyDeleteAmy, this was once again another great lesson! These two students while on the same grade level are on different math levels so you did a great job meeting both students needs. I like your use of boom cards and the whiteboard. My students also love the whiteboard.
ReplyDeleteFrom Tina Hathaway: "Hi Amy. I like how you incorporated boom cards to introduce the lesson. As for the student that fell behind, I think every teacher encounters the same questions and tries their best to keep the student engaged. I like how you tried your best to not leave the student behind."
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