https://padlet.com/mgalasieski37/b4invts8jd0c Double Digit Subtraction with Regrouping 2nd Grade en-us 2017-04-28 04:56:08 UTC 2026-01-05 12:25:06 UTC hello@padlet.com mgalasieski37 https://padlet.com/mgalasieski37/b4invts8jd0c/wish/168798782
-Unit Goal: Each of my 2nd graders will achieve 50% growth as measured by class activities and a worksheet at the end of this unit to check for understanding.

-Daily Lesson Objectives:
     -SWBAT review double digit subtraction w/o regrouping.
     -SWBAT break apart 1 digit subtrahend in order to be able to subtract it from a 2-digit number 
     -SWBAT break apart a 2 digit subtrahend in order to be able to subtract it from a 2-digit number. 
     -SWBAT identify steps in determining when to regroup in subtraction by completing a foldable. 
     -SWBAT solve 2 digit subtraction with regrouping problems by using base ten blocks. 
     -SWBAT solve 2 digit subtraction problems using regrouping. ]]> 2017-04-28 04:58:58 UTC https://padlet.com/mgalasieski37/b4invts8jd0c/wish/168798782 mgalasieski37 https://padlet.com/mgalasieski37/b4invts8jd0c/wish/168799396 -Strategies used to invest and motivate students:
         -Use of data: The data from my pre test as well as data from different formative assessments was used to invest in my students. I was able to see what areas my students were still struggling in and work my way forward.
       -Base Ten Blocks: My students love it when we get to do things hands on and fun within the lessons, so I incorporated base ten blocks as a strategy for them to use to help solve the subtraction problems.
      -Making a foldable about subtraction: I decided to incorporate a foldable in this unit to show how you know when to regroup and when not to when subtracting. The foldable also included different examples of types of problems that matched each description of the foldable.

-How/When these strategies were implemented:
  -The base ten blocks were implemented after we reviewed subtraction with no regrouping, and how to break apart/decompose numbers in the ones place into simpler subtraction problems. I used it to show the process of regrouping, so we took the tens and ones and showed them being regrouped, and then later showed the subtraction.
-The foldable was implemented as an end of the unit activity to show the students all the different ways we can subtract. The students were involved in making their own, and I had mine completed for their reference as well. I gave this to them right before we took our assessment, because I wanted them to recognize when we need to regroup.

-Impact on Outcomes:
-All of these strategies had an impact on the outcome of my students' progress. At first I thought that the base ten blocks would tell help them with understanding the regrouping process, but they ended up getting confused by it, so I had to switch to a more concrete step-by-step approach. With the data aspect, it really helped me see where my students were struggling. I was able to see that 2 of my students needed a little more assistance in recognizing that when we regroup from the tens, we actually lose a ten. I briefly had to adjust and bring my focus back to that specific step. The foldable had a positive impact on them and they were able to recognize how to spot regrouping which was one of my goals for them. 

]]> 2017-04-28 05:09:08 UTC https://padlet.com/mgalasieski37/b4invts8jd0c/wish/168799396 mgalasieski37 https://padlet.com/mgalasieski37/b4invts8jd0c/wish/168801519 -Strategies that lead to student achievement:
  -Partner work/collaboration: When were were reviewing how to do the standard algorithm method to solve these problems, I let my students work together to solve some problems. I think it greatly led to their growth because they were able to help each other out and tell each other if they disagreed with how they went about solving it. They were able to contribute to the success of not only themselves, but their peers and it made me really happy to see that.
-Extra time for subtraction facts review: I noticed a few days in that we needed to back track for a day and review basic subtract facts. I pulled out some flashcards that my mentor teacher has in her classroom and did a speed drill with my students. This was very beneficial to review based on their current skill level and knowledge of number sense.
-Keeping it at grade level: Since I'm in a resource classroom, my biggest challenge all semester was to keep my lessons appropriate to their grade level, even though some of my them are a grade or 2 behind. We are not in a self-contained setting, so I can't modify the curriculum I have to simply review what they are learning in their classroom and accommodate that with their IEP. So I had to make sure that I was teaching them grade level content, while making accommodations that met their needs. This is a skill that I will need to carry with me no matter where I go in my teaching career.

-Growth mindset achievement:
-Throughout my unit I constantly stressed the importance of how I am not looking for them to master this topic, but rather grow in our skills and get better practice at it. A lot of my students have the mentality of, well if I did it wrong then I failed, and I have to be the one that steps in and says we all make mistakes and it will help us learn better in the end. So my goal was to get them out of that fixed mindset to "this is hard I can't do it" to this is a learning process for all of us, and we're all here to get better and to grow. ]]> 2017-04-28 05:44:31 UTC https://padlet.com/mgalasieski37/b4invts8jd0c/wish/168801519 mgalasieski37 https://padlet.com/mgalasieski37/b4invts8jd0c/wish/168804074 -My innovative strategy:
-The innovative strategy I used with my students to motivate them/help them with the content was telling a story with the subtraction problems and relating back to real life scenarios. I would use stories such as, "I didn't have enough plates for my party this weekend so I had to go next door to my neighbor and see if they had any I could borrow." I also taught them that to show the regrouping, or our neighbor bringing the supplies over back to our house, we can draw an arrow to show that process. Ever since I did that, they went ahead and repeated that with every problem we did. My students are pretty visual so I think that really clicked with the and they were able to draw out some of the steps and see the step they were supposed to take. I think all of this impacted their learning because they were able to relate it back it to real life and apply it to real life scenarios. ]]> 2017-04-28 06:17:39 UTC https://padlet.com/mgalasieski37/b4invts8jd0c/wish/168804074 mgalasieski37 https://padlet.com/mgalasieski37/b4invts8jd0c/wish/168806811 -4 key take aways:
1.) Be flexible with your planning: If there's one thing I learned from my placement and just this course in general, its that things will not always go as planned and you have to be able to adjust accordingly. Some things may look good on paper (lesson plan) but you never know how your students are going to respond to it. This is a skill that will never go away as long as I'm a teacher so I feel like if I'm taking the time to learn about it now, I will be better prepared for it in the future.
2.) Time management: I did not master this skill this semester by any means, but it has opened my eyes to just how crucial it is to plan things out and allow time for everything. I think that also come with managing time for yourself as well. We get so wrapped up in everything we have to do, we forget that we have to find time to relax too. I would like to do a better job at managing my time next semester, and I think this experience this semester will help with that.
3.) Trust yourself! You know so much more than you realize and it does you no good to always psych yourself out all the time. I know I struggled with this, this semester and it throws you off if you don't have faith in yourself. How I'd like to apply it into the future would be to walk in to every day/lesson with total confidence. Even if the lesson or day doesn't go as well as you hoped, you can start fresh the next day. We have come this far, so we have to trust that we know what we're doing. 
4.) Data, Data, Data!! Being in a special education placement this semester has emphasized the concept of data, because pretty much everything revolves around it. It is your proof and without it, you own;t get very far. It not only drives instruction, but it keeps a running record of how your students are doing and monitors their progress. For the future, I will always have to remember to document pretty much everything in case parents, co-workers, or my principal walks in and asks for specifics on how a student is doing.]]> 2017-04-28 06:41:32 UTC https://padlet.com/mgalasieski37/b4invts8jd0c/wish/168806811