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Subject: Mathematics
Semester: 1
Period: 3
Week: 14
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 2
Date: Week 14
Lesson Duration: 45 minutes
Week & Period: Week 14, Period 3
Topic: Subtraction
Sub-topic: Subtraction of Two-Digit Numbers Without Regrouping
Learning Objectives
By the end of the lesson, students should be able to:
Subtract two-digit numbers without borrowing
Solve real-life problems using subtraction
Previous Knowledge
Students already know subtraction of one-digit numbers
Instructional Materials
Mathematics textbook for Grade 2
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher writes 8 – 5 = ? on the board. Learners solve quickly. Teacher explains that today they will learn subtraction of two-digit numbers without regrouping.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Subtraction means taking away from a number. When no regrouping is needed, the digits in each column can be subtracted directly.
Example 1 (Vertical):
46
– 12
———
34
Step 1: Subtract the units (6 – 2 = 4).
Step 2: Subtract the tens (4 – 1 = 3).
Example 2 (Story Problem):
There are 52 pupils in class. 21 are boys. How many are girls?
52 – 21 = 31
Learners’ Activities (Expanded):
Pair work: subtract using number lines and flashcards
Solve subtraction problems in notebooks
Story problems based on attendance data
Assessment Checks:
What is 44 – 11?
Solve 65 – 23.
Notes (Expanded & Detailed):
Subtraction without regrouping is direct subtraction of digits in units and tens. Real-life problems help pupils connect math to daily life.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Pupils recap that subtraction is taking away and can be done without regrouping when units and tens can be subtracted directly.
Evaluation Method (Expanded):
Exit slip/quiz: Solve 72 – 31.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Solve: (i) 53 – 21 (ii) 64 – 22 (iii) 91 – 41
Follow-up Activity:
Students ask parents about family attendance at an event and subtract numbers of males from total to find number of females.
Differentiation / Inclusive Strategies
Give more guided examples for struggling learners. Use peer support for practice.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low