Subtraction With Regrouping Lesson Plan 2014

Lesson Planning Math
Math Lesson Plan #2: Place Value and Subtraction Integration

Lesson Objective(s):
Students will be able to solve subtraction problems that involve regrouping by
using manipulatives
Students will be able to represent numbers in different ways (ex. 475 can be 4
hundreds, 7 tens, and 5 ones or 3 hundreds 17 tens and 5 ones)
Students will be able to explain why you can regroup in the standard algorithm
and what that means
Students will be able to explain how many 1s are in a 10 and how many 1s and
10s are in 100
District Outcome(s) and/or State/National Standard(s)
3.C.1: Add and subtract whole numbers fluently within 1000.
3.NS.1: Read and write whole numbers up to 10,000. Use words, models, standard form
and expanded form to represent and show equivalent forms of whole numbers up to
10,000.
Lesson Prerequisites and pre-assessment of students:
Students will need to already have a basic understanding of base ten and base ten
language when working with numbers. Students will also need to be able to use the
standard subtraction algorithm. Students previously developed base ten knowledge and
language in last weeks (10/2) lesson and have demonstrated their ability to use the
standard subtraction algorithm in our FAIs and previous lesson plans.
Materials:
Printed out base ten blocks for 9 groups. Each group will have: 9 hundreds, 20
tens, and 20 ones put inside a ziplock bag.
3 clear tubs labeled hundreds, tens and ones
5 gallon bags
32 Small bags
600 counters
9 base ten charts copied
Document Camera
Recording Answers worksheet 19 copies
4 hundreds, 8 tens and 5 ones of base ten blocks
Launch
We will begin the lesson by placing a one, ten and hundred on the document camera. We will
review with the students by asking them: How many ones are in a one, ten and hundred? How
many tens are in a hundred? Next we will write the number 361 on the board and ask for a
volunteer to write and say the number in base ten language. Lastly, we will ask for another
volunteer to make 361 with base ten blocks on the document camera and explain what they did.
Next we will direct the students attention to the front of the room. We will have set up 3 tubs
labeled hundreds, tens and ones. We will have previously split up the number 361 with our
popcorn kernel counters into 3 bags of 100, 6 bags of ten and one bag of one. In each bag of 100
there are ten bags of ten popcorn kernels. We will show the students how we have split up 361
popcorn kernels into 3 100s, 6 tens and 1 one in our tubs in front of the class, we will record this
amount on the board. We will refer back to when they answered how many 1s are in 1, 10, and
100 and how many 10s are in a hundred. Then, well ask, How many 10s are in the number
361? We expect students to not be able to answer this question, so we will then model counting
our 10s by counting the 10s in the hundreds tub and the bags in the 10s tub. If students start
counting by tens such as 10,20,30,40 We will tell them that yes that is a way we can count tens
but we want to count the groups of ten not the individual kernels. Then we will begin again
counting the groups of ten. We will record 36 tens and 1 one on the board. So we counted 36
tens and 1 one, is that number still 361? No matter what the students answer, we will
demonstrate that it is the exact same amount of popcorn kernels. Well do this by pouring all of
the popcorn kernels from the individual bag into the ones tub. Do we still have the same
number? Students should say yes because they will see that all the popcorn kernels are still
present. We will record 361 ones on the board. We will reiterate this idea by saying now we
have 361 ones, but this is the same as 3 hundreds, 6 tens, 1 one or 36 tens and 1 one. We will
record on the board 3 hundreds, 6 tens and 1 one = 36 tens and 1 one=361 ones. As you can see
from our example we can break up any number into different combinations of ones, tens or
hundreds. Now you and your partner are going to try to break up a number in 2 different ways on
your own.
We will evaluate if students understand the task based on their responses to our model of
breaking numbers apart. We will look for basic knowledge that numbers can be made up of
different combinations of ones, tens and hundreds. The goals and expectations will be clear
because we modeled an example of the task to the class.
Approximate Time: 15 Minutes

Investigation
Students will be paired based on ability, which Mrs. Melwid will have decided. Each pair will
be given 9 hundreds, 20 tens, and 20 ones in base-ten blocks and a base ten chart. The number
that the pair will receive will be based on their ability. So, we will hand each pair a notecard
with a different number. The pairs will be asked to break up their number in two different ways
using the base-ten blocks and the base ten chart. Then, they must show their two different ways
to an IU teacher, who will check their work, before they record the number in base-ten language
on the handout. Before partner groups begin, we will explain the worksheet by putting it up on
the document camera. We will explain that the worksheet is only for recording answers after they
have solved the problem with the blocks for part 1 of the activity or the top of the worksheet.
After partners have finished recording their 2 ways they broke up the number, they will share
how they broke up their number with the partner group sitting across from them. An IU teacher
will monitor this to make sure students are on task.
Once each group has completed their 2 ways of breaking up the numbers and recorded their
answers on the handout, we will call the class back together as a group. Do you guys know any
reasons why we break up numbers in math? Students will respond. Well, we actually break up
numbers when we are borrowing during an addition or subtraction problem.
Using our base ten tubs in front of the classroom we will model 223-170 both on the board with
the borrowing method and with what is going on with the blocks when we do so. For example
when we do 2-7 we will model turning a hundred into ten tens and add this to the tens tub.
Now, we have 12 tens, so we can take away 7 tens.
Next, we will ask the students to get in pairs again and we will be giving each pair another
number which they will subtract from the previous number they had. We will ask them to create
the number with their blocks and subtract modeling what they are doing when they borrow on
the bottom half of the worksheet with the blocks. The students will be required to check their
work with an IU teacher.
If students are struggling, guiding questions can be used as hints. For example, you can really
break down the problem, like we did when we were modeling and first just ask students How
many hundreds are there, how many tens, how many ones? Or, if they are past this, we can ask
How can we turn this hundred into tens? Guiding questions, such as these, will likely get the
student back on track. In order to observe students thinking, we will pay attention to how they
group the blocks. Can they only do it in the two ways we modeled? Then, when they are
subtracting, do they choose a method that is efficient and effective?
Summarize
We will summarize by calling the class together once again after they have finished their
subtraction problem. We will then ask students discussion questions. Why would we want to
choose different ways of breaking up numbers? How has breaking up numbers helped you
better understand borrowing? Are there any other kinds of math problems where we break up
numbers? We will record their ideas on the board. If students are not paying attention to the
classmate that is sharing we will utilize the repeating talk move. We will ask the student who
isnt paying attention to explain what their classmate said in their own words. If the student is
unable to do so we will ask the student to ask his classmate to explain again. We will then ask
the student to explain in his own words what the classmate said again. This will send the
message to the class to pay attention.
Adaptations:
Gearing Up:
Students with higher mathematical abilities will be paired and given a more challenging number
to break apart and subtract from. Furthermore, if students finish breaking apart a number or
subtracting quickly they can switch numbers with another team to try the process with another
number.
Gearing Down:
Students with lower mathematical abilities will be paired and given an easier number to break
apart and subtract from. Furthermore, if they are unable to break the number apart two different
ways, they can focus on breaking the number apart one different way.

Subtraction With Regrouping Lesson Plan 2014

Uploaded by

Copyright:

Available Formats

Subtraction With Regrouping Lesson Plan 2014

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Subtraction With Regrouping Lesson Plan 2014

Uploaded by

Copyright:

Available Formats

Lesson Planning Math

Math Lesson Plan #2: Place Value and Subtraction Integration

4 hundreds, 8 tens and 5 ones of base ten blocks

Approximate Time: 15 Minutes

You might also like