INSTRUCTIONAL PLAN WORKSHEET

Teacher: Miss. Osborne____ Subject/Lesson Title: Subtraction with regrouping_ Grade: 3rd Curriculum Context/Rationale: The students have been learning subtraction without regrouping in the classroom as part of the third grade curriculum. The students are now getting ready to begin learning how to solve subtraction problems with regrouping. EALRs/GLEs/PEs/Common Core Standards: CCSS.Math.Content.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 or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Short Term Learning Targets/Objective(s) for This Lesson: When given five problems involving subtracting a one-digit number from a two-digit number with regrouping, student will subtract 5/5 problems, with 100% accuracy on three consecutive occasions. Academic Language Objectives: Key Language 1. Regrouping: when you borrow a number from one column to another. 2. Difference: the quantity remaining Students will need to be able to explain their answer when asked. Language Supports: I will review the vocabulary words before the lesson with the students. Assessment Plan & Rationale for Assessments (Why these types?): Pre-Assessment: Students were given a pre-assessment before beginning this unit. The preassessment was a combination of subtraction problems with and without regrouping. Formative Assessment: Students will be asked to give a one-finger for yes and two-fingers for no on how comfortable they feel about the concept. The students will also use white-boards during lessons so I will be monitoring their work on the white boards. Summative Assessment: At the end of the lesson, the students will have the opportunity to work on a practice activity. Then at the end of the practice activities and review day, the students will take a lesson evaluation that will consist of ten problems. The students are expected to pass with 100% accuracy on three separate occasions. Student Voice: Students will be given exit slips at the end of the practice activity. They will fill them out to let me know how they are feeling about the concept.

INSTRUCTIONAL SEQUENCE Activating Prior Knowledge: In class, we have been concentrating on solving subtraction without regrouping. Can someone show me how to solve this subtraction problem that I have on the board? I will call on a student to come up and solve the subtraction problem. Communicating Learning Targets: Today, we are going to begin learning how to solve subtraction problems that require us to regroup. Can anyone tell me what regrouping means? I will call on students to answer the question. Learning Experiences: Time Teacher & Student Tasks Part A: When to Rename 1. (Write the following problem on the board) 75 -49 Teacher: Heres a rule about renaming with subtraction problems: When we take away more than we start with, we must ungroup. My turn, when must we ungroup? When we take away more than we start with. Teacher: Your turn. When do we ungroup? Student: When we take away more than we start with. (Repeat statement with students until they can say it by themselves.) 2. Teacher: (Point to the 5.) What number are we starting with in the ones column? Student: 5 Teacher: Were starting with 5 and taking away 9. Must we ungroup? (Pause and signal.) Student: Yes Teacher: Right, we have to ungroup because were taking away more than we start with; 9 is more than 5. 3. (Write the following problem on the board.) 75 -43 Teacher: What number are we starting with in the ones column?

30-45 min.

Student: 5 Teacher: What are we taking away? Student: 3 Teacher: Must we ungroup if we take away 3? (Pause, signal.) Student: No Teacher: We dont ungroup. Were not taking away more than we start with. 4. (Write the next problem on the board.) 38 -27 Teacher: What are we starting out with in the ones column? Student: 8 Teacher: What are we taking away? Student: 7 Teacher: Must we ungroup? (Pause, signal.) Student: No Teacher: Why? Student: Were not taking away more than we start with. 5. (Repeat step 4 with these problems.) 38 42 42 42 -29 -37 -30 -33 (Give individual turns to several children.) Part B: Steps in Ungrouping 1. (Write these problems on the board.) 53 -26 75 -28 92 -15

(Point to the first problem.) Read this problem. Student: 53-26 Teacher: The ones column tells us to start with 3 and take away 6. What does the ones column tell us to do? Student: Start with 3 and take away 6 Teacher: Do we ungroup? (Pause, signal.) Student: Yes Teacher: Right. We start with 3 and take away more than 3.

2. Heres how we ungroup: Teacher: First we borrow a ten from the 5 tens. What do we do first? Student: Borrow a ten from the 5 tens. Teacher: Next we put that ten with the 3 ones. What do we do next? Student: Put that ten with the 3 ones. (Repeat steps 1 and 2 with the second and third problems.) 3. Teacher: Lets go back to the first problem. Read it. Student: 53-26 Teacher: What does the ones column tell us to do? Student: Start with 3 and take away 6. Teacher: Do we ungroup? Student: Yes 4. Teacher: Tell me how we ungroup? What do we di first? Student: Borrow a ten from the 5 tens. Teacher: What do we do next? Student: Put that ten with the 3 ones. (Repeat steps 3 and 4 with ungrouping problems.) Part C: Structured Board Presentation 1. (Write this problem on the board.) 53 -26 Teacher: Read the problem. Student: 53-26 Teacher: What does the ones column tell us to do? Student: Start with 3 and take away 6. Teacher: Do we ungroup? (Pause, signal.) Student: Yes To correct: What are we starting with in the ones column? Are we taking away more than 3? So, do we rename? 2. Teacher: What do we do first ungroup? Student: Borrow a ten from the 5 tens. Teacher: (Point to 5.) If we borrow 1 ten from the 5 tens, how many tens will be left? Student: 4 tens Teacher: So I cross out the 5 and write 4 to show that 4 tens are left.

(Cross out 5 and write 4.) 3. Teacher: We borrowed a ten. What do we do next? Student: Put the ten with the 3 ones. Teacher: Right, put the ten with the 3 ones. (Write 1 in front of 3.) Now we have 13 in the ones column. Figure out what 13-6 is. (Pause.) Whats 13-6? (Pause, signal.) Student: 7 Teacher: We write the 7 in the ones column. (Write 7 under the line.) 4. Teacher: The tens column says 4 tens minus 2 tens. How many is 4 tens minus 2 tens? (Pause, signal.) Student: 2 tens Teacher: We write 2 in the tens column. (Write 2 under the line.) 5. Teacher: What is 53 take away 26? Student: 27 (Repeat steps 1-5 with ungrouping problems.) Part D: Structured Worksheet 1. (Give students worksheets with these problems.) 92 86 64 - 35 - 17 -49 Teacher: Read the first problem on your worksheet. Student: 92-35 2. Teacher: What does the ones column tell you to do? Student: Start with 2 and take away 5. Teacher: Do you ungroup? (Pause, signal.) Student: Yes 3. Teacher: What do you do first to ungroup? Student: Borrow a ten from the 9 tens. Teacher: If you borrow a ten from the 9 tens, how many will be left? Student: 8 Teacher: So cross out the 9 and write 8 above it. (Check papers.) Students: (Cross out the 9 and write 8.) 4. Teacher: What do you do now? Student: Put the ten with the 2 ones.

Teacher: Do that. Put the ten with the 2 ones. (Check papers.) How many do you have in the ones column? Student: 12 5. Teacher: What is 12-5? (Pause, signal.) Student: 7 Teacher: Write 7 under the line in the ones column. 6. Teacher: Look at the tens column. What does the tens column tell us to do? Student: Start with 8 and take away 3. Teacher: What is 8 tens minus 3 tens? Student: 5 tens Teacher: Write 5 under the line in the tens column. 7. Teacher: How many is 92 take away 35? Student: 57 (Repeat steps 1-7 with remaining problems.) Part E: Less Structured Worksheet 1. (Give students a worksheet with a mixture of subtraction problems that do and do not require ungrouping.) 84 95 46 56 78 42 34 58 - 23 -38 - 8 - 32 -38 -26 -26 -52 Touch problem 1 2. Read the problem. 3. Teacher: Look at the ones column and get ready to tell me if you need to ungroup? (Pause.) Must you ungroup? (If the answer is yes, present step 4. If the answer is no, go to step 5.) Student: No 4. Teacher: Where do you get the ten from? How many tens will you have left? 5. Work the problem. (Repeat steps 1-5 with remaining problems.)

Closure In about five minutes, we are going to need to clean up so that we can go to PE. Today we learned how to solve subtraction problems with regrouping. We solved problems where we subtracted a one-digit number from two-digit numbers. Before you line up, make sure that you turn in your exit ticket. Put either a smiley face, or a sad face to answer the questions. This will help me know if you understand what we learned today.

Classroom Management: Students will be reminded of appropriate third grade behavior Students will be in their seats with the white boards. Students will be told to keep the marker lids on the markers till the teacher tells them that they can remove them. Students will be asked to share their answers with the class when called upon. Students will be asked to explain how they got their answer when asked. Instructional & Assessment Accommodations/Modifications for Diverse Learners: For students who need extra help with the lesson, I will have them work with me at the back table in a small group. For students who found this lesson easy, I will have extra practice activities in the front of the class for them to work on. Instructional Materials, Community Resources, and Technology: White boards White board markers Practice Activity Document camera School/Home Interactions (if applicable):