Lesson title: Subtraction Story Problems (Day Two)

Objective (s):

Students
Students
Students
Students

will
will
will
will

model how to add and subtract 2- and 3-digit numbers with regrouping.
identify which numbers in the subtraction problems are being subtracted
choose what number goes on the top and bottom while subtracting
solve individuals story problems

Unit Outcomes:

The students will represent and solve problems involving addition and subtraction and add and
subtract within 20.

The students will use addition and subtraction within 100 to solve one- and two-step word problems

The students will develop an algorithm for regrouping/trading in subtraction problems

Background Knowledge:
Students should have had prior experiences and/or instruction with addition and subtraction of two-digit
numbers without regrouping.

Students should also have experience regrouping using base-ten blocks. Success with this task relies on
student understandings of collections of objects in sets of ten as well as their understanding of how this
relates to place value.
Students need to have had multiple experiences playing both the Building 100 and Busting 100 games
(mentioned previously in the unit before I taught this one).
They were designed to give students the opportunity to experience the action of addition and the action
of subtraction and how these two actions are opposite (inverse) operations.

Essential Questions:
How can we model and solve subtraction problems with and without regrouping
Can we change the order of numbers we subtract? Why or why not?

 How can we solve problems mentally? What strategies help us with this?
How can mental math strategies, for example, estimation and benchmark number, help us when
adding and subtracting with regrouping?
Materials:
Whiteboards
Erasers
Dry erase makers
Individual Story Problem worksheet
Story problem pre-test
Grouping

Large group, partners

Assessment:

Informal Formative Assessment: teacher observations during whiteboard practice problems and story
problem pre-test, thumbs up and thumbs down during practice problems
Formal Assessment: story problem pre-test that will be graded before the next days lesson

Meeting the needs of various learners/accommodations:

High Level Students:
Students who are on a higher level can be given a differentiated practice story problem that contains three
or more digits.
Low Level Students:
Students who are on a lower level can be given a differentiated practice story problem that does not
contain regrouping. The lower level students will also have direct access to one of the co-teachers that will

be located at the kidney table. Lower level learners will also have access to base ten blocks so they can
represent and see how regrouping works with manipulatives.
ELL Students:
Do not use flamboyant language while speaking to the whole group. When walking around and asking the
students questions, the teacher should make sure to speak slowly enough for students to comprehend
everything that is being said. The teacher should make sure that he or she is referring to the classroom
subtraction charts that contain key math vocabulary words, phrases, and are accompanied by illustrations.
ELL students will also have access to base ten block if needed. Wait time will be increased when the
teacher asks direct questions to ELL students or have groups that contains ELL students.
Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:
First, lets start with our I can statements
The teacher will lead the I can statements and have the class repeat after him or her.
Raise your hand if you can tell me a strategy you can use while regrouping?
Give the students a few second to remember what strategies they like to use.
The teacher will want to reference the subtraction strategies chart if the students do not mention all of the
strategies listed in the classroom.
Inform the class that we will be practicing regrouping as a class and that they can get out their whiteboards,
markers, and erasers and make their way to the Smartboard/Elmo at the front of the room.

Instruction:

The teacher can set up a few practice problems at the Elmo and project them onto the Smartboard for the class to
see.

25-13=
57-22=
23-17=
37-29=
44-19=

The teacher should work through the first one for the students, the next few with the students, and the last few
should be done individually by the students.
Once all of the practice problems have been worked through and there are not any questions, the teacher can
dismiss the students back to their individual desks.
Upon reaching their desks, the teacher can give the instructions for the Individual Story Problem worksheet.
Before beginning the worksheet, the teacher can ask the students to chorally read the story problems as a class.
(READING)
After instruction has been given, the students can work on their Individual Story Problem worksheet.

Practice:
While students are working on their Individual Story Problem worksheet, the teacher can walk around and ask
questions like:

What are you trying to find out?

How many problems did Julie have to solve for homework?
How many problems has Julie already solved?
What number do you need to represent on your place value mat first? Why?
How many will you take away/remove? Why?
What did you notice about the ones? What will you have to do in order to subtract? Can you regroup them in
any way? How will this help?

How many tens do you have now? What digit is now in the tens place? What is the value of that digit?
How many ones do you have now? What digit is now in the ones place? What is the value of that digit?
Can you explain the strategies you are using to solve this problem?
Is there a way you can check your answer? After students have solved the problem, pull the class together for
a class discussion. Allow several students to demonstrate their processes using the white board or the
overhead projector.

After finishing the story problem, the teacher can pull the class together to have a discussion. Allow
several students to demonstrate their processes using the white board or the overhead projector.
Next, the students will return to their desks and the teacher will hand out the Subtraction with Regrouping
Pre-Test. This pre-test will focus on the traditional regrouping strategy that most of the students will not
know yet. The teacher will be testing the students understanding and to gauge who needs additional help
and who needs advanced lessons.
The students will hand in the Subtraction with Regrouping Pre-Test to the finished work cubbie so it can be
graded.
Upon completion, the teacher can pull up Go Noodle and give the students a brain break.
Closing;
Great job today!
Can someone tell me why understanding how to regroup might be important in the future?
Give several students the opportunity to share their strategies with the rest of the class.
Inform the class that we will continue to work on subtraction with regrouping tomorrow and that we have a fun
modeling activity to do.

After Assessment:

The teacher will review which students struggled and succeeded during the practice problem time,
individual time, and pre-test time. The teacher will grade the Subtraction with Regrouping Pre-Test and
determine which students struggled and need to be in the small group tomorrow and which students
exceeded and need a differentiated work for tomorrow.