David Knapp

Lesson Plan Remedial 3rdgrade

Daily Lesson Plan for: T
Lesson # 5

Date:

Standards(s):
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on
place values, properties of operations, and/or the relationships between addition and subtraction.
SMP #1Make sense of problems and persevere in solving them.
SMP #4 Model with mathematics
*** Math ideas
Subtraction of 2 digit numbers with and without regrouping
Basic math facts: addition & subtraction
Goal(s)/Objective(s):
T will be able to determine whether regrouping will be necessary in a given subtraction problem.
T will be able to demonstrate the standard algorithm for addition and subtraction.
Materials

Activities

Teacher Notes:

Engage:
(1-2 minutes) informal getting to know you
conversation
Review:
Brief discussion of concepts from last lesson
Teacher Instruction:
Part #1
Point out the base ten block manipulatives to T
and remind him to use them as reference to
reinforce the idea of the base ten system.
Subtraction strategy: place value
This lesson will focus on helping T learn to use
the standard algorithm accurately.
Use

We will start with a review of addition without

Use base 10
blocks, both the

Base 10
manipulatives
for all
problems
before T
recording
anything on
paper
Written
prompts

White board
Dry erase
markers
and/or
paper
pencil

regrouping using base 10 manipulatives to

represent his work on the following prompts:
A) 12 + 15
B) 37 + 11
C) 53 + 26
D) 18 + 71

Emphasize the
trades in terms
of ones, tens,
hundreds to help T
understand the
place and value

Then move to addition with regrouping in only

one place value (usually ones to tens);
A) 37 + 45

Touch Math
should be
avoided.

B) 77 + 19
C) 73 + 72
D) 82 + 39

Then connect the motions he is making to a way

of recording his motions on paper (this becomes
the standard algorithm).

Use
Base 10
manipulatives
For all
problems
before T
recording
anything on
paper

concrete and
drawing them to
help solve the
problems.

I am again
telling you to say
3-digit numbers
correctly. 933 is
NOT said "nine
hundred and
thirty-three."
That is a terrible
habit.

REMEMBER:
NO

and

Minus not take away

Regroup not borrow

We will then move to subtraction without

regrouping using base 10 manipulatives to
represent his work on the following prompts:
A) 25 - 13
B) 78 - 24
C) 38 - 16

Remember:

D) 98 - 25

NO AND when
saying 3 digit
numbers

Then move to subtraction with regrouping in

only one place value (usually ones to tens);
A) 72 - 18
B) 103 - 23
C) 85 - 37
D) 98 - 47

Then connect the motions he is making to a way

of recording his motions on paper (this becomes
the standard algorithm).

One hundred
three minus
twenty three

*** Depending on progress/performance we will

then work with 2-3 digit numbers using the same
method beginning with addition that does not
require regrouping, then addition that requires
regrouping to the hundreds moving to
subtraction that requires regrouping in the
hundreds.

Remember:
NO AND when
saying 3 digit
numbers

Using base ten manipulatives for ALL problems

before recording the problems in standard
algorithm format.
A) Three hundred
plus fifty three
Prompts:
A) 300 + 53
B) 373 + 16

B) Three hundred
seventy three plus
sixteen
C) Two hundred
fifty plus thirty
eight

C) 250 + 38
D) Three hundred
seventy seven
minus sixty two
D) 377 - 62

E) Three hundred
seventy three
minus twenty
nine

E) 373 - 29
F) 710 - 397

F) Seven hundred
ten minus three
hundred ninety
seven

G) 632 - 219
H) 817 - 127
REMEMBER:
NO

and

Minus not take away

Regroup not borrow

G) Six hundred
thirty two minus
two hundred
nineteen
H) Eight hundred
seventeen minus
one hundred
twenty seven

Part #2
(no more than 5 mins)
Place value practice/application/review in
game format
Lesson Closure:
Ask T to restate what concepts we covered
(verbal journaling/reflection) ** Check for
understanding.
Final Note:
** It has been great working with you T..
(gift)

GIFT