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College of Education Lesson Plan Template Teacher Candidate: Jessica

Date and Time of Lesson: 10/9/14 at 8:40 a.m.

School: Ninety-Six Elementary

Subject/Grade Level:

Math/3rd Grade

Description of Lesson: The student will be able to perform 4-digit subtraction with regrouping. Students will understand that addition and subtraction are related operations that can be used to check the accuracy of their work. Lesson Title or Essential Question that guides the lesson: How are the operations of subtraction and addition related? Curriculum Standards Addressed: CCSS 3.NBT.A.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Lesson Objective(s): The student will be able to perform 4-digit subtraction with regrouping. Students will understand that addition and subtraction are related operations that can be used to check the accuracy of their work.

Assessment(s) of the Objectives: Pre: I will ask students what they about regrouping and place value (ones, tens, hundreds). During: I will walk around and check progress, and conference with students about their work. After: Students will complete Independent practice and I will walk around to check for correctness before going over the answers.

Materials/Resources: My Math book, pencils, dry erase markers, dice, place value worksheets Prerequisites (Prior Knowledge): Social-How to interact and listen to other students Cognitive- Be able to perform the operations of subtraction and addition with multiple digits. Emotional-Be able to communicate and interact with other classmates and teacher. Physical- My Math book, pencils, dry erase markers, dice, place value mats

Procedures: 1. I will begin by reminding students what we have been talking about the last few days. Subtraction with regrouping. When we are performing subtraction, in what place value do we begin? Ask for a volunteer to give a 3-digit number. Ask what number is in the ones, tens, and hundreds place. Ask for another volunteer to give a smaller 3-digit number. Then have class walk through how to perform the subtraction problems. How Revised 9.03.14

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6. 7.

do you know this is the correct answer? Next, I ask the student materials helper to assist me in ing out one place value mat, one dry erase marker, and one die to each pair of students. I will then model how we will use all the materials for our introduction to four digit numbers and subtraction. Before we begin the activity, I will ask students to label their place value mats appropriately with “ones, tens, hundreds, and thousands.” I will explain that one partner will be in charge of rolling and one in charge of writing on the place value mat. The one partner in charge of the die will roll it four times. Each time you roll the die, you will write the number rolled in the place value chart. After the first roll, you will write whatever number you get in the ones column. Second roll, in the tens, third in the hundreds and fourth in the thousands. So, you will be rolling it a total of four times for the first number. The person who is not rolling the die will be writing the numbers in the chart after each roll is completed. After the first 4-digit number has been completed, the partners will switch jobs. Repeat the process for the second number, only this time we will only do a 3-digit number. After you and your partner set up your problem, you will work together to solve. Students will check their work by adding from top to bottom. This activity will be repeated 3-4 times. After this activity has been completed, I will again ask the student materials helper to help me pick up the materials used for the activity. Students will complete example problems 1 & 2 on pages 165-166 in “Math in My World” as a class on the Promethium board. I will out place value worksheets and students will complete the guided practice on page 166 together. Students will copy the guided practice problems onto the place value worksheets. We will work through them together, and check with addition. I will then ask students to take out their math books, and complete the Independent Practice numbers 2-7 on page 167. I will walk around and monitor student progress then go over the correct answers. We will then complete numbers 10, 11, and 13 on page 168. Students will then tear out pages 165-170 to be stapled for their homework and placed in their red homework folder.

Activity Analysis: The activity with the place value mats and dice goes hand-in-hand with the standard, “Fluently add and

subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.” Students are using the dice to create numbers, that way they play an active role in the math lesson. They are also working together to complete the problem.

Differentiation/Accommodations/Modifications/Increases in Rigor Accommodations will be made for students with visual impairments by having the text projected on the Promethium board, and allowing them to move closer to the board if needed. Group work and discussions will be used rather than just individual work. For students who demonstrate mastery, I will give them extra problems. These will all be subtraction problems and will consist of two, four-digit numbers. Revised 9.03.14

References: Mrs. Reynolds, http://ed.sc.gov/agency/programsservices/190/documents/CCSSI_MathStandards.pdf.

Revised 9.03.14