Name _____________________________________

Date _______________

MATH/LITERATURE LESSON PLAN TEMPLATE

Grade: 3

Topic: Subtracting with Zeros

TEACHING AND LEARNING OBJECTIVES

Lesson Objective(s): The students recently learned how to subtract with zeros using the standard
algorithm. The students will be introduced to a fun, related book called A Place For Zero to help
them understand more about zeros place in our number system. In this lesson the students use what
they learn about the number zero and will learn a fast, simple invented strategy for regrouping when
solving multi-digit subtraction problems with two or more zeros. By the end of the lesson, students
will known multiple different strategies to solve multi-digit subtraction problems. They should be
able to present the strategy in a clear and readable way and be able to solve it using the multiple
steps.

Massachusetts Math Frameworks & Common Core related to this Lesson: (Process &
Content)
Massachusetts Math Frameworks:
3.NBT: Number and Operations in Base Ten: Use place value understanding and properties
of operations to perform multi-digit arithmetic.
1. Use place value understanding to round whole numbers to nearest 10 or 100.
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.
Common Core:
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.3.1: Ask and answer questions to demonstrate understanding of a text
referring explicitly to the text as the basis for the answers
CCSS.ELA-LITERACY.RL.3.3: Describe a character in a story (e.g. their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events

NCTM Standards that relate to this Lesson (Process & Content)

Content Standards: In all grade 3-5 all students should:
- Understand the place-value structure of the base-ten number system and be able to represent and
compare whole numbers and decimals.
- Recognize equivalent representations for the same number and generate them by decomposing and
composing numbers.
Process Standards:
Problem Solving:
- Apply and adapt a variety of appropriate strategies to solve problems
- Monitor and reflect on the process of mathematical problem solving
Reasoning and Proof:
- Select and use various types of reasoning and methods of proof
Communication:
- Organize and consolidate their mathematical thinking through communication
- Communicate their mathematical thinking coherently and clear to peers, teachers, and others

LITERATURE
Brief Book Summary: (Include book title and author)
The book A Place for Zero: A Math Adventure by: Angeline Sparagna LoPresti is a fiction story
based on the number zero who lives in Digitaria with the other numbers. Their favorite game to play
is called Addemup. Zero is unsure of his identity because he cant play the game with the other
numbers and he has nothing to add. He takes a journey to find his place in among the numbers.
He meets people along the way who help him learn how valuable he really is. The author uses lots of
humor throughout the story to describe the emotions zero feels when he thinks he has nothing to
add to the other numbers. The colorful illustrations make the story engaging for the readers. The
story is a great introductory lesson in math, to help the students engage and understand the
importance of the number zero.

LESSON

Opening: (Describe in detail how you will prepare the students for this lesson.)
1. For the beginning of the lesson, the teacher will refresh the students memory o subtraction and
ask them to show and explain how to regroup when there are zeros in the numbers you start with
using the standard algorithm. In their math journals, the students will draw or write to show how
they solve a three digit numbers with zeros. As they are solving the problem they will also be writing
the steps on how they are solving it using their math vocabulary. The teacher will ask a student to
share and explain how they solved the problem.
Word Problem: Dean has a book with 504 pages in it. She has read 178 pages so far. How many
more pages does she still have to read?
2. The teacher introduces the book A Place for Zero: A Math Adventure by Angeline Sparagna
LoPresti. The teacher will read the book as a whole class. Then the class will discuss important
events in the book by asking the potential discussion questions:
- Do we think zero will find its place?
- What do you know about the number zero?
- How is the number zero useful in creating other numbers?
- What happens to a number when you add, subtract, or multiply zeros?
- How did zero find his place?
- Where do you think Zeros place is?
The students will quickly write in their Math Journals to explain their understanding of the meaning
of zero. They will respond to Zeros feelings in the beginning or end of the story. Then the students
will pair and share with a classmate.

During Lesson: (Explain the step-by-step details you will follow. Include specific instructional strategies,
methods, student groupings, actions, activities and questions you will ask.)

1. After the discussion on A Place for Zero, the teacher will introduce the lesson of the day,
which is learning a fast, simple strategy for regrouping when solving four digit subtraction
problems with two or more zeros.
2. The teacher will prompt the essential question: How do you regroup when there is zero in
the numbers you start with.
3. The teacher will have a student share how they would solve a problem in the standard
algorithm that the students learned in the previous lesson.
Problem Example: 6084-4568=?
4. The students know that if they dont have enough ones to regroup a ten. They know if they
dont have any tens to regroup a hundred. They regroup in the tens place. But students
always make the mistake of taking from the tens before they add a ten to the ones place.
5. The teacher introduces a new invented strategy to the students that is a fast and simple
strategy to subtract 4 digit problems with two more zeros.
6. Start with a simple problem: 403-247=?
7. Then move to a more complex problem: 3000-678=?
Simple Problem:
-

403-247 (Do I need to regroup?) Yes, but there are no tens. The teacher will review with the
students 400 ones is the same as 40 tens and 4 hundreds.
403-247 (There are 40 tens. Take away one ten and give it to the ones).
393+10-247
3913-247=156

Complex Problem
- 3000-678 (Do we need to regroup?)
- 3000-678
- 29910-678=2322
Once the students understand and are able to solve four-digit subtraction with two or more zeros
using the new strategy, the teacher will turn the room into the land of Digitaria game board. The
students will be in teams of three or four. The students are the game pieces. Each team will pick
what number value they want to be (1s, 2s, 3s, or 4s). Explain to the students that each team must
take Zeros journey around the land to find their identities. The teacher will give a subtraction
problem to the students. Each student on the team will solve the problem using the new strategy on
his or her dry erase boards. After, the students will compare their answers, and then lock in their
answers in the math machine. If teams get the answer correct, the team moves as many spaces as
the dice shows. If teams get the answer incorrect, the team stays where they are on the game board.
After each problem, the teacher will have a team explain their method of getting the answer. The
first team to reach the Kingdom of Multiplus and complete their journey wins. The teacher can do a
practice run so all the students fully understand.
1. The teacher gives on-level problems to start. If students are answering the problems
correctly and not too quickly, then the teacher can continue to give these types of problems
until the teacher feels the students has mastered the on-level problems.
2. If students are having difficulties with on-level problems the students will receive step
down problems. Once the students have mastered these problems and the teacher feels
confident, they will move back up to the on level.
3. If students continue to have success in these problems, they will move on to the step up
problems. If the students are mastering these problems, they will stay with these for the
remainder of the game.

Closing: At the end of the game, the teacher will prompt questions to the students: How do we feel
about the new strategy we learned? Have the students give a non-verbal response on how confident
they feel with the new strategy. Ask the students about the game: Does anybody have any ideas how
to make the game better or want to share what they liked and disliked about the game?
Assessment: The teacher will check if the students are correctly regrouping with zeros in four digit
numbers when they are working on problems as a group, on their dry erase boards, and discussing
each problem during the game. Students should be permitted and encouraged to use strategies that
makes sense to them.