Your Name:

Janice Miller

Subject: Math
Materials Needed:

Grade Level: 3
Lesson Title: Trade first subtraction, day 2

Base 10 blocks, white construction paper, pencils, markers, Elmo.

Standard(s): Use place value understanding and properties of operations to perform multi-digit arithmetic.
I can use trade first subtraction to solve a subtraction problem.
Lesson Objective(s):

I can use trade first subtraction to solve a subtraction problem

1. Provide objectives: (What are students going to learn?)

I can use trade first subtraction to solve a subtraction problem.

2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)

Students to carpet for start of lesson. Begin review of trade first subtraction from previous day by
representing the following numbers with base 10 blocks; take student volunteers to complete this task.
721 and 194.
So what are we doing again? And why do you think its called trade first subtraction? Right, we need to
do all the trades first. So whats our first step? Take student volunteers to start trade first subtraction
and finish process with student direction and representing the actions with base 10 blocks on the Elmo.
Explain to students they are now going to teach trade first subtraction to some other third graders who
do not know how to do it. They will work in groups of 3 and demonstrate their mastery on a poster,
including detailed instructions and displaying their work. It is up to each group to negotiate who is
doing what, but all members must be able to summarize the strategy if asked. When their posters are
complete, each group will share with their class and take any questions on their work. Remind students
to include an estimate as it helps them determine if their answer makes sense.
Groups are pre-determined by teacher. Each group receives their poster board, which has their own
subtraction problem written on post it. Release students to begin working.
List questions you may still have when done reading, also write on post it note. How can we maybe
answer these?
Teacher walks around room during group work to answer any questions and informally assess each
group.

3. Provide guided practice: (Guided practice with the teacher)

Introduction and review of trade first subtraction strategy from previous days lesson.

4. Check for understanding and provide student feedback: (How will you know students understand the
skill or concept? How will they know they get it?)?

Ongoing class discussion and student participation throughout the week including circulating throughout
the room during poster work.

5. Provide extended practice and transfer: (Independent practice of the skill)

Students will work on math journal the following day for extended practice of skill. .

6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?)

Ongoing discussion with students.

Poster demonstrates mastery of strategy, including students individual ability to retell steps in strategy.

7. Plans for differentiation:

Those who have mastered skill will receive larger numbers for practice, while those needing extra
support will work with teacher at back table with base 10 blocks to gain mastery. Teacher will scaffold
these students from two digit, to three digit numbers when mastery has been achieved.