Alnaqbi H00255210
CCSS Standards:
According to CCSS standard, for operation lessons students generally will grasp the concept of subtraction
as taking apart and taking from. Moreover, fluently add and subtract within 100 using strategies based
on place value, properties of operations, and/or the relationship between addition and
subtraction.
Teacher
books
None.
student
book(s)
worksheets/
papers
For chapter 2, lesson 4 every description paper, worksheet and activities is attached
with the lesson plan.
teacher
materials
student
materials/
manipulatives 
technology
Worksheets.
Money (AED coins, tens, hundreds
Place value cubes (ones, tens, hundreds).
Four coloured strips.
Small white boards for each students.
other
Lucky Roulette game it will be used for management only to choose the students
randomly to answer.
None.
Minus sign
Equal sign
glossary definition
image
The symbol =
Shows that what is on the left of the sign is equal in
value or amount to what is on the right of the sign.
Subtraction
sentence
subtract
Difference
5  3 = 2
Students did recognize and identify in the last lesson subtract mentally, subtract by estimation, and
normal subtraction without borrowing, so they will be able to realize the new subtraction by
regrouping and borrowing to find the exact difference of subtraction sentences, as it will be feasibly
works.
Possible Problems :
Problem: The time may not be enough; the teacher must give students enough time to get the task
concept.
Solution: The teacher must set a timer, and look at the time. To do not take a long time in the pre and
post stage, or Teacher must to take another session to practice the students and take a time in post stage
as it is very important to drill the concept which is by training.
Misconceptions:

Problem:
Students may have misconception and errors on steps or orders of solving the subtraction
sentence.
In each group there will be small cards that show an example of solved question. As the
teacher will display several example that to let the students memorize the steps by seeing and acting out.
Solution:
Problem:
The students may face problem with the content area which is identifying how
Solution:
Teacher while she is explaining will clarify that by giving example, asking and let the
students act out the operation and shows them how digit comes like that after borrowing.
Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
Engage (warm up, review prior knowledge):
T will greet the students and then display the classroom rules which are
asked from students:
 Be good listener.
 Raise your hand up before you give an answer.
 Respect your classmates.
 Do not shouting.
T & S interaction
Teacher: will
give the rules.
And then write
some
examples, then
she will open
the PP.
Time
Almo
st
When you want to go bathroom you have to turn over the hanged
paper on the door and go quietly, then after your comeback return
over that paper.
Each group will have a tree on a paper and the group that done the
requirement firstly will get 3 stickers of birds on their tree, and the
second group will get two birds, and for the third will get one bird,
then the last group will get nothing. The winner group will get gifts at
the end. Moreover, it will be motivated for interactive students, and
quiet group.
When you see the teacher raise her hand that means you have to shut
your mouth and focus with her.
T will ask students to breathe deeply and then she will start to give
some examples from the last lesson which is about normal subtraction
and ask students to write their answer (individually) on their small
boards, then check on the answers quickly that to make sure students
understand the basic of subtraction, then also she will remind them on
the pp same examples.
T reminds her sts about 1000=100, 100100=0.
T will write the objective or she will present it in the PowerPoint.
Students: will
listen and
follow her
instructions.
Teacher:
she will
engage the
students
with the
story by
using pp.
Gives clear
instructions.
510min
s
Ask
questions
that related
to the
subtraction
steps to
solve it.
Motivate
students to
think and
explore.
The next activity: it will be about using place value cubes activity
for whole class. In this activity:
1 There will be four strips sticked on the floor as you see in this pic
hundreds
hundreds
tens
tens
ones
ones
Students:
They will
respons
e to the
teacher
and
interact
with her.
Answer
teacher
question
s.
25
min
5 Then t ask students about the operation that we are going to use
which is subtraction, then she will ask them about meaning of the
last line (which considers a line equal).
6 T will ask the student on the second line which is on the ones place
to take six ones from the student who stopped on ones place at the
first line, But the first student has no enough ones to give her. So
the second student will ask her to borrow 1 ten from tens.
7 Then T ask the students how many ones there are with the first
students? It will be 15 so now the second student can take from her
6 ones.
8 T will ask one student to come and write the answer under the last
line.
9 Then complete the subtraction for the other digits in same way until
get the difference (i.e. result).
10 This activity it can be repeated with more complex which means
two times to borrow in the question.
Maybe
they will
ask
teacher
if they
dont
understa
nd
Follow
teacher
instructi
ons.
Represe
nt the
number
by using
place
value
cubes.
Count
and
subtract
when
they be
asked.
Teacher: will
distribute the
worksheet and
the place value
cubes, then she
will explain the
activity for the
high students
and provide
them with clear
instructions:
After the whole class activities are be done teacher will give
each group their activity:
For high students: they will work as a group, there will be a worksheet that includes one
problem solving and they will be provided with place value cubes.
 Students will read the question
 Form the number in vertical way
 Use the place value cubes to present the numbers
 Subtract the numbers from each as they learned and they will find the difference.
1. Read the
question
2. Re write the
subtraction
sentence by
using
number and
symbols.
3. Using place
value cubes
to represent
your
numbers
then
complete
the solving
and borrow
when you
need to.
4. Find the
difference.
5. When you
finish raise
your hand
quietly.
Students: will read,
explore, draw,
represent numbers
and find the solution.
Teacher: will
give the paper
for the
students,
explain the
instruction first
and solve the
activity with the
whole class at
the end.
Students: they
will follow
activitys
instructions,
find the
requirements
and then go to
present their
solve on the
board.
Teacher: will
give the paper
for the
students,
explain the
activity.
Students:
have to reorder
the steps
correctly, then
stick their
They would have pieces of puzzle that shows the steps of getting the right
answer, students have to reorder the steps correctly and complete the
empty blank.
answer on the
board.
Close (wrap up, discussion, brief review activity or
assessment):
Teacher: she
will display the
game and solve
the questions
together
Students: they
will look, and
interact with
teacher.
Teacher will
end the lesson
and give the
winner group
gifts.
Teacher: will
tell them about
homework
Students: they
will solve at
home
(http://www.softschools.com/math/subtraction/3_digit_subtraction/3_digit_subtraction_
with_regrouping/
T will ask each group to reorganize the classroom and count their
birds on the tree that they collect.
As homework
Teacher will ask them to solve questions (5,6,7,8) on page 149.
Attachments:
Copy of all resources given to students.
Reference page with all books, journals and websites.
10
min
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