Erin Feller and Megan Koval

Title of Lesson

Place value subtraction strategy number talk (mini lesson)

Date

4/12/16

Grade level

5th

Lesson Sources/
References

Number talk from Katie Horner (Olathe school district)

Objectives

SWBAT explain verbally their subtraction strategy through subtracting

by place value all performed mentally.
SWBAT demonstrate mastery of this subtraction strategy.

Standards

Number Operations (Base 10) CCSS.MATH.CONTENT.5.NBT.A.1 Recognize

that in a multi-digit number, a digit in one place represents 10 times as
much as it represents in the place to its right and 1/10 of what it
represents in the place to its left.
CCSS.MATH.PRACTICE.MP1

Make sense of problems and persevere

in solving them.
NCTM content standard- Number and Operations
NCTM process standard- Reasoning and Proof will be incorporated
into the activity by students explaining how they reached their answers.
Number talks zero in on students process of solving equations and can
follow their reasoning and thinking step by step. Being able to explain
how they reached answers is just as important as the final answer.
Overview

This activity is aimed at producing confidence in mental math. By

teaching the strategy of subtracting by place value, the students can
gain the mathematical perspective of base 10. Essential vocabulary
and key terms include: Estimate, hundreds, tens, and ones place
value. Students will be able to break 3 digit numbers down into place
values in order to subtract accurately.

Accommodations

A white board and a marker can be available to write down what the
student is saying so they can visually see the numbers but still verbally
explain their thinking.
Since this is done in a small group, the instructor can accommodate
and differentiate for specific learners as need be.

Equipment/Material
s

Number talk refrence sheet

White board/marker

Pre-assessment

Students explain what strategy they use to mentally solve three digit
subtraction problems.
Instructional Strategies- Small group problem solving through number
talks. Being able to have students explain their thinking and strategies
is best done in small groups so the teacher can follow the students
processes.
Mathematical Content Background- Howden described number sense
as a good intuition about numbers and their relationships. It develops
gradually as a result of exploring numbers, visualizing them in a variety
of contexts, and relating them in ways that are not limited by traditional
algorithms (page 135 in Mathematics: Teaching Developmentally) The
procedural knowledge of this activity is how it does not limit learners to
one algorithm. It explores the students thinking and gets them thinking
critically about numbers and understanding the relationship between
these numbers.
Procedures
1. Give the students the example 547-235
2. Have students estimate the answer
3. Discuss ways different students chose to estimate the
answer to the problem
4. Explain strategy:
5. First subtract hundredths place, (547-211=347)
6. Subtract tens place 347-30=317
7. Subtract ones 317-5=312
Independent practice:
1. What is 621-345?
2. What is 598-195

Formative
Assessment

Checking the studentss work by assessing and discussing their

strategies they use in order to estimate.
Have student explain which subtraction strategy they prefer to use and
why?

Summative
Assessment

Give students various examples and see how they are able to apply
the strategy themselves. Discuss with the students if they found this
strategy helpful to use with estimating with large numbers.

Exetentions

If the students are grasping the idea of numbers in place values that
come before a decimal, then we will discuss this idea using place
values after the decimal, such as tenths, thousandths, and hundredths.