Paraprofessional Plan

Setting and Materials

Setting:
When: 8:30-9:00
Where: In the study room in the library
Materials:
A whiteboard for each student
Dry erase markers
Dry erasers
Pencil for each student
Place value visual
Strategy steps visual
Behavior expectation poster
Mastery measure for each student
Strategy checklists for students
Content Analysis:
Task Analysis
o Step One: Do I have to regroup?
When we take away more than we start with, we must regroup.
Determine if the number in each place value of the subtrahend is bigger
than the corresponding number in each place value of the minuend.
o Step Two: If no, subtract. If yes, regroup tens and ones
Borrow a ten from the ones
Cross out the number in the tens place, and write the new ten above
Place the new ten next to the ones place
o Step Three: Subtract ones
Take away subtrahend from minuend in the ones column
Write value under answer line in the ones column
o Step Four: Subtract tens
Take away subtrahend from minuend in the tens column
Write value under answer line in the tens column
o Step Five: Subtract hundreds (for lessons three and four only)
Take away subtrahend from minuend in the hundreds column
Write value under answer line in the hundreds column

Lesson Objective: Given 5 problems on a worksheet, students will solve, using the standard
algorithm, for 5/5 three-digit minus 2-digit subtraction problems with regrouping and no zeros
for one day.
Lesson Opening/ Activating Prior Knowledge (8:30-8:35)
Before you start:
Have materials set up and organized
Write the student friendly learning target on the board
o I will use the strategy to solve 3-digit minus 2-digit subtraction problems with
regrouping
Write regrouping rule on the board, When we take away more than we start with, we
must regroup
Signal for Attention:
Class, class, class!
Thank you for your attention
Behavior Expectations:
During math we will
o Raise our hands to speak
o Have quiet voices
o Stay on task
Have students demonstrate the behavior expectations before beginning the lesson to
ensure understanding
Express Learning Objective:
Tell students, Today we are going to be working on a new skill. I am going to read you
our learning target for the day, I will use the strategy to solve 3-digit minus 2-digit
subtraction problems with regrouping
Have students repeat learning target
Activate Prior Knowledge
Remind students of the regrouping rule, when we take away more than we start with, we
must regroup.
Have students repeat the rule
Write 2 problems on the board where students must determine if they require regrouping
or not (write vertically)
o 75-49=
o 75-43=
Write the problem on the board, and give students a minute to think. Once they have had
a chance to read the problem, tell the students to give you a thumbs up if they think the
problem requires regrouping, or thumbs down if they dont.

If students answered correctly, have students solve the first problem using the strategy on
their personal whiteboards.

Lesson Body (8:35-8:53)

Teacher Actions
Write these problems on the board
(vertically)
o 382-91=
o 547-58=
o 236-46=
Point to the first problem, class reads
problem together
The ones column tells us to start with 2
and take away 1
Do we have to regroup yet?
o Have students put thumbs up for
yes, thumbs down for no
No we dont have to regroup yet
because we are taking away less than
what we start with
So I am going to subtract the ones
I know 2-1=1 so I am going to write a 1
under the answer line in the ones
column
Lets look at the tens column, I see I am
starting out with 8 tens and taking away
9 tens
I know I have to regroup because I am
taking away more than what I started
with.
So first, I borrow a hundred from the 3
hundreds
What do I do first?
Next, I put that hundred with the 8 tens
What do I do next?
Repeat steps with next two problems
Lets go back to the first problems,
class reads together
Tell your neighbor what we did in the

Student Actions
Students are sitting quietly

Students read problem out loud all

together

Students put thumbs up for no

Students say, I borrow a hundred from

the 3 hundreds

Students say, put the hundred with the

8 tens
Class goes back and reads first problem
together
Students turn and talk

ones column?
Did we regroup?
Do we need to regroup in the tens
column?
o Thumbs up/thumbs down
Tell your neighbor what we did first
Tell your neighbor what we did next
Solve problem on the board, students
do not write on their boards
Repeat with remaining problems
Write these problems on the board
vertically
o 387-78=
o 236-47=
o 728-39=
Class reads first problem
What does the ones column tell us to
do?
Do we regroup in the ones column?
o Thumbs up for yes, thumbs
down for no
What do we do first to regroup
Point to 8 in tens column, if we borrow
1 ten from the 8 tens, how many tens
will be left?
o Ask students to show you with
their fingers
So I cross out the 8 tens and put a 7 to
show there are 7 tens left
So we borrowed a ten, what do we do
next?
Right, put the ten with the 7 ones
Now we have 17 ones in our ones
column
Figure out what 17-8 is
o Students show you on their
fingers
Write 9 under the line in the ones
column.
Now lets look at the tens column, do
we regroup in the tens column?
o thumbs up for yes, thumbs

Students put thumbs up

Students turn and talk

Students are sitting quietly, no boards

Students read problem out loud

Students turn and talk

Students put thumbs up

Students turn and talk

Students show 7 fingers

Students turn and talk

Students show 9 fingers

Students put thumb down

down for no
No we do not regroup because we are
not taking away more than what we
start with
So now we subtract the tens
And bring down the 3 from the
hundreds
How many is 387 take away 78?
Have students do the remaining
problems on their whiteboards, monitor
student work. Once students are all
finished, tell students to show me your
boards. Check to see if all students did
the strategy to solve the problems.
o If students answered correctly,
move on to the next problem
o If students answered incorrectly,
go through the strategy with the
whole class
If time allows, provide students with
more 3-digit minus 2-digit subtraction
problems with regrouping and NO
zeros

Students say answer

Students work on their white boards

Lesson Closing

Lets review the target for today: I will use the strategy to solve 3-digit minus 2-digit
subtraction problems with regrouping and no zeros
Rate yourself from 1-3 about how good you feel about this lesson
o 1 means you dont understand
o 2 means you could use more practice
o 3 means I got it
Before we leave I want you to tell a neighbor the rule about regrouping we learned today
Next class we will be doing an activity to practice the strategy and will be working with
more 3-digit minus 2-digit subtraction problems with regrouping
Pack up your things and hand me your worksheets as an exit slip, if you have not finished
please take it home for homework and bring it back tomorrow.
Lesson Evaluation

Give the attached mastery measure to evaluate the students performance on the lesson. This
mastery measure includes 5, 3-digit minus 2-digit subtraction problems with regrouping and no
zeros. Also give each student the strategy checklist. Each student should fill it out for each
problem to ensure they are following the strategy. Score the results and insert scores into the data
collection form that is also attached.

Mastery Measure for Lesson

Data Collection Form

Student

3d minus 3d no
regrouping
/9

2d minus 2d with
regrouping and
no zeros
/5

3d minus 2d with
regrouping and
no zeros
/5

3d minus 3d with
regrouping and
no zeros
/5

Target
A

/9

/5

/5

/5

/9

/5

/5

/5

/9

/5

/5

/5