Jeff Rost MathSubtraction using Trade First Method Thursday, October 3rd, 2013 Pur ose State!

ent" # $i%% use the Trade First !ethod to so%&e subtraction rob%e!s' # $i%% e( %ain the ste s # used to ans$er the rob%e!s $ith !y od' )o!!on )ore State Standard" *rade 3 Math O erations and )o! utation" +se basic facts to so%&e e(tended fact rob%e!s in&o%&ed in trade,first subtraction' *rade 3 Math -u!ber and -u!eration" +se %ace,&a%ue conce ts to a %y the counting,u and trade first a%gorith!s' Materia%s" Penci%s, !ar.ers, $hiteboard, !ath /ourna%, base ten b%oc.s, !ini,$hiteboards, docu!ent ca!era, ro/ector' 00This is a co,taught %esson $ith Mrs' Rude, the S ecia% 1ducation teacher' The rocedure be%o$ !ight &ary s%ight%y de ending on her in ut during the %esson and differentiation that $e estab%ish based on for!ati&e assess!ents during the %esson' Further, this is the second day of our subtraction %esson using the counting u and trade first a%gorith!s' Procedure 1' # $i%% start the %esson by discussing the ur ose state!ent $ith students 2$ritten on the bac. board3' # $i%% discuss $ith students ho$ $e so%&ed subtraction rob%e!s yesterday 2the counting u !ethod3' 2' # $i%% $rite a counting u rob%e! on the board and as. students to co! %ete this rob%e! at their des.s on their !ini,$hiteboards' # $i%% as. a student to de!onstrate ho$ he or she so%&ed it on the front board' 4e ending on student res onses 2they $i%% ha&e sho$n !e their $hite boards3, # $i%% either !o&e on or $rite one !ore rob%e! on the board and as. students to so%&e it' #f # $rite a second on the board, $e $i%% again discuss as a $ho%e c%ass' 5s # &ie$ student res onses, # $i%% note $hich students need further su ort so that # !ay ca%% the! to a s!a%% grou after the !ain %esson' 3' # $i%% then e( %ain that $e $i%% be using the trade first !ethod today, $hich is standard borro$ing $ith subtraction' 6' # $i%% $rite 71,68 on the board in &ertica% for!at' # $i%% dra$ a icture of 7 rods and 1 cube 2base ten b%oc.s3 to re resent 71 and $i%% as. students if there are enough b%oc.s to re!o&e 68 26 %ongs and 8 cubes3' Students shou%d res ond no, and #9%% as. the! $hat # need to do 2trade3' #9%% trade 1 %ong for 10 cubes, and #9%% borro$ $ith the rob%e! on the board to ref%ect this' :' #9%% subtract 6 tens fro! the icture by erasing 6 rods, and #9%% subtract 8 ones fro! the icture by erasing 8 cubes' The re!aining ans$er $i%% be 2:, and #9%% sho$ that $ith !y rob%e! as $e%%' 8' 5s # $or. $ith this rob%e!, # $i%% !a.e note of $hich students are e(ce%ing at

this tas. and $hich students need !ore su ort for differentiation at the end of the !ain %esson' 7' # $i%% $rite 363,1:; on the board in &ertica% for!' # $i%% as. students to so%&e this rob%e! on their $hiteboards and share their ans$ers $ith their ods' 5fter students so%&e and share their so%utions, # $i%% !ode% the strategy $ith base ten b%oc.s on the ro/ector' # $i%% as. a student to co!e to the board to !ode% the trade first !ethod in so%&ing this rob%e!' <e $i%% $a%. through the student res onse together as a c%ass to !ode% the student9s thin.ing' ;' 4e ending on $hich students need further su ort, # $i%% ca%% a s!a%% grou to the car et to !ode% the rocess once !ore and ose additiona% rob%e!s' # $i%% ca%% the students that # noticed needed further su ort to the car et, and # $i%% a%so in&ite any other students $ho $ish to $or. on this so!e !ore to the car et' a' <hen # ca%%ed a s!a%% grou to the car et during the re&ious %esson, # a%so said, =#f any of you $ou%d %i.e so!e additiona% he% $ith this, %ease /oin !e at the car et'> # had four students /oin !e $ho had gotten the !enta% !ath rob%e!s 2on the $hiteboards3 correct at the beginning of the %esson but they $ere si! %y see.ing so!e additiona% !ode%ing' # $i%% do that again here for this reason' b' <hi%e $or.ing in a s!a%% grou at the car et, # $i%% ro&ide students $ith additiona% rob%e!s to $or. $ith, as $e%% as base ten b%oc. !ani u%ati&es to so%&e the rob%e!s $ith as $e%%' 4oing so $i%% ro&ide the! $ith a hands,on a roach to seeing the trade first !ethod before so%&ing it /ust on a er' ?' For the students that are not co!ing to the car et, # $i%% as. that they retrie&e their RS5 ac.et 2inde endent graded assess!ent fro! 1&eryday Math3 and $or. on it indi&idua%%y' 10' 5fter # ha&e $or.ed $ith the s!a%% grou , # $i%% ass out the re!aining student RS5 ac.ets and as. the! to co! %ete 2'; using the trade first !ethod' This is an inde endent assess!ent that is graded' 11' Once students co! %ete their RS5s inde endent%y and turn the! in, # $i%% as. the! to co! %ete !ath /ourna% ages :0, 6?, and 63,68 in that order 2this $i%% be $ritten on the board3' Pages :0 and 6? are the ne$ ages for today, and ages 63, 68 are re&ious %esson ages that !ost students ha&e either started or ha&e a%ready co! %eted' 4uring this ti!e, # $i%% $a%. around the roo!, !onitor student rogress, and differentiate as needed' 5s # obser&e student readiness, # !ay ad/ust the content and co! %e(ity of the rob%e!s to ensure students understanding' 5s # !onitor student rogress, # $i%% infor!a%%y assess $here students are at, and !ay air the! $ith 1,2 students $ho are $or.ing on si!i%ar areas and@or !ight be ab%e to offer su ort' 5s students $or. inde endent%y, # $i%% engage $ith the! and as. the! to sho$ !e their $or.' 5s # obser&e student s!a%% grou $or., # $i%% !ode% rob%e!s as needed, and ro&ide !ini,%essons as needed for students' 12' Once students co! %ete ages :0 and sho$ !e 2and they are correct%y co! %eted, a ro(i!ate%y 10 a!3, they $i%% be artnered to %ay the -u!ber *rid 4ifference ga!e' Students are fa!i%iar $ith this ga!e and ha&e been %aying it inter!ittent%y during a ro riate !ath %essons' They $i%% $or. in artners to set this ga!e u and %ay it' # $i%% air students u based on readiness, ensuring a ro riate

!atches for each air' 13' Students $i%% be as.ed to c%ean u their !ath ga!es and # $i%% re&ie$ their ho!e$or. for tonight before utting it in their !ai%bo(es and dis!issing the! for recess' Ref%ection on the %esson" # ha&e a rea% assion for 1&eryday Math and the $ay the curricu%u! is structured' They ro&ide an o ortunity in the Menta% Math and Math Message section at the beginning of the %esson for !e to infor!a%%y assess student readiness and begin to differentiate i!!ediate%y, inc%uding during the focus %esson, in co! %eting their $or.boo. ages and@or su %e!enta% acti&ities, and in the !ath ga!e' 4uring this %esson, # fe%t &ery strong about !y abi%ity to differentiate' <hi%e the co%%aborating teacher $or.ed $ith t$o students as u%% outs, # had !u%ti %e grou s running $ithin !y c%assroo! $or.ing on different as ects of the %esson' # assessed student readiness at the beginning of the %esson as $e%% as during the focus %esson, and !ade note as to $hich students needed $hat su ort' <hen # ca%%ed students to the car et, # actua%%y had t$o s!a%% grou s going' One s!a%% grou $as $or.ing on the counting u !ethod 2to continue the %earning fro! yesterday9s %esson3, and the second s!a%% grou $as $or.ing on additiona% instruction and !ode%ing for the trade first !ethod 2today9s %esson3' # a%so had students $or.ing inde endent%y on their RS5 ac.ets, students $or.ing in their ods on their $or.boo. ages, and students %aying ga!es after being aired together a ro riate%y' My differentiation s.i%%s ha&e great%y strengthened $hi%e using 1&eryday Math, and !y confidence in !y abi%ity to differentiate and !anage $ithin the differentiated c%assroo! continues to i! ro&e'