Student Teacher: Ashley K Suyematsu Date: April 2, 2017

Subject: Math Lesson Topic: Mental Math Strategy for Subtraction

Grade: 3rd Length of class: 30min

Learning Objective (performance, conditions, criterion): Students will use the strategy of
counting up to find the difference in a subtraction problem. Students will be able to
visualize the relationship of addition and subtraction with the use of a number line.

Student Friendly Objective: Students will count up on a number line to find a difference

State Core Standard Alignment:

Standard 3.MP.1
Make sense of problems and persevere in solving them. Explain the meaning of a problem, look for entry points
to begin work on the problem, and plan and choose a solution pathway. When a solution pathway does not make
sense, look for another pathway that does. Explain connections between various solution strategies and
representations. Upon finding a solution, look back at the problem to determine whether the solution is reasonable
and accurate, often checking answers to problems using a different method or approach.
Standard 3.MP.8
Look for and express regularity in repeated reasoning. Notice repetitions in mathematics when solving multiple
related problems. Use observations and reasoning to find shortcuts or generalizations. Evaluate the reasonableness
of intermediate results.
Standard 3.NBT.2
Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of
operations, and/or the relationship between addition and subtraction.

Core and Supplemental Materials:

Teacher Materials: Student Materials:
Whiteboard Worksheet with subtraction problems
Dry Erase Markers, Eraser Number line
Pencil, Paper
Base 10 blocks

Context for Learning:

Organization of the As a group, we will uncover the strategy of calculating a difference
students (e.g., small through repeated addition
groups, whole group, Students will work with a partner to prove their ability to solve a
partners) subtraction problem with this strategy

Pre-Lesson Assessment
Data
IEP Goal Links
(Also describe individual
student modifications &
accommodations)
Students need the skills to fluently subtraction to move onto the
operations of multiplication and division
Students will be able to visualize the subtraction problem by
creating a number line or working with base ten blocks. Students
will be working with partners to work out their problems.
Students will be able to teach others, and learn from a different
perspective. The level of difficulty for the math problems will
reflect the students ability and comfort level

Pre-Instructional Set: (Approximately 3 minutes)

Gain students attention Students will be pulled from their classroom at 1:00 #/minutes
(Activity and Script) for their math time in the resource room. Students will
walk into the classroom, grab their notebook and (30 seconds
to 1 minute)
pencil
Inform students of I will introduce the concept of subtracting by using #/minutes
learning objective(s) repeated addition.
(30 seconds
to 1 minute)

This is important to This is important to know because students will gain a #/minutes
know because strategy that could help them fluently subtract multi
(Informed instruction) digit numbers (30 seconds
to 1 minute)

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to Counting by 10s, counting up strategy with addition #/minutes
review, if applicable
(2 to 5
minutes)
Review of prior Place value (Tens and Ones value) #/minutes
knowledge, if
applicable (2 to 5
minutes)

Vocabulary to pre- Counting Up #/minutes

teach, if applicable Difference
Subtrahend (2 to 5
minutes)
Minuend

Instruction: (Approximately 20 to 40 minutes depending on length of class)

Explicit Modeling of I will write a problem on the board (ex: 53-27) and I #/minutes
Skill (what cognitive would then walk the students through the new
steps should the strategy. I will draw a number line with 27 marked on
students be using to the left side. I will demonstrate counting by 10s and
successfully perform marking the numbers 37 and 47 on the number line. It
the skill?) is important that the students understand that if I
(10 to 15
(I DO IT) continue 57 is too far, so I would need to count by minutes)
ones. I would then add the tens and ones to find the
difference (10+10+6)

Guided Practice Students will each draw a number line in their

(WE DO IT) notebook. Together we will solve a problem (ex: 92-65)
They will draw a mark on the left side of the number
line and label it 65. The students will then count by 10
and mark each number on the line (ex: 75 and 85).
They will then count by ones to reach 92. The students
will then add all the tens and one (10+10+7, calculating #/minutes
the difference to 27)
Strategies to check for I will check the students work to make sure they (5 to 25
understanding understand when to stop counting by 10s and count by minutes)
1s
If students are having a difficult time, I will give them
base 10 blocks to work with.
It would also be beneficial if the students had a
partner to work with

Independent Practice Once the students and I have completed one problem
(YOU DO IT) together I will give them problems to do on their own
If time allows, students will partner up and develop their
 own subtraction problems with each other

If needed, how will you address re-teaching of specific skills.

I will walk around during independent practice, if students are struggling I will try to identify
where they are having difficulties. To reteach, I will try using base 10 blocks instead of a number
line

Assessment:
Concrete and tangible I will check the students notebook to assess that they are using
assessment to know the method properly.
whether students have
met learning objective

Closure: (1 5 minutes)
Organization/transition Students will put away their notebooks and get ready #/minutes
routines (e.g., put to go back to class
assignments in folders,
prepare for bell,
transition to next (1 5
lesson/activity minutes)