Subtraction

Lesson Preparation Information

Preparation Tasks Teacher Candidate

1. Write the date of your formal observation. Double check April 9, 2019
that you have signed up for an observation on the Google
calendar.
2. Write the date of when you need to provide a lesson plan April 2, 2019
draft to your Field supervisor.
3. Write down the dates of when you and your mentor teacher April 8, 2019
discussed the lesson plan.
4. Write down the date of when you “sent” or “printed” a draft April 8, 2019
of your lesson plan for your mentor teacher.
5. Write the names of students who do not have an approved all approved
video media release form (disregard if you do not need to
videotape).
6. If you are teaching the lesson outside of the classroom, did In class
you coordinate with your mentor teacher and other faculty
about the use of space? What is your back up plan if this
space becomes unavailable that day? (e.g., you might want
to teach outdoors but the weather forecast is rain for that
day)
7. Does your lesson plan include: 1 Subracto Draw game Board
● any text that students will read? 1 deck of Subtracto Draw Cards
● a teacher assessment tool to measure students 1 Subtracto Draw Directions Optional.
learning based on the standards and benchmarks? Exit Slip
● activity sheets that students will use in the lesson? Answer key
● A completed copy of your teacher sample of the
student activity sheet?
8. Describe any parts in the lesson that you would like more please, feel free to provide any suggestions or comments.
guidance within planning. *NOTE: the amount of
feedback/suggestions you receive from your field supervisor
and/or mentor are contingent on your submittal of the
lesson plan draft by the specified 7 working days prior to
observation.

First Name Last Name Grade Level Date and Time

Mahasen Katoush Third grade April 9, 2019
75 minutes
Lesson Title
Subtracto Draw Game Board

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Math Problem-Based Lesson - Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Subtraction

Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and knowledge are important for
students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)

The students will learn the different ways on how to subtract using the game board. They will line up the
numbers and subtract each column, they might use regrouping if necessary.

Enduring Understanding(s) Essential Question(s)

Important ideas or processes for the students to explore and uncover Promote inquiry to discover the enduring understanding(s)
(1a: Demonstrating Knowledge of Content and Pedagogy) (1a: Demonstrating Knowledge of Content and Pedagogy)
● How can place value help us subtract larger
● We subtract to find the difference between
numbers?
two numbers.
● How we know when to ungroup hundreds and
● Sometimes it is necessary to represent
tens to subtract?
numbers in a different way to make it easier to
subtract (ungroup tens and ones)

Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii
Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)

CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of
operations, and/or the relationship between addition and subtraction.
MP 1. I can solve problems without giving up.
MP 6. I can work carefully and check my work.
I can use place value to help me subtract.
I can use regrouping to help me subtract.

Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the students’ interests, unique
characteristics, and needs. (1b: Demonstrating Knowledge of Students)

● Students prior knowledge, they know how to add and subtract more than two-digit numbers using
standard algorithm and composing tens & hundreds.

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Student Learning Objectives/Instructional Goals

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple lessons.
(1c: Setting Instructional Outcomes)

● Students will use their understanding of place value to line up the numbers and subtract one place value
at a time.
● Students might use a different subtraction strategy to get closer to the target number.

Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is intended (Techniques that will help students learn the skill)
for students to do automatically)
Subtraction Using the Draw game board to line up the numbers and find the difference
and think of strategies to use while playing to get closer to the target
number.
Mental math Using their brain to calculate numbers.

Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student
learning outcomes including the evaluation criteria (summative assessments) and all assessment tools. (1f: Designing Student Assessments)
Observing students and see who are struggling and if they need more reviewing using formative assessment. I
will check for understanding using the standard algorithm, and what other strategies they can use. I will walk
around asking questions related to the lesson.

Academic Language Demands and Supports

The ways that students will be required to use content area language during the lesson and the instructional strategies to be used to help the
students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

Academic vocabulary:
Board game
Discard
Draw
Shuffle

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 Subtraction

Language Supports:
The teacher will ask: “how we can use place value to subtract larger numbers?”

Lesson Procedures
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do during the lesson) including
the launch of the lesson, the ways the materials will be presented, the ways the students will actively engage in learning, the questions posed,
and the lesson closure. (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Use the Math Problem-Based Lesson plan format below

Lesson Procedures: Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that
convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation
Instructional component Description of Activities

● Launch ● Subtracting using a draw board game, use your thumbs up if you have any
(20 minutes) questions.
● This target games help students estimate and calculate the exact answer.
● The teacher asks the students” What do you do when you are trying to
meet a target.
● The goal of the game is to come up with all different strategies that help
the students subtract numbers, that meets the target number chosen in the
beginning.
● I will ask the students” Have you ever had to meet a target one day?”, for
example:
1. “Have you ever challenged yourself that you have to read different books
in a time period you set it yourself?”.
2. “ Have you ever thought of running like four miles in an hour?”.
3. “Have you ever thought of working hard at home to make your mom
happy? Like doing the dishes or fixing your bed.”
4. Have you ever thought of working in a job to make money?
● I will review one example of subtraction before we start the game. For
example, I will guide them to find the difference for this problem, 306-
182=?

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 Subtraction

● Then I will distribute the cards and the board game sheet for each table.
Each table will have its own set of cards, two of subtracto board game
sheet, and an instruction sheet for the game.
● The teacher will model and play against the whole class the first round or
two, then she will shuffle the cards and place them face down. I will make
sure they understand the rules of the game.The rules of the game are that
students need to pick the target number first which is three digits, and
make a decision while choosing a number if they want to use it or place it
in the discarded section, the students can discard two numbers. Once the
team has written a number, it can’t move the number to another space.
● I will record the answer for the subtraction for each round on the
whiteboard (to see which group’s answer is closer to the target number).
● Divide the class into groups to play together.
● The teacher will ask the students “What kind of strategy are you going to
use while choosing the numbers? and why?”. I will give you a small hint
what about number zero? Is it worth it to use or discard it will be more
helpful?
● “What makes you think that these numbers need to be placed in the
discarded section?”.

Explore ● The students will be thinking of strategies when choosing the numbers,
(25-30minutes) and where to place them.
● The students will decide who will be the card turner for their group.
● Each group should have board cards, two sheets of the subtracto board
game, and an instruction sheet.
● The students will turn and talk first and decide where to place the
numbers. The students should agree on a strategy and make sure to respect
each other’s opinion. Once they write the numbers, they can't change it.
● I will remind the students that, it is okay to make mistakes, you never
know what the right number is until you try it out first. And if it didn’t
work this round you try a different strategy the next round.
● If the students have an issue while deciding about the numbers, I will
guide them to take turns and whatever your group member chooses, the
others must accept it.
● The teacher will ask questions while playing to get their thinking going.
For example: “How place value going to help you choose a number and
place it in the correct space?”. “What kind of strategies will you use to get
closer to the target number?”. “What strategy can you use to avoid getting
a wrong answer during subtracting?”
● Use praising words every time I hear a correct and strategic answer like
“awesome”, and “I like how you are thinking”, and so one.
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 Subtraction

● I believe this game is appropriate for all students when they work together
as a group and they help each other by sharing will make the game more
manageable and easier to execute. However, if any of the students have
issues while playing, I will try my best to guide them and clarify any
misconception. I will even have them record each group answer on the
board to get them more engaged, to make them participate in the
discussion in any way.
● Some students might have an issue with regrouping and breaking a ten or
a hundred to help them subtract and find the answer. I will provide a
whiteboard to help them draw and visualize the numbers they are working
with.
● I will ask these questions to move their thinking forward:” How place
value and regrouping is going to help you during the subtraction?”. “does
drawing out the numbers helps you visualize the problem better?”.
● Extension, if any of the groups finish early, I will have students respond
to the following task as a group: The numbers drawn are 3, 4, 5, 6, 7, and
8. List the different arrangements you can find that have a difference
between 500 and 550.
Discuss/Summarize ● Each group exchange papers to check others subtraction.
(20-25 minutes) ● We as a whole class determine whose answer is closer to the target
number.
● The player whose answer is closest to the target number wins.
● The teacher will record the answers on the whiteboard to see whose
answer is the closest to the target.
● After four or five rounds the team with most points win.
● The teacher will ask the students and use the following questions as a
whole class discussion.
“ What reasons you have for placing numbers in the discard spaces?”
“What did you learn about subtraction by playing this game?”
● The teacher will give the exit slip to the students and wrap up the lesson
by asking the students “If anyone has any questions?

Differentiation According to Students’ Needs

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to ensure that all students (e.g.,
students who have IEPs/504 plans, students who are speakers of other languages, students who have advanced or emergent proficiency with the
content and concepts) have access to and are able to engage actively in the lesson.
(1b: Knowledge of Students;1e: Designing Coherent Instruction)

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Math Problem-Based Lesson - Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Subtraction

Use the table below to address specific student needs in your classroom.

UDL Proactive Differentiated Instruction

Intentional instructional activities in place to minimize the need for future RTI.

Category Type of Proactive Differentiated

Instruction
The main focus is on The main focus is computing and estimating differences.
Representing
Content
Engaging Student The teacher will use draw game board activity to help the students engage in the
Interest lesson and make it more interesting.
Demonstrating I will examine the students thinking about regrouping and how it can impact the
Learning difference they will get.

Cultural None
Considerations

Instructional Materials/Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating Knowledge of Resources)

Resources:
Stenhouse Publishers. (n.d.). Login Required - Lau lima. Retrieved February 21, 2019, (pages 59- 63) from
https://laulima.hawaii.edu/access/content/group/MAN.3521.201933/Resource%20Books/G
AMES/_Dacey%2C_Linda_Schulman__Gartland%2C_Karen__Lynch%2C_Ja_b-
ok.cc_%20_1_.pdf

Lesson Plan Reflection (if lesson is carried out)

An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning and the extent to which
the instructional outcomes were achieved based on specific evidence from the lesson and references to evidence-based practices and theories of
student learning. A description of how you will use what you learned from reflecting on this lesson in your future teaching.
(4a: Reflecting on Teaching)

Use Reflection Template (For your math assignment, you may use this reflection template, but
be sure to refer class readings, activities and ideas in your reflection.)
Teacher Assessment Tool

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Math Problem-Based Lesson - Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Subtraction

https://docs.google.com/document/d/1QWuU2K44-qwlGCtNBdP2PPdfLf9KwRULTBa_-NPmYU0/edit?usp=sharing

Kuaiwa was absent, and Joel didn’t participate

(Insert below the tool/s that you will use to measure student learning)

Student Assessment Data Table

(You may use this data table or create one using Excel to assess students’ progress in this lesson)

Students’ First Name Exit Slip

1. Carter C ✓

2. Aman D ✓

3. Kiana K ✓

4. Ana K ✕

5. Rylan K ✕

6. Kuaiwa K Absent

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Math Problem-Based Lesson - Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
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7. Chase K ✓

8. Joshua K ✓

9. Rayden L ✓

10. Micah L ✓

11. Zarina M ✓

12. Joel M ✕

13. Kaylee P ✓

14. Noah S ✓

15. Makayla S ✓

16. Cole S ✓

17. Ava Z ✓

18. Maila M ✓

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Math Problem-Based Lesson - Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa