Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Kenneth Kim
Math
2nd
11/21/14
Standard:
2.NBT.B.7 : Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one
adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary
to compose or decompose tens or hundreds.
2 NBT. B. 9 Explain why addition and subtraction strategies work, using place value
and the properties of operations.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will be learning how to subtract three digit numbers
II. LEARNING OUTCOME (Objective):
Given a worksheet_, students will apply the procedure of recognizing when regrouping is needed and
carrying out the regrouping to find a difference between 2 three digit numbers by solving 8 problems with
80% accuracy.
DOK/Cognitive Rigor Level: DOK level 1 & 2
Language Demands
Students must be skilled in using at least the basic language of mathematics. The term regroup may not
be familiar to ELL students. I will explain that regrouping can mean putting blocks together to make a
larger block or breaking a block into smaller parts.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Before this lesson, students have learned how to add three digit numbers using strategies such as
breaking apart by place values to add. After this lesson, students will learn the procedure of adding
several two digit numbers.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Think back at yesterdays lesson regarding identifying place values in three-digit numbers. There are
two three-digit numbers on the board (358 and 249) Tell your partner which numbers you think will go
to each place value chart. Now that you have shared with your partner about identifying place values in
the appropriate box on the place value chart, lets individually break down both three-digit numbers on
the place value chart on your paper. Once you guys have all finished, we will do a choral response with
the answer.
Student friendly objective: By the end of our lesson you should _understand and apply______the
proper procedures to subtract three-digit numbers__ by solving equations on the worksheet I
will provide to you at the end of the lesson.
Purpose: Students will not only learn how to subtract three-digit numbers but will be challenged to
solve a subtraction by interpreting a problem, representing it in a way that is meaningful to each
student, and finding a solution. They can also share and analyze their solution strategies with the class.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1:
Learning the concept of a difference
a. T input: Lets look at our problem on the board. Holly has 368 pet pal cards. Dora has 243 cards.
How many more cards does Holly have than Dora?
b. T model: I will draw a bar graph to model the concept of a difference among two numbers. On the
board, I will draw a bar graph with two bars with different height and label them accordingly.
c. Student response: Discuss with your partner if you can tell who has more cards only by looking at
the graph. Using the popsicle sticks, I will randomly call on students to share their responses.
a. T input: Now that we have learned that Holly has more cards because she has the taller bar, can
someone tell me how many more cards Holly has?
b. T model: I will draw a horizontal line going across from the top of Doras bar, dividing Hollys bar
into two portions.
c. Student response: Looking at the line cutting across Hollys bar, students will give a choral
response, whether the upper or the lower portion of Hollys bar is the difference between the two
numbers.
a. T input: Based on looking at the graph alone, we cant find the exact difference between the two
numbers. But we can have a very good idea that who has more between the two, looking at the
graph.
b. T model: I will cover the portion that is equal on both Hollys and Doras bars and tell students that
when you subtract the amount that is equal, whats left is the difference between them. I will
remind them that the answer to a subtraction is called a difference.
c. Student response: I will label the three portions on the bar graph as A, B, C with C being the
portion indicating the difference between them and have students give me a choral response on
which portion they think represents the difference.
Step #2:
Using Base-Ten Blocks to Subtract
a. T input: We are going to continue to work on the same problem using base-ten blocks. How many
cards does Dora have? Write the numbers as hundreds, tens, and ones individually on your paper.
a. T model: I will write the number of Doras cards as hundreds, tens, and ones on the board :
2___hundreds, 4____ tens, 3____ ones
b. Student response: I will ask all students to check their answers on the board to make sure they got it
correctly. If any student did not get the right answer, I will slow down and explain why each number
goes to each place value.
a. T input: I will, then draw the base ten blocks representing Hollys cards on the board. I will draw a
big square representing hundreds, a thin rectangle representing tens, and a tiny square representing
ones. I will ask the students to draw the base ten blocks on their paper accurately representing the
number of Hollys cards. I will ask the students to cross out hundreds, tens, and ones to subtract Doras
cards.
a. T model: I will create the model that shows Hollys cards using the base-ten blocks on the board. I
will cross out hundreds, tens, and ones to subtract Doras cards on the board, leaving one big square, 2
thin rectangles, and 5 tiny squares.
b. Student response: Using the popsicle sticks, I will randomly select students to make sure they
understand that they are crossing out the number of cards Dora has
a. T input: I will ask the students to provide a response in a single sentence on what do the blocks that
are left show.

a. T model: To get them started, I will lead with a sentence : They show how many __more or
less____ cards Holly has. They can, then pick one of the words that makes sense.
b. Student response: In a choral response, students will share their answers.
a. T input: I will ask the students how many more cards Holly has.
a. T model: I will again show how the number of cards Dora has was represented in numbers in place
value and Hollys cards were represented by base-ten blocks. I will discuss how hundreds are
subtracted from hundreds, tens from tens, and ones from ones.
b. Student response: In a choral response, ask the students to give you the answer (125)
Step #3:
Subtracting three-digit numbers without regrouping
a. T input: I will ask the students to assign the numbers in the place value chart of 100s, 10s, and 1s
for two numbers of 358 and 243.
a. T model: I will draw the place value box on the board and assign the numbers in each place value
using two random three-digit numbers (789 , 543)
b. Student response: In a choral response, the students will assist me in assigning the numbers in each
place value
a. T input: Using the greater than(>) or the less than(<) sign, I will ask the student to pair up each
number digits from the same place value
I will ask the students to indicate if the bottom three digit number can be subtracted from the top three
digit number without regrouping
a. T model: Using 789 and 543, I will group the numbers as following: 7>5, 8>4, 9>3. I will ask the
students if the numbers on the left are greater than the numbers on the right side.
b. Student response: I will have all students give me a thumbs up if they have the right answer that I
will write on the board.
a. T input: I will ask the students to subtract the smaller number from the bigger number in each
value place and write the answer down on their paper.
a. T model: I will use 7>5, 8>4, 9>3, to show that 789 543 is 246.
b. Student response: I will ask all students to share their answers with the class and how they
reached their answers. I will ask any student worked out a different number than 115.
Step #4:
Subtracting two three-digit numbers with regrouping
a. T input : I will write two three-digit numbers of 358 and 249 on the board and ask the students to
assign each numbers on the place value of 100s, 10s, and 1s.
a. T model : I will use different three-digit numbers to model for the students ( 465, 328). I will assign
each number digits to each place value.
b. Student response: I will ask for a choral response from the students to help me write the number
digits on the place value chart on the board.
a. T input: Using the greater than(>) or the less than(<) sign, I will ask the student to pair up each
number digits from the same place value
a. T model: Using 465, 328, I will display the numbers in pairs as following : 4>3, 6>2, 5<8.
b. Student response: I will ask the students to write their answers on the papers and show me that
they got the right answer by holding it up for me to see. They should have 3>2, 5>4, 8<9 as their
answer.
a. T input: I will point out that the 9 cannot be subtracted from the 8 because it is the bigger number
between the two. So I will direct the students attention to regrouping. I will regroup a ten in 358 to get
10 more ones. I will write down on the board : 300+50+8 = 300+40+18. With the regrouping, I will ask
the students to subtract 249 from 358.

a. T model: Using 465, 328, I will write down on the board : 400+60+5 is equal to 400+50+55. I will
proceed with regrouping and show the students the following on the board : 4-3, 5-2, 15-8. Which
should give us the answer of 137
b. Student response: Using the popsicle sticks, I will randomly select a few students to work out the
solution on the board and see if the class agrees with their answers. If they got the right answer (109), I
will ask them to share with the class how they were able to reach their solution.
Step #5: Logical thinking involving three-digit subtraction
a. T input: Why do we subtract to find how many more?
b. Student response: The students should reply that when you take away the number of cards Dora
has, what is left is the number of cards that Holly has that Dora does not.
a. T input: How could you subtract 368-243 in your head?
b. Student response: Student may respond that they can subtract the numbers in each place value
position
C. APPLICATION ACTIVITY (Practice and/or Reflection): I will hand out a worksheet that contains
8 problems of subtracting three digit numbers. The students will work individually, not in pairs or
groups, so I can accurately observe if there is any student struggling with the worksheet. I will also
write down the steps and different models of solving three-digit number subtraction on one side of the
board so the students can double check their steps and also try different methods. After 15 minutes of
working on the worksheet individually, I would ask all students to stop and we will discuss each
problem as a whole class.
D. MATERIALS & RESOURCES:
WHITEBOARD, DRY ERASE MARKERS, PENCILS, WORKSHEETS, PAPER
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: I will make sure that the students understand what we are doing by asking
them questions and letting them respond with answers. I will also ask the
students how they got their answers so they can verify that they understood the
process of regrouping. I will try to watch and look for the students who are
struggling and give them additional help when I am walking around the room. In
addition, if I feel that the majority of the class is struggling I will review and do
more problems with the class.
Summative: Students will be given an exit slip in which they are required to solve two equations of
subtracting three digit numbers. At the end of the class, they will hand them out to me as they exit the
door. I will grade the exit slips to evaluate whether they fully understood the procedure or not.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS :
To accommodate different types of learners I will try to repeat what I am saying. I
will also try to use simple directions and questions, so it does not sound confusing. I
will also use visuals by writing on the board to demonstrate and work through
equations with the class. This will hopefully help the visual learners. For those

students who are struggling with the worksheet, I would have them join me in the
circle table on the side to provide help. For those students who are the high
achievers, who would most likely finish the worksheet sooner than the rest, I would
prepare mini-worksheet containing more complex problems to assign them.

VII. HOMEWORK (if appropriate):