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Lesson Subtraction Using Base Ten Blocks Math Lesson December 7

Course
Title/Focus (Period 1-2, 8:39-10:00, 80 min) 3/4 Date 2017

PROGRAM OF STUDY OUTCOMES

Math 3 Number
o 2. Represent and describe numbers to 1000, concretely, pictorially and symbolically
o 3. Compare and order numbers to 1000
o 9. Demonstrate an understanding of addition and subtraction of numbers with answers to
1000 (limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by:
using personal strategies for adding and subtracting with and without the support of
manipulatives
creating and solving problems in context that involve addition and subtraction of
numbers
Math 4 Number
o 1. Represent and describe whole numbers to 10 000, pictorially and symbolically
o 2. Compare and order numbers to 10 000
o 3. Demonstrate an understanding of addition of numbers with answers to 10 000 and their
corresponding subtractions (limited to 3- and 4-digit numerals) by:
using personal strategies for adding and subtracting
estimating sums and differences
solving problems involving addition and subtraction

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Represent and solve subtraction questions using base ten blocks (Application)

MATERIALS AND EQUIPMENT

Smartboard
Worksheet: Minus Dice Grade 3/Minus Dice Grade 4
Base Ten Blocks (20x5 One blocks, 20x5 Ten blocks, 5x5 100 blocks, 1x5 1000 blocks)
Personal Whiteboards & Markers
Minus Dice Smartnote

PREPARATION AND LOGISTICAL CONSIDERATIONS

Remember to take picture
Set up morning message before class (handwriting)
Have Minus Dice smartnote available on the main computer
Sort base ten blocks into groupings: 1s, 10s, 100s, 1000s
Have 5 personal whiteboards
Have smartboard page showing responsibilities for base ten demonstrations
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PROCEDURE
Introduction Time
Have students come in and work on their handwriting booklets 10 Min
Mark math facts sheets from yesterday (10)
8:50
Body Time
Topic 1) Have students put away handwriting booklets and
Subtracting with return to their desks, have students clear desks
base ten blocks 2) Today we are learning how to subtract using base ten
blocks.
3) Bring up smartnote showing responsibilities and explain
each role and then take turns coming up get their
needed ideas
Ones: James, Hudson, Samara, Cole, Lateycia
Tens: Spencer, Riley, Sara, Johnny, Dylan
Hundreds: Sonnie, Kayden, Boyd, Gage, Diamond
30 Min
Thousands: Kairaya, Darcelle, Tony, Pretty, Lydell
(40)
Drawer: Kyzin, Kayleb, Garnett, Johnny, Manuela
9:20
4) Go over process:
-Write problem and circle top number
-Make number using the BTB; Drawer draws it on
whiteboards
-Subtract from BTB; Drawer draws new BTB on
whiteboard
-Group puts hand on head
5) At 9:15, get students to return blocks/whiteboards by
group

Topic 1) Distributors hand out Minus Dice booklets and delegate

Comparing students to get personal whiteboards for table
numbers in a line 2) Have each student write down one of their numbers
from Minus Dice
3) Separate Grade 3 and 4 and have them line themselves 15 Min
going from biggest to smallest ()
4) If there is time do both grades together
5) Have students return to desk and have delegates put
back personal whiteboards

Topic 6) Recap page 2 from yesterday, have students pair up with

Continue on their partners and continue working through booklet
20 Min
worksheet 7) Help students and example the last pages to students
()
that finish page 3
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Differentiation
Grade 3 Grade 3 will be subtracting and ordering numbers up to 1000

Grade 4 Grade 4 will be subtracting and ordering numbers up to 10 000

Specialization Students needing extra Assistance:

-They can omit the even/odd part of page 1
-They can line up there numbers from the top of page 1 on page 2 and switch
so the larger number is on top
Students needing extra Challenge:
-Once done can start thinking and writing down examples of addition or
subtraction word questions
Conclusion Time
Have students return their worksheets to you and prepare for recess 5 Min
(80)
Assessment
Observation/Discussion/Written: Student understanding and ability to successfully solve
subtraction questions up to 3 or 4 digits (3N.9, 4N.3)
Observation/Discussion: Students understand how to order numbers from greatest to
smallest (3N.3, 4N.2)
Discussion/Observation: Students are able to use base ten blocks to represent numbers and
subtract numbers (3N.2, 3N.9, 4N.1, 4N.3)

Additional Notes: