Active Learning Lesson Plan

Student Name: Mary Rye

Course: ELED/BED 4310 Lesson Topic: Three Digit Subtraction with regrouping
Date: 10/25/18

TEKS: Number and Operation

The student applies mathematical process standards to develop and use strategies and methods for whole
number computations in order to solve problems with efficiency and accuracy.

3.4: The student is expected to:

a) solve with fluency one-step and two-step problems involving addition and subtraction within
1,000 using strategies based on place value, properties of operations, and the relationship between
addition and subtraction

Learning Outcomes:
The student will be able to perform three-digit subtraction with regrouping.

Preparation:
How will Learning Outcomes be Assessed (formal/informal):
Informal: Walking around the room as they complete the
centers to make sure they are understanding how to solve the
problems.
Formal: An exit ticket at the end of the lesson for the students
to complete with a buddy.
Prior Knowledge/Connections:
● Practice problems to show regrouping
Planning/Things to Organize or Get:
● Dice (7)
● Base-ten blocks
● White boards (at students desks)
● Handout for center #2
https://docs.google.com/document/d/1O2f7ZgY-
00bp2I08DJQJ92v-
T88neNoBsdmvK8TqFRU/edit?usp=sharing
● Baseball Subtraction game board
● Game board pieces
● 5 decks of cards
Important Reminders for Students:
● Be courteous of your peers
● Clean up you station before moving on to the next
one
● Ask for instructions if you are unsure
● Help your peers if they are struggling

1
Implementation: Time/Pacing of Lesson

● Introduction 5 minutes
In the beginning of the lesson, I will ask the students to work with a buddy to answer the following
question; “Where do we see subtraction in the real world?” The students will talk for a couple of
minutes and then we will share with the whole group.

● Mini-Lecture 30 minutes
I will start off the main part of the lesson by reviewing two digit and three digit subtraction. I will
have the students use their base-ten blocks and we will review with practice problems. I will write
the problem on the board and they will use their base-ten blocks to show their work and they will
solve it using their whiteboards.

● Active Learning/Learning Centers 50 minutes

There will be four learning centers so that the students can practice three-digit subtraction in
different ways. Each center will have from 4-5 students at the table working on an activity. For the
first center, the students will be using base-ten blocks to help them model the subtraction problems
they will be doing. They will be working on both two-digit and three-digit subtraction problems.

At the second center, each student will have a die, a handout and the white boards at their desk.
They are going to roll the die three times and write down the numbers they rolled; 6-5-1. They
will arrange the numbers from greatest to least and then from least to greatest. (651, 156) They
will then subtract the smaller number from the larger number. They will repeat this 5 times.

The third center will have a baseball subtraction handout. They are going to need their base ten
block sets. Each student is going to start with 8 tens, so 80 pieces, as they roll the die they are
going to move along the game board. Depending where they land they will either remain with the
number they have or they will add or subtract from what they have. If they land on a tile with a
baseball player on them, they remain with the what they have. If at any point they run out of base
ten blocks they must move their piece back to the beginning and they must start over.

For the fourth, and final center the students will need a deck of cards. Each student will take out 5
cards, they will then place three cards on top and they will place the other two below the three to
make a subtraction problem. Once they have solved that problem, they will move those cards to
the side and grab another five cards and repeat the steps.

● They will rotate centers every 12 minutes. To know that it is time to move centers, I will use my
phone as a timer.

● Closure 5 minutes
To check for understanding, I will pass out an exit ticket where the students will have to work with
a buddy to solve two problems.

Reflections:
What went well: I think my different stations went well because it allowed for all of the students to
participate at their level. Some students were working on the two-digit subtraction while others were
working on three-digit subtraction.
What would I do differently next time: I would type up the instructions for each station to help the students
know what to do at each station.
Next Steps: To help students learn appropriate methods to remember the steps of subtraction of two- and

2
three-digit numbers.
Things to Remember: To be sure to help each student to make sure that they are understanding the
material.