Lesson Plan

Day: Thursday
Year 3

Date:

27/08/2015

Time:

9:45am

Year:

Learning Area: Mathematics Topic: Subtraction

Curriculum content description: (from ACARA)
Recognise, model, represent and order numbers to at least
10 000 (ACMNA052)
Recognise and explain the connection between addition and
subtraction (ACMNA054)
Recall addition facts for single-digit numbers and related
subtraction facts to develop increasingly efficient mental
strategies for computation (ACMNA055)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Students have learnt addition and multiplication. Have an

understanding of taking away a number only if it is less than
the original number.
Have used grids to count out how many numbers to subtract
to get to the final amount.
Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

Students recognise the connection between addition and

subtraction and solve problems using efficient strategies for
multiplication.
They continue number patterns involving addition and
subtraction.
Students learn to rename/trade when subtracting.
Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)
Students will be able to

(What will students know and be able to do

at the completion of the lesson specific,
concise and attainable objectives)

Students are able to

familiarise themselves
with different units.
Able to subtract a smaller

Observation
Discussions with students
and the class as a whole
Student feedback

number from a larger

number.
Students are able to
identify and comprehend
different words for
subtraction.
To be introduced to place
value in numbers.

Students able to complete

the activity

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)

MAB blocks
Whiteboard and markers
Student workbook
Worksheet
1-9 dice and 10-100 dice
Catering for diversity (detail any adjustments considerations for
educational/resource adjustments)

Students with a good understanding of subtraction can work

through different problems at a faster rate with their partner.
Students who require more assistance can work with the
teacher or other students to complete the task.
Students who are struggling may be given easier subtraction
algorithms with all the larger units larger than all of the
smaller units.

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Timin
g:
9:45a
m
10min
s

Learning Experiences:
1. Introduction:

(How will I engage the learners?)

Students are asked to sit around the semi-circle

table.
Students are asked what rules they remember
about subtraction from yesterday. Students asked to
raise their hands before giving the answer. At each
table one game of rolling the dice and using the
popsicle sticks to form the equation.

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)

9:55a
m
15min
s

10:10
am
20min
s
10:30a
m

Students are shown MAB blocks and asked who

knows how many blocks are in each part (e.g. 10
line, 100 block, single block etc.)
Students asked whether they can be used in the
same way as the popsicle sticks.
Students are reminded how to count up the 100
block by using multiplication that they learnt in
second term.
Blocks are separated into a 1s column, 10s column
and a 100s column.
The place value is also explained on the whiteboard
with a column for all three values and explained
how larger numbers are arranged in the column.
Students are then given a certain amount of blocks
from all the sizes (1s, 10s and 100s) and then a
smaller amount in a second row.
Numbers are given to the students. The students
are asked to raise their hands to answer which
number is to be written down to form the algorithmthe largest first.
The algorithm is set out with the blocks and also on
the whiteboard.
Together with the teacher, the students are taught
how to take away a certain amount from each

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15min
s

10:35a
m
10min
s

column starting from the smallest column.

While the algorithm is being completed the teacher
is writing the working out on the white board.
The students are taught to take an amount from the
larger blocks if they do not have enough in the
column to take away. (Use for example, 325-219.
You cannot take 9 away from 5 so you have to take
10 from the 20 to make it 15-9)
A worksheet with algorithms to complete are
handed out to the students.
Students are split into pairs or threes and are then
asked to complete the worksheet.

3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)

Students are to swap worksheets to check their

answers.
Students who do not have the right answers are
given clarification on how to reach the correct
answer.
Students are given a series of questions such as
what do we do when a larger number has to be
taken from a smaller number for example 325219?
To conclude the lesson the interactive whiteboard
game will be played using subtraction in the
game. The class will play in groups of 5 or 6 to
compete for the best score.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Teacher observation on how the students understood the

task by how many competed the activity
Whether the students were excited to do the activity
By asking questions once the activity was drawing to
conclusion
Asking the students whether they enjoyed the activity
Assessing whether the students stayed on topic or became

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easily distracted
Assessing whether the students were asking lots of
questions because they were confused by the activity or
whether they finished the activity quicker than anticipated
due to the task being too easy for the students

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Subtraction Worksheet
Question 1

49

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28

Question 2

89

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26

= ?

Question 3

76 - 49 = ?

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Question 4

64 - 28 = ?

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