Lesson Plan Template

Topic/Lesson Title
Date
Author
Subject/Unit of Study
Unit of Study
Materials/Preparation

MA Curriculum

Frameworks/CCSS:
I.

Trade-First Subtraction
4/6/16
Grace Gustafson (Adapted from Everyday Math)
Trade- First Subtraction Part 1
Unit 6
Document Camera
Whiteboard and Marker
Math Journal pg. 190
Modeled Trade-First Subtraction Problems
3.OA.8
3.NBT.2
SMP1
SMP2

Grade Level

Lesson Learning Targets / Head and Heart Learning Objectives:

What do I want the students to learn, know, understand be able to do?
Learning Target
1. I can practice using trade-first subtraction

II.

Assessment:
How will I assess the childrens understanding and/or skills to determine if the
objectives/learning targets have been met? How will I observe? What will I look for?
How will I encourage self-assessment on the part of the children? How will I lead the
children to reflect on the content an nature of the experience?
I will assess student understanding by listening and honing in on their verbal explanations of
trade-first subtraction during whole group instruction. I will also assess their ability to
transfer other skills such as place value and expanded form to this lesson. Finally, I will check
for individual understanding as I circulate during independent work time, completion of Math
Journal pg. 190. I will then assess student understanding of this work during the closing
meeting time as students are strategies and ideas.

III.

Instructional Steps/Lesson Sequence:

a. Connecting to or building students prior knowledge/experiences; engaging
learners/setting the purpose: How will I activate childrens prior knowledge,
experiences, or skills? How will the lesson build on their knowledge, experiences,
and skills?
This lesson will build on students prior knowledge of subtraction because they have
learned to subtract in earlier grades and even worked with trade first subtraction earlier
this school year. Make the connection to this learning and experience and tell students

that were going to continue our work with trade-first subtraction. Students should use
the skills theyve acquired to help them during this lesson.

b. Description of how the lesson unfolds: What will I do (teacher moves)? What will
the students do (student moves)? What questions will I ask?
Unfolding of Lesson
1. Ask students to join you at the rug by the count of 10
2. Have a 3-digit number written on the whiteboard (231). Break down each
number in each place value position to remind students of place value before
jumping into subtraction. Label the 2 as the 100s column, 3 as the 10s column,
and 1 as the 1s column. Do the same with the second number you will use in
the subtraction problem (174)
3. Once you have identified the place value of each number, ask students to take
231, and write it in expanded form (200+30+1). Remind students what
expanded form looks like use a model (425 400+20+5). Have students
write 174 in expanded (100+70+4) form as well. Write these two numbers in
expanded form with 231 on top, and 174 underneath. Set this up to look like a
subtraction problem.
4. Tell students that you want to subtract 174 from 231 using trade-first
subtraction. Introduce learning target. Have them look at the number in
expanded form starting with the hundreds place. Ask a student what amount we
could borrow from the hundreds place in 231 to give to the 10s place, and still
be able to subtract the 100s column (answer is 100).
5. Now move that 100 over to the 10s column in the number 231. The 10s column
will now contain 130. Now ask students if they need to share any of that
amount with the ones column and why answer is yes, you must take 10 from
130 and trade it to the 1s column so that you can subtract the 4. 1s column then
becomes 11.
6. Now ask students if we are able to subtract 174 from 231 answer is yes!
7. Ask students to subtract 100 from 100, giving you a 0 in the hundreds column,
then 70 from 120 giving you 50 in the 10s column, and finally 4 from 11 giving
you 7 in the 1s column. Ask students to add the 0+50+7 to get the final answer.
8. Ask students how we know if this answer is correct check their work.
9. NOW tell students that were going to try this again without breaking the
numbers into expanded form. Use the numbers 406 389. Start the 100s
column for them and then have students continue the work with you should
feel similar to what we just did.
15 minute mark
10. Introduce (doctored) Math Journal pg. 190 to students.
20 minute mark
11. Dismiss students to their seats to complete this worksheet
35 minute mark
12. Have students come back to the rug by the count of 10 to share out difficulties,
ideas, and strategies to close the lesson. Discuss that tomorrow will also be
subtraction but using estimation and rounding!
50 minute mark

c. Closure: How will I end the lesson? How will I set the stage for making
connection from this learning experience to a past or future learning experience?
How will ideas be synthesized?
I will end the lesson by having students share out strategies they used during independent
work time that helped them make sense of trade-first subtraction. I will also ask them
what math thinking and strategies they used when they didnt write the problem in
expanded form, and what that felt like for them. I will set the stage for tomorrows lesson
by telling students that tomorrow we will be working with subtraction, but with rounding
and estimation!

d. Differentiation: How will I meet the needs of a range of learners? Who needs
what to make this lesson accessible and successful for all (IEPs, 504s, ELLs)?
I will differentiate instruction through my presentation of material in the lesson. I will
scaffold material appropriately, beginning by building students understanding of place
value, expanded form, then moving into subtraction of numbers. I will make all language
and resources accessible to learners so that they can access the lesson in a way that works
best for them. I will make sure to provide extra personal and added teacher support for
students who find the lesson especially challenging.

e. Social Justice Orientation: How does this lesson respect and include individual
students cultural, socio-economic, and racial backgrounds?
This lesson will engage and participate students of all backgrounds and identities.
Making material accessible to all students in the class is in and of itself an act of social
justice. All students will be given what they need to feel successful in their learning.

f. Technology Integration: How was technology used in this lesson to enhance the
learning experience?
Technology will be used as I incorporate the document camera into the lesson as I
introduce the Math Journal worksheet pg. 190.