Structured Curriculum Lesson Plan Day: 010 Subject: Mathematics Grade Level

STRUCTURED CURRICULUM LESSON PLAN
Day: 010 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 6C1
ITBS/TAP: ISAT:
Solve single step problems using subtraction or
addition with whole numbers
Unit Focus/Foci
Addition and Subtraction
Instructional Focus/Foci
Understanding vocabulary terms: addition, subtraction, and inverse operations
Materials
Six-Group Activity: Subtraction: Think Zero

Small box
Several markers
Calculators
Educational Strategies/Instructional Procedures
Warm-up Activity:
Read the following problem for the class and have each student respond by raising his/her hand
to volunteer to answer.
Two numbers have a sum of 1700 and a difference of 500. What are the numbers? 1100 and
600.
Next, have the students use number wheels or they may play the thumbs up, thumbs down game
to indicate a correct or incorrect response. If the answer is more than 40, have the students place
their thumbs up. If the answer is less than 40, have the students will place their thumbs down. If
the answer is exactly 40, have the students stand.
70
25+30 = ↑
20+14 = ↓
80-40 = Stand
59-4 = ↑
26+15 = ↑
32-12 = ↓
46-6 = Stand
50-10 = Stand
40-14 = ↓
30+12 = ↑
Lesson:
Have the students use the calculators to show how the following activity works. Give several
students markers. Have students get in two lines. Call one line “In”, and the other line “+”.
Have a student from the “In” line place his/her markers in the box. Next, call out the number of
markers to be added and ask someone from line “+” to place them in the box then a person from
the “+” line by calling out the number that should be added. Example: 13
Example: A person from the “In” line pus in seven markers, then the teacher will say (-4, + 4).
The person holding markers in the (-, + plus line) steps forward and counts out the four markers
to be put in the box. Ask the designated, or volunteering, student what will come out of the box.
The reply should be 11. “Speedy reply is one way to measure mastery of a given skill. A speedy
recall response is one which takes only about 1½ seconds from the statement/problem delivery
time.. Continue for about 3 or 4 turns. (Note examples used for addition facts use the same
example for subtraction.)
71
Function Activity
In Line Plus(+) line Out

5 6 = 11
3 10 13
11 3 14
9 9 18
Subtraction Functions may be done the same way except the plus line would be converted to a
minus line.
In line Minus line (-) Out

10 4 6
16 3 13, etc
Explain that an inverse operation is a process that reverses what a proceeding operation has done.
The following is an example of how subtraction is the inverse of addition. Put the examples
below on the chalkboard.
Example: 17+4 = 21; to undo the addition the sum (21) minus 4 = 17
(17+4 = 21) inverse (21-4 = 17) The students should have the same exact digits in both
examples. In the inverse, the sum of the two addends minus the smaller addend is equal to the
larger addend.
Say: Let’s practice: Have students work the following problems to show an understanding of
inverse operations.
1. 16-4 = (12) 12+4 = (16)

2. 14-2 = (12) 12+2 = (14)
Say: Now that you have had the opportunity to practice a few on your own, write the inverse for
the following:
1. 16-3 = 13 2. 11+2 = 13 3. 10-4 = 6 4. 24-7 = 17

5. 17+3 = 20 6. 9-6 = 3 7. 54-21 = 33 8. 33+12 = 45
9. 19-7 = 12
72
Ten Statements
Review the ten statements and have the students write yes if they heard it in today’s lesson and
no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson
1) Word problems are another way to use addition and subtraction skills.(yes)
2) Speedy recall is a way to measure mastery of skills.(yes)
3) Missing addends are represented by the letter “n”.(no)
4) Functions are a way to add and subtract.(yes)
5) Place value is the value of a digit in a number.(no)
6) Plus or minus are functions that a function machine can perform.(yes)
7) When one adds with a function machine, the numbers coming out are larger than what
actually went in.(yes)
8) When using the function machine, operations on top of the machine dictate the function to be
performed.(yes)
9) When we add with the function machine, we get a sum as our answer.(yes)
10) On a number line, positive numbers are to the right of the zero.(no)
Free-Choice Lesson
Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).
Six Group Activity
Have a group of six students, two from each ability level, complete teacher directed activity
sheet. (Subtraction: Zeros in the Ones.)
Math Workshop
Have the students go into the Math Workshop after completing their Free Choice Lesson.
Integration with Core Subject(s)
LA: Understanding explicit, factual information

Understanding the meaning of words in context
SC: Apply scientific method to solve problems
Analyze and interpret data
73
SS: Read and interpret maps, charts, tables, graphs, and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity Sheet: Subtraction: Zero in the Ones
Technology: T.I. Explorer Plus, Cruncher CD-ROM (optional)
Assessment
Consider students’ responses to Ten Statements lesson review and performance on worksheet as
informal assessment tools.
Homework
Have each student write one problem of his/her own and solve it. Have each student then write
out the steps necessary to solve it.
Teacher Notes
74
Six Group Activity
Subtraction: Think Zero
Materials:
10 (5” x 7”) index cards
1 pencil
1 black marker
9 ½” x 6 ½” envelope
Prepare the following cards using the black marker to write the problems on the front of the card
and the pencil to write the answers on the back. Write one problem on each card.
47 78 27 58 66 39 86 24 99 87
- 5 - 6 - 3 - 2 - 4 - 8 - 5 - 4 -58 -67
Answers:
47 78 27 58 66 39 86 24 99 87
- 5 - 6 - 3 - 2 - 4 -8 - 5 - 4 -58 -67
42 72 24 56 62 31 81 20 41 20
Think Zero
Say: Sometimes you will need to think zero when subtracting.

•Subtract the ones.
•Subtract the tens.
Think Think
56 38
Zero Zero
-3 - 5
Use this study board to teach the students how to think about zeros in a problem. Use this
problem as an example. 47
-3
Ask these questions: What is the first step in solving these problems? (subtracting the ones)
When would you think about a zero in the problem? (4-0) What is the answer? (44)
Tell students that they are going to do an activity that involves subtracting and thinking of zeros.
Lay a card with one subtraction problem (listed above) on it on the table and give the students
time to write the answer to the question. As you reveal the answer say: The answer is….
Store the activity in a 9 ½” x 6 ½” envelope.
75
Correlations (SG,CAS,CFS): 10D4; 6C1
ITBS/TAP: ISAT:
Solve single-step problems using addition or
subtraction with whole numbers
Unit Focus/Foci
Addition and subtraction
Mastering addition facts
Materials
Six-Group Activity: Addition: Adding More Numbers

Craft sticks
Base ten blocks
Coins
T.I. Explorer Plus, CD ROM Cruncher
Calculators
Math journals
Warm-up Activity:
Write the following vocabulary on the chalkboard , along with the examples.
1. Addend: A number that is added to another to make a total.
2. 1 → regrouping
Ex: 35 → addends
+ 48 → addends Base ten blocks, craft sticks, or coins may be
83 = sum used to demonstrate this example.
3. Sum: When two addends are combined, the total is called the sum.
4. “n”: “n” represents the unknown number in a mathematics problem.
Ex: 35 + 48 = n
35 + 48 = 83
n = 83 n = unknown
76
Lesson:
Write the vocabulary terms and how to solve the problems on the chalkboard. Have the students
write them in their math journals.
Vocabulary: addend-a number being added to one or more numbers
Example: 6 + 3 = 9
↑ ↑
addend addend
Problems written horizontally are in equation form. Example: 6+3=

Problems written vertically are in working form. Example: 6
+3
sum- the answer that comes from adding numbers. Example: 6+3=9 sum = 0
inverse operation- an operation that undoes the results of another operation. Addition and
subtraction are inverse operations. (Example: -6 is the inverse of +6)
Have the students solve the following problems. Set the timer for 5 minutes. When time
expires, have the students put their pencils down. The teacher will give the answers and students
will put a correct symbol next to the problems that they got right ..
5 7 8 7
1. (A: 11) 2. (A: 16) 3. (A: 14) 4. (A: 14)
+6 +9 +6 +7
8 6 9 8
5. (A: 11) 6. (A: 15) 7. (A: 15) 8. (A: 15)
+3 +9 +6 +7
Have the students solve the problems and label the parts of one problem from above using the
vocabulary introduced in the first addition lesson.
7 addend
(7 + 2 = 9)
Example { +2 addend
9 sum
9. Christy has 5 ponytail clips. Her mother buys a new pack that has twelve (12) clips, and her
aunt gave her a pack with two (2) clips. How many clips does Cristy have in all?
Example (5+12+2 = 19) Cristy has nineteen in all. How many does she need to make 20?
(19+1 = 20).
77
Ten Statements
no, if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.
1) Clue words can be used to help you know that you should subtract. (no)
2) Sum is the total of two addends when added. (yes)
3) When we solve subtraction problems, the answer is called the difference. (no)
4) Regrouping and carrying refer to the same process. (yes)
5) There are two at least addends in addition. (yes)
6) Digits are any of the numbers 0 through 9.(yes)
7) When you combine addends that total ten or more in the one’s place, you must regroup them
and put them in the ten’s place. (yes)
8) Ones and tens places refer to place value.(yes)
9) Never put more than 9 ones in the ones place.(yes)
10) n is the unknown number in a problem.(yes)
Free-Choice Lesson
Six-Group Activity
Have a group of six students, two from each ability level, complete the teacher-directed activity
sheet. (Addition: Adding More Numbers)
Math Workshop

78
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity Sheet: Addition: Adding More Numbers
Technology: T.I. Explorer Plus, CD ROM Cruncher (optional)
Assessment
Assess students’ classroom participation and ability to solve assigned problems.
Homework
Teacher Notes
79
Six-Group Activity
Addition (Adding more numbers)
Materials:
5 index cards (5” x 7”)
1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
Prepare the following index cards using the black marker to write the problems on the front of
the cards and the pencil to write the answers on the back of the cards.
869 283 314 195 935

113 554 256 264 235
+496 +351 +233 +112 +125
Copy this study board and use it to reteach this lesson.
Adding More Numbers
Say: Regroup one hundred from the tens place

Regroup 2 tens from the ones place
Add 4+8+9 = 21
1 2
6 94
+ 968
429
Always start at the ones place and work left.
2091
Use the study board to show the students how to solve an addition problem.
252
343
+264
80
Ask these questions:
How many numbers are in the ones place? (3)

What number belongs in the ones place in the sum? (9)
Say: Add up digits in the tens column.
What is the answer? (15)

What do we do with 15? (regroup)
How do we write the 15 in the sum? (Write 5 in the tens place and 1 above the 2 in the hundreds
place.)
What are the numbers being added in the hundreds place? (1+2+3+2)
What is the answer in the hundreds place? (8)
What is the answer to the problem? (859)
Tell the students that they are going to do an activity just like the one they have just completed.
(You want them to solve the problem and regroup if necessary). Lay a card on the table and
have the students write the answer. As you reveal the answer say, The answer is…… Store the
activity cards and study board in the 9 ½” x 6 ½” envelope.
81
ITBS/TAP: ISAT:
Solve single-step problems using addition or
Unit Focus/Foci
Mastering subtraction facts
Materials
Six-Group Activity: Subtraction: (Zero In The Tens)

Math journals
Base ten blocks
Math cubes
Numbers cubes
Lesson:
Write clue words and vocabulary on chalkboard. Explain to the students that there are certain
clue words that they should look for when deciding how to solve a problem. Examples: 1. How
many more, 2. Which has less, 3. Which is greater, 4. Which is larger 5. Which is smaller,
6. What is the difference, 7. How many remain, 8. Which is fewer, 9. How many are left.
Explain that these words are used to compare or to find missing parts when solving problems.
Have the students write these terms and clue words in their math journals. Explain the
vocabulary words and examples.
82
1. Fact family: A group of related facts based on one fact (locate the commonalties)
Ex: 7 + 8 = 15 __; 15 - 7 = 8; 8 + 7 =15__; 15 - 8 = 7
All of the problems are different, but they all have the same digits in common.
2. Difference: The answer that comes from subtracting one number from another.
Ex: 8 - 4 = 4; 4 = the difference
3. Digit: A number symbol from 0 through 9.

Ex: 0,1,2,3,4,5,6,7,8, or 9.
4. Minuend: The digit from which another is to be subtracted.

Ex: 53 ←minuend
-15
5. Subtrahend : A digit that is subtracted from another to give a difference.

Ex: 53
-15←subtrahend
6. Regrouping: To rename a group that makes adding and subtracting easier.

4 (13)
Ex: 53
-18
35
7. Sum: When adding numbers, the answer is the sum.

Ex: 53
+18
68←sum
Show the students place value and regrouping using base ten blocks and sticks.
Have the students solve the problems above. When the students, have solved the problems, have
them select one problem and label the parts, using the vocabulary introduced in lesson one (1).
8 9 7 8
1. (A: 3) 2. (A: 5) 3. (A: 5) 4. (A: 2)
-5 -4 -2 -6
9 17 14 15
5. (A: 6) 6. (A: 9) 7. (A: 8) 8. (A: 6)
-3 - 8 - 6 - 9
83
14 13 96 54
9. (A: 9) 10. (A: 4) 11. (A: 72) 12. (A: 23)
- 5 - 9 - 24 - 31
78 67
13. (A: 35) 14. (A: 43)
- 43 - 24
Example: Subtrahend, minuend, difference
4 minuend
- 3 subtrahend
1 difference
15. Joey has fifteen trading cards. He gives his friend (four) cards. How many cards does he
have left? (15-4 = 11) He trades two cards for a yo-yo. How many cards are left now?
(11-2 = 9; there are nine left.)
Ten Statements
no, if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.
1) Clue words can be used to help know when you should subtract. (yes)
2) Difference is the answer when one subtracts. (yes)
3) How many left is a clue word phrase. (yes)
4) Minuend is a digit in a subtraction problem. (yes)
5) Remainder is the amount left over when dividing. (no)
6) Place value refers to the amount that each digit in a number stands for. (yes)
7) Mile is a unit for measuring distance. (no)
8) A pattern is numbers or items in a regular or repeating order. (no)
9) When we add digits, the answer is called sum. (yes)
10) Borrowing and regrouping/carrying make addition and subtracting easier. (yes)
Free-Choice Lesson
84
Six-Group Activity
Have a group of six students, two from each ability level, complete the teacher directed activity
sheet. (Subtraction: Zeros In The Tens)
Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity Sheet: (Subtraction: Zeros In The Tens)
Technology: TI Explorer Plus, CD ROM Cruncher (optional)
85
Assessment
Use students’ responses and participation in class discussion as an assessment tool.
Homework
Write the following on the chalkboard. Have students copy it and complete it for homework.
Label parts of problems. Demonstrate regrouping and borrowing with explanations for three of
the problems.
36 19 75 675 465
−12 −12 −32 −317 − 76
Teacher Notes
Check to make sure that students have copied clue words and vocabulary in their math journals.
86
ITBS/TAP: ISAT:
Solve single-step problems using subtraction or
Unit Focus/Foci
Solving addition and subtraction
Practicing addition and subtraction using function machines (inverse operation)
Materials
Six-Group Activity: Subtraction (Regrouping the tens)

Small box
Several markers
Calculators
Worksheet (Functions)
Warm-up Activity:
Read the following problems and have each student respond by raising his/her hand to volunteer
to answer.
Examples: 7+7 = (14) 8-7 = (1)

14-7 = (7) 10+6 = (16)
87
Lesson:
Have students use calculators to complete the activity. Give markers to the students. Have
students form two lines. Call one line In, and the other line plus. Have a student from the In line
place his/her markers in the box, then have a student from the plus line call out the number that
should be added. Example: 13
Example: Have a person from the In line place 7 markers in the box. Next, say: (-4, +4).
Instruct student holding the markers in the (-, + line) step forward and count out four markers to
place in the box. Ask the designated (or volunteering) student to give the number of markers to
1
be withdrawn from the box if the reply is 11. (Speedy reply, about 1 seconds to answer.)
2
Allow time for several students to have a chance. (Note: Use the same example for addition
facts as the one used for subtraction.)
Give the students a copy of the worksheet and explain that the same principle needs to be
followed to complete the functions in the six drawings, using the number at the top to add or
subtract.
-5
In out
10 5
7 2
8 3
5 0
12 7
+2
in out
4 6
6 8
5 7
16 18
9 11
88
-3
in out
4 1
9 6
7 4
5 2
3 0
8 5
+7
in out
4 11
6 13
8 15
9 16
5 12
3 10
+9
2 11
0 9
1 10
4 13
5 14
6 15
-10
in out
12 2
14 4
18 8
16 6
11 1
10 0
89
Functions Worksheet
1). -3 2). +4
IN OUT IN OUT
18 15 0 4
15 12 1
12 9 2
9 3
6 4
3 5
3). -8 4). +6
IN OUT IN OUT
18 3
16 5
14 7
12 9
10 11
8 13
5). -10 6). -2

IN OUT IN OUT
90 19
80 16
70 13
60 10
50 7
40 4
90
Explain: Function machines are machines similar to a calculator, except that they always add
or subtract the same amount from whatever digits are put into the machine. Example: We have
a (+5) function machine. Any digits put into the machine will automatically have 5 added to
them to give a sum.
Example: You put the digit 8 into the in slot on the machine; when the number comes out, it will
be (8+5), therefore 13 will come out of the out function. For subtraction, 5 would be taken away
from any number put into the machine.
+5
In out
8 13
Ten Statements
lesson.
1) Word problems are another way to use addition and subtraction skills. (yes)
2) Speedy recall is a way to measure mastery of skills. (yes)
3) Missing addends are represented by the letter n. (no)
4) Function machines are a way to add and subtract. (yes)
5) Place value is the value of a digit in a number. (no)
6) Plus or minus are functions that a function machine can perform. (yes)
7) When one adds with a function machine, the numbers coming out are larger than what
actually went in. (yes)
8) When using the function machine, numbers and operational signs on top of the machine
dictate the function to be performed. (yes)
9) When we add with the function machine, we get a sum as our answer. (yes)
10) On a number line, positive numbers are to the right of the zero. (yes)
Free-Choice Lesson
Have the students choose a lesson from the Free-Choice Activity sheet, (one box per day).
91
Six-Group Activity
sheet: Subtraction (Regrouping the tens).
Math Workshop
Have the students go into the Math Workshop after completing their Free-Choice Lesson.

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Subtraction (Zeros in the tens and ones).
Technology:
Assessment
Informally assess students’ responses to Ten Statements and students’ performance on

worksheets.
92
Homework
Instruct students to solve each problem and write explanations for each answer given. Have the
students write a problem of their own to share.
1. Andy has four cents. He wants nine cents for milk money. How much more money
does he need? (5¢)
2. Last night Trina had five apples, but she ate two. How many does she have now? (3)
3. During band practice, Quentin broke three clarinet reeds. Now he has four reeds.
How many reeds did he have at the beginning of band practice? (7)
4. Olga has to do ten math problems. She has done six problems. How many problems
are left to do? (4)
Teacher Notes
93
ITBS/TAP: ISAT:
Solve single step problems using addition or
Unit Focus/Foci
Speedy recall of subtraction and addition facts
Materials
Six-Group Activity Sheet: Addition: Regrouping and Think Zero

Overhead projector
Worksheet
Warm-up Activity:
Present the following problem to students orally:
Sandy worked at a lost book shop. All of the volumes were very old. One day Sandy counted all
of the books in the shop. She used her total to make up a riddle for her logistics class. She told
them that she counted more than 2,000 books, but less than 3,000 books. She told them that all
of the digits in the total were even, no digits are repeated, and there is no six (6).
What are some guesses that the class may give for the number of books Sandy counted?
*(Possible Guesses: 2048, 2084, 2408, 2480, 2804, 2840)
94
Lesson:
Explain to the students that the lesson for today has a geography connection. Before getting into
the activity, introduce and explain the following vocabulary words:
Vocabulary: 1. Kilometers 2. Metric 3. Distance
1. Kilometer: a unit of distance in the metric system equal to one thousand (1,000) meters.
2. Metric: having to do with the meter or the system of measurement based on it
3. Distance: space in between. (Example: from one city to another)
After going over the vocabulary, ask the students to look at the map in the lesson. Display the
same map on the overhead projector. Explain that each of the little red dots represents a
beginning or ending point. Trace along the overhead drawing and have the students follow along
with their fingers in the lesson.
Riverdale
Junction Colby
Westerville city 2 km
6 km
4 km
3 km Puerto
Sea Cliff Blanco
Have students trace the remaining distances and record their

answers in math journals.
Circulate around the room to give assistance to students who are

having difficulty.
95
Ten Statements
lesson.
1) In the number 754, the digit 5 has the value of 50. (no)
2) A kilometer is a unit of distance in the metric system. (yes)
3) Today’s lesson was based on speedy recall of addition and subtraction facts. (yes)
4) Tracing the distance on the map is also geography. (yes)
5) Distance is the space between points. (yes)
6) A kilometer is equal to 1,000 meters. (yes)
5
7) A kilometer is equal to 3,280.8 feet or of a mile. (no)
8
8) Metric: having to do with the meter or the system of measurement based on it (yes)
9) Clue words can be used to let you know you should subtract. (no)
10) Problem solving can be used when money is part of the problem. (yes)
Free Choice Lesson
Six-Group Activity
sheet. (Subtraction: Regrouping and Thinking Zero)
Math Workshop

96
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity Sheet: (Subtraction: Regrouping and Thinking
Zero.)
Technology:
Assessment
Use students’ responses during lesson, Warm-up Activity and, completion of classroom tasks as
means for informal assessment.
Homework
Teacher Notes
97
WORKSHEET
Riverdale
Junction Colby
Westerville 2 km
city
6 km
4 km
3 km Puerto
Sea Cliff Blanco
Along the roads shown, how many kilometers is it between.
1. Westerville and Junction city?

2. Junction City and Colby?
3. Riverdale and Colby?
4. Westerville and Riverdale?
5. Riverdale and Sea Cliff?
6. Puerto Blanco and Riverdale?
7. Puerto Blanco and Westerville?
8. Sea Cliff and Colby?
9. Westerville and Sea Cliff?
10. Westerville and Colby?
11. From Westerville, is it a shorter trip to Puerto Blanco or to Sea Cliff? How much shorter?
12. From Colby, is it a longer trip to Sea Cliff or to Riverdale? How much longer?
13. Which is farther, Junction City to Sea Cliff or Junction City to Riverdale? How much
farther?
14. If you drove from Westerville to Sea Cliff to Riverdale, how many kilometers would you
drive in all?
98
Six Group Activity
Addition: Regrouping and Think Zero
Materials:
1 black marker
1 pencil
1 (9 ½” x 6 ½”) envelope
the card and the pencil to write the answers on the back. Write one problem on each index card.
1 1 1 1 1 1 1 1 1 1
36 79 25 66 92 41 67 38 13 54
+ 6 + 9 + 6 + 9 + 8 + 9 + 7 + 3 + 7 + 7
42 88 31 75 100 50 74 41 20 61
Regrouping and Think Zero
Say: Sometimes you will need to think zero when adding.
1
29
+ 9
38
Step 1: Add the digits in the ones place. 9+9 = 18 (regroup 18; 1 ten and 8 ones)
Step 2: Add the digits in the tens place. 1+2 = 3 (Think of zero when there is no number to
add.)
Review the study board with the students and show them how to think of zero when there is no
number.
Tell the students that they are going to do an activity that calls for them to think of zero when
there is no number. Lay one of the ten cards given above on the table and have the students
write the answer. As you reveal the answer say: The answer is…… Store the activity cards and
study board in the 9 ½” x 6 ½” envelope.
99
Correlations (SG,CAS,CFS): 6C1; 10D4
ITBS/TAP: ISAT:
Unit Focus/Foci
Assessing unit concepts formally

Materials
Warm-up Activity:
Remind the students that they were instructed to review the previous. Help them to start today’s
lesson by instructing them to follow the Thumbs Up game rules: (up if a response is yes/correct
and thumbs down if the response is no/incorrect).
7 + 9 = (16↑) 6 + 6 = (12↑) 14 - 2 = (9↓)

12 + 12 = (20↓) 9 + 4 = (19↓) 16 - 4 = (12↑)
(6 + 5 = 11) (11 - 5 = 6) is an example of inverse operation ↑.

(6 + 9 = 15) (15 - 9 = 6)↑ example of a function machine ↓.
n - 7 = 5 example of missing addend.

n = 12
12 - 7 = 5
5 + 4 = (9↑) 6 - 3 = (3↑) 4 + 9 = (13↓) 9 + 9 = (18↑) 5 - 1 = (4↓)

14 - 6 = (8↑) 10 - 3 = (7↓) 8 - 1 = (7↑)
The arrow direction represent the thumbs position.
100
Assessment: Addition and Subtraction
1. When two addends are combined to give a sum the operation is _______________.
2. Label the parts of the following subtraction problem after you solve: 47
- 29
3. n = 17 + 4 is an example of an addition problem with a missing ________________.
4. 4 + 3 = 7 and 7 - 3 = 4 are examples of ______________ _____________________.
5. Write out the steps needed to solve the problems below after you have solved problems:
6. a. 42 b. 63
-34 +18
7. Tell the place value of the following digits and solve the problems.
487 40 01 480
+ 120 + 64 + 37 - 127
8. Another term to describe problems one and four above is _____________digits with
_______________ and _______________.
9. Explain the steps demonstrated by the function machine when it is subtracting 3. Draw a
machine to show the operation of a function machine using 3.
101
10. Define the following: multi-digit, addend, regrouping, borrowing, difference
11. 5 + 7 = n n = 10 – 3 7+4=n
12. 5 + 11 = 17 - 7 = 4 + 20 =
13. a. 14 b. 17 c. 26 d. 32 e. 12
+3 +2 - 3 -12 + 35
14. n + 11 = 35 10 + 2 = n n - 2 = 10
15. Jerry bought five marbles for 25 c/ . His friend gave him three marbles for a baseball trading
card. He lost two marbles out of a hole in his pocket. How many marbles does Jerry have
now? _________________
16. Alexis won a paper doll kit that had 20 dolls and 10 outfits to dress the dolls. She shared her
dolls with her two best friends. She gave each one (2) two dolls and one outfit which
consisted of shoes, dress, hat, and purse. How many dolls does Alexis have left?
________________ How many doll outfits does Alexis have now? ___________________
102
Ten Statements
lesson.
No Ten Statements today.
Free-Choice Lesson
Six-Group Activity
No Six-Group Activity today.
Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
103
Technology:
Assessment
See attached formal assessment. Check for 80% mastery.
Homework
Teacher Notes
104
Key
1. Addition
2. Minuend 47
Subtrahend - 29
Difference 18
3. Sum
4. Inverse operations
5. *The ones place in the minuend is smaller than the ones place in the subtrahend; therefore,
you have to borrow a ten from the tens place and convert it to ones before subtracting.
3 12
6. 42
-34
08
1
63 *In this problem when the two addends in the ones place are added, the sum is 10
+18 or more, the ten ones move them to the tens place, then proceed to solve the
81 problem.
HTO
UEN
NNE
DS S
R TO
E EN
D NE
S S S
105
7
7. 1. 487 2. 40 3. 01 4. 4810
+120 +64 +37 - 127
607 104 38 353
HTO HTO
UEN UEN
NNE NNE
DS S DS S
R R
E E
D D
S S
8. Multidigits with borrowing and regrouping.
9. When a function machine is subtracting a -3, any digits put into the machine will have (3)
deducted when it comes out of the machine.
-3
In Out Answer
6 -3 3
9 -3 6
11 -3 8
14 -3 11
3 -3 0
10. Multidigits: three or more digits in an arithmetic problem Addends: digits that you add to get
a sum. (addends)
Regrouping: is the process of redistributing digits when there are more digits than a
particular place can accommodate. (Ex: when there are ten (10) or more ones in the ones
column, when there are (10) ten or more tens in the tens place. Ex: Tens, tens = 100; move
to the hundreds place., etc.)
Borrowing-when subtracting the subtrahend digits from the minuend digits, and the
digit/digits in the subtrahend are larger than the digit to be subtracted from, you must borrow
from the digit to the left of the digit being subtracted in order to get a correct difference.
106
Difference: When you subtract, the answer is the difference.
11. A. 12 B. 7 C. 11
12. A. 16 B. 10 C. 24
13. A. 17 B. 19 C. 23 D. 20 E. 47
14. A. 24 B. 12 C. 12
15. 6
16. A. 16 B. 8
107
ITBS/TAP: ISAT:
Unit Focus/Foci
Computing multi-digit addition with regrouping
Materials
Six-Group Activity: Addition: Regrouping the Ones

Base ten blocks
Game Don’t Go Over 1000
Math journals
Pencil
Paper
Warm-up Activity:
Draw the puzzle below on the chalkboard. Explain to the students that the object of the puzzle is
to have numbers totaling 10, along all sides of the puzzle, using digits 1 to 6, and no digit may be
used more than once.
3
2 6
5 4 1
Answers will vary.
108
Encourage students to try to find more than one solution to the puzzle.
Allow approximately ten minutes for students to solve the puzzle, move around the classroom
adding and checking their students’ papers. Ask the students how they were able to solve the
puzzle.
Lesson:
Conduct have a short oral review, asking students to define the following vocabulary terms.
1. Algorithm: step by step way to solve certain kinds of problems

2. Place value: the value of a digit based on its position in a number (Ask for an
example.) “Regrouping” may be used.
3. Multi-digit: having more than one digit
4. Regrouping: To rename a number to make adding and subtracting easier
If available, use base ten cubes to demonstrate the strategy. Ask for student input as you
demonstrate the example.
Next, group students in groups of no more than (five) per group and assign each group (five)
problems. Assign problems in addition to the 5 original problems.
If the text is not available, any text with math problems with more than one digit may be used.
Allow the students to complete the assignment, then ask for two volunteers from each group (or
delegate students) to explain a problem selected by the teacher.
Ten Statements
lesson.
1) Place value is based on the position a digit appears in a number. (yes)

2) To rename a number to make adding and subtracting easier. (yes)
3) In the number 489, there are nine ones, eight tens and four hundreds. (yes)
4) The perimeter of a figure is the distance around it. (no)
5) Multi-digit means having more than one digit. (yes)
109
6) An algorithm is a step-by-step way to solve certain problems. (yes)
7) There can be up to three digits in a period. (no)
8) Regrouping and place value refer to the same process. (no)
9) When problem solving, start with the ones place and work to the left. (yes)
10) When subtracting, the answer is called the difference. (no)
Free Choice Lesson
Six Group Activity
sheet. (Addition: Regrouping The Ones)
Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity sheet (Addition: Regrouping The Ones)
110
Technology:
Assessment
Informally assess students’ ability to solve the Warm-up Activity puzzle and class participation.
Homework
Write these problems on the chalkboard. Have students copy them and complete them for
homework.
1. 267 2. 956 3. 250 4. 685 5. 867

+159 +356 +169 +39 +97
259
6. Explain in writing how to solve this problem:
+ 156
Teacher Notes
Introduce the Don’t Go Over 1000 Game.
111
Six Group Activity
Addition: Regrouping the Ones
Materials:
1 black marker
1 pencil
the card and the pencil to write the answers on the back. Write only one problem on each card.
16 74 35 98 27 58 84 33 62 69
+37 +49 +99 +87 +68 +95 +77 +59 +58 +62
Answers:
1 1 1 1 1 1 1 1 1 1
16 74 35 98 27 58 84 33 62 69
+37 +49 +99 +87 +68 +95 +77 +59 +58 +62
53 123 134 185 95 153 161 92 120 131
Regrouping the Ones
Discuss the following with the students:
Step 1: Add the ones and regroup.
1
48
8 + 5 = 13 ones (1 ten + 3 ones)
+25
3
Step 2: Add the tens.

1
48
+25
73
112
Use the regrouping chart to review these sample problems and ask questions such as these:
93 37
+58 + 65
Tell the students to look at the ones place and add the numbers (8+3 = 11).
Should we rename the answer? (yes)

Tell me where the numbers go? (1 in the ones place and 1 regrouped over the tens place)
What’s the next step? (add the tens)
What’s the answer? (15)
What is the total answer? (151)
Tell the students that they are going to do an activity just like the one they just did. You want
them to regroup and write the answer. Lay one of the ten index cards on the table and have the
students write the answer. As you reveal the answer say: “The answer is……” Store the
activity cards and study board in the 9 ½” by 6 ½” envelope.
113
ITBS/TAP: ISAT:
Unit Focus/Foci
Multidigits addition with regrouping - mental math
Materials
Six-Group Activity: Addition (regrouping the ones)

Math cubes
Coins
Math journals
Paper
Pencil
Two 0-5 cubes (red) and two 5-10 cubes (blue)
Warm-up Activity:
Don’t Go Over 1000 Game. Allow approximately 10 minutes for this game. After going over
the rules, and demonstrating how the game is played, circulate among the groups to observe
participation of students.
Warm-up: Don’t Go Over 1000 Game

Players: Two or more
Object: To get the sum closest to, but not over 1000.
Math Focus: Place value, multidigit addition and mathematical reasoning.
114
Rules:
1. Roll all four cubes. If you roll a ten (10), roll that cube again.
2. Combine three of the numbers rolled to make a three-digit number.
3. Roll all four cubes again. Make a second three digit number and add it to the first number.
4. You may stop after your second roll, or you may make another three-digit number and add it
to your previous sum.
5. The player whose sum is closest to, but not over 1000 is the winner.
Example:
Janet rolled: Paul rolled:
5436 0591
3672 3771
Janet wrote: 8239
643
+ 327 Paul wrote:
970
519
+ 137
656
+ 329
985
Winner: Paul
Ask students if they had a choice, would he/she play it the same way, why or why not? Write
responses in math journals.
Lesson:
Have students put pencil and paper aside. Explain to the students that what they are about to do
is solve problems mentally. To solve a problem mentally, devise a strategy to find a correct
solution without using paper and pencil.
Tell them that two of the answers are incorrect and the other answer is the correct response.
Write the following examples on the chalkboard, one at a time.
If the text cited above is not available, use any text with multi-digit addition
115
Example 1: 26 + 43 = (69) Allow students to give a response before giving them the correct
reply. (69) If a student gives the correct response, ask how he/she got the answer.
Example 2: 84 + 54 = 118
108 Follow same procedure as example 1.
138
After going through the examples, use random selection from your text book, and call upon
students to give the answer. Ask a student what strategy was used to arrive at his/her answer.
As a final learning enhancement strategy, have the student’s role play after all the responses have
been given. Those students who were struggling may be paired with another student and given a
problem: Example: 492 + 759 = 1251. Ask one student to play the part of the teacher and
explain the addition algorithm. Once he/she is finished have the students exchange roles and
repeat the process.
Ten Statements
lesson.
1) Missing digits in the addend are replaced by the letter “n”. (yes)
2) Algorithms may be used to explain the steps use to solve the following example: 492 + 759
= 1251. (yes)
3) The game, Don’t Go Over 1000, is designed to help students understand multi-digit addition
and math reasoning. (yes)
4) Place value is one of the steps when one explains the algorithms in multi-digit addition.
(yes)
5) Graphs may be used to show comparisons. (no)
6) Mental math is math solved in one’s head, not with paper and pencil. (yes)
7) Factors are numbers multiplied by another number. (no)
8) The game Don’t Go Over 1000, provides practice with approximating answers and place
value. (yes)
9) When you approximate an answer the object is to get as close as possible to an answer
without actually solving the problem with paper and pencil. (yes)
10) In Muddle at the Bat, Mr. Muddle wanted to know how well the bat did what it was supposed
to do. (no)
116
Free-Choice Lesson
Six-Group Activity
sheet Addition (2-digit to 1-digit regrouping)
Math Workshop

Connection(s)
Enrichment: Complete Enrichment Lesson 12.
Fine Arts:
Home:
Remediation: See attached Six Group Activity Sheet Addition: 2-digit to 1-digit regrouping
Technology:
Assessment
Class participation and response during oral class instruction and warm-up.
117
Homework
Write the numbers in standard form.
1. 700 + 30 + 5 6. 900,000 + 6,000 + 500

2. 50 + 2 7. 500,000 + 6 + 7,000
3. 600 + 20 + 7 8. 40 + 9 + 90,000
4. 1,000 + 400 + 8 9. 9 + 100 + 2,000
5. 400,000 + 50 + 7 10. 50,000,000 + 30,000
Teacher Notes
Bring pennies for the next lesson. (Game Mat Money) Review Transaction Game Mat and Roll
a Problem Games for introduction in chapter 13. Remember that yesterday, the students
performed problems 4 and 13 from today’s homework.
Answers to homework:
1.) 735, 2.) 52, 3.) 627, 4.) 1,408, 5.) 400,057, 6.) 906,500, 7.) 507,006, 8.) 90,049,
9.) 2,109, 10.) 50,030,000
118
Six Group Activity
Addition: Regrouping the Ones
Materials:
1 black marker
1 pencil
the card and the pencil to write the answers on the back. Write only one problem on each card.
16 74 35 98 27 58 84 33 62 69
+37 +49 +99 +87 +68 +95 +77 +59 +58 +62
Answers:
1 1 1 1 1 1 1 1 1 1
16 74 35 98 27 58 84 33 62 69
+37 +49 +99 +87 +68 +95 +77 +59 +58 +62
53 123 134 185 95 153 161 92 120 131
Regrouping the Ones
Discuss the following with the students:
Step 1: Add the ones and regroup.
1
48
8 + 5 = 13 ones (1 ten + 3 ones)
+25
3
Step 2: Add the tens.

1
48
+25
73
119
Use the regrouping chart to review these sample problems and ask questions such as these:
93 37
+58 + 65
Tell the students to look at the ones place and add the numbers (8+3 = 11).
Should we rename the answer? (yes)

Tell me where the numbers go? (1 in the ones place and 1 regrouped over the tens place)
What’s the next step? (add the tens)
What’s the answer? (15)
What is the total answer? (151)
Tell the students that they are going to do an activity just like the one they just did. You want
them to regroup and write the answer. Lay one of the ten index cards on the table and have the
students write the answer. As you reveal the answer say: “The answer is……” Store the
activity cards and study board in the 9 ½” by 6 ½” envelope.
120
ITBS/TAP: ISAT:
Solve single step problems using subtraction or
addition with whole numbers.
Unit Focus/Foci
Multi-digit subtraction with regrouping
Materials
Six-Group Activity: Subtraction: One-Digit by Two-Digit Regrouping)

Play money
Number cubes
Warm-up Activity:
(Problem of the day): Present the problem. Allow the students to solve the problem, label the
parts, and write out the steps used to solve the problem.
8
91 02 Minuend
-321 Subtrahend
581 Difference
121
Lesson:
905
Next, write the example from . on the chalkboard. Write and explain each step. Ask the
− 466
students to recall place values and ask them to give the place values in the number 594. Ask the
student to provide another name for the steps used to explain the sample. (Algorithms) Steps
needed to solve some problems. Ask the students what should be done when no tens are
available for regrouping. Allow students to respond. Write the example below the chalkboard.
15
9
905 905
1. 2. 905 15 3. 15
−466 −466
−466
439
39
Explanation:
9 hundreds = 90 tens
Regrouped 90 tens & 5 from addend = 89 tens & 15 ones, now subtract.
Circulate throughout the classroom providing assistance to students as they complete ten
problems as an in class assignment. Any multi-digit and subtraction problems may be used.
Each student may be able to solve at least one problem on this particular assignment.
Collect papers: check, return. (next class meeting)
Divide the students into groups: assign word-problems from your text. Any word problems
from any text may be substituted for the multi-digit and subtraction.
Word problems were introduced in lesson 7. Therefore, students are expected to complete this
assignment based on prior knowledge.
Allow a spokesperson from each group to explain the steps used to solve one of the problems.
(Five groups of six students). Each student in the group should be able to solve a problem.
Another grouping could be six groups of students where each group solves one problem.
122
Ten Statements
lesson.
1) Algorithms are steps used to solve some problems. (yes)

2) In the number 594 there are place values representing the ones, tens, and hundreds places.
(yes)
3) Regrouping is to rename to make adding and subtracting easier. (yes)
4) If a zero appears in the tens place in the minuend, and the digit in the subtrahend in the ones
place in the minuend, then borrow from the hundreds place and convert them to tens. (yes)
5) There can be up to three digits in a period. (yes)
6) Place value is the value of a digit in a number. (yes)
7) Multi-digits refers to more than one digit. (no)
8) An addend is a number that is added to another number to make a sum. (yes)
9) The number 4,725 is written in standard form. (yes)
10) The words four thousand, seven hundred, thirty nine is an example of expanded form. (yes)
Free-Choice Lesson
Have the students choose a lesson from the Free Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of six students, two from each ability level, complete the teacher directed activity
sheet: Subtraction: One-Digit by Two-Digit Regrouping
Math Workshop

123
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity Sheet.
Technology: T.I. Explorer Plus, Cruncher CD-ROM (optional)
Assessment
Successful completion of classroom assignments and 80% class participation can be used as
assessment guidelines. *Note: Must be at least three digits. One of the digits must be a zero in
the tens place in the minuend.
Homework
Have students create a word problem and explain the algorithms used to solve the problem.
Teacher Notes
124
Six Group Activity
Subtraction: 1-digit by 2-digit regrouping
Materials:
6 index cards (5” x 7”)
1 black marker
1 pencil
1 unlined sheet of paper
the cards and the pencil to write the answers on the backs.
70 51 188 640
344 74
− 32 − 36 − 39 − 27
− 7 − 27
Answers:
7/ 1 0 5/ 1 1 17 8/ 1 8 6 3 4/ 1 0 3 3 4/ 1 4 7/ 4
6 4 6
− 3 2 − 36 − 39 − 27 − 7 − 2 7
38 1 5 1 4 9 6 13 3 37 4 7
Copy this study board on the unlined paper and explain the steps to solving a subtraction
problem.
9/ 1 3
8
Example: − 1 6
7 7
Step 1. Since you cannot subtract 6 from 3, rename 1 ten in the tens column. (10+3=13) Put a
small 1 next to the 3 in the top number to show that it is now 13.
Step 2. Cross out the 9 in the tens column and make it an 8 to show that you have renamed 1 ten.
125
Step 3. Subtract: 13-6=7
Step 4. Subtract: 8-1=7
9/ 1 3 4
8
Check: − 1 6 +
7 7
9 3
Step 5. Check: 16+77=93
Explain to the students that they are going to do an activity just like the one they just finished.
Lay a card on the table and have the students write the answer. As you reveal the answer say:
The answer is…… Store the activity cards and study board in the 9 ½” x 6 ½” envelope.
126
ITBS/TAP: ISAT:
Solve single-step problems using subtraction or
Unit Focus/Foci
Subtracting multi-digit numbers with regrouping
Materials
Six-Group Activity: Subtraction (Regrouping the tens )

Play money
Number cubes
Math journals
Warm-up Activity:
Write these quiz problems on the chalkboard. Allow students five minutes to complete them.
203 200 463 804 254

− 65 − 57 − 96 − 195 − 165
Lesson:
Ask the students if they remember place value. Ask them what place values are in the number
594. Ask the students to suggest another name for the steps used to explain the example.
(Algorithms: steps needed to solve some problems.) Ask the students what one should do when
there are no tens to regroup. Allow students to respond. Explain the steps to solving 905 – 466.
127
Say: Step 1. Write the problem 905
-466
Step 2. Look at the tens place and ask yourself if you need to regroup. (yes) 905
-466
8 9
Step 3. Regroup 9 0 5
-4 6 6
8 9
Step 4. Subtract 9 05
-4 6 6
4 3 9
The answer is 439
Explanation:
9 hundred = 90 tens
Regrouped 90 tens & 5 ones from addend = 89 tens & 15 ones. Now subtract.
Assign some similar problems. Circulate around the room and give assistance where needed.
Observe the procedures students use to solve several problems. Have several students put the
problem on chalkboard and explain.
Collect students’ papers. Check the papers and return them during the next math class.
Assemble students into five groups of six students. Each student in the group should be able to
solve the problem(s) independently. Allow a spokesperson from each group to explain the steps
used to solve one of the problems
Explain the following problem at the chalkboard. Have students write each step in the solution
to the problem in their math journals.
Problem: Tim sold 594 tickets for the spring music festival. He sold 378 adult tickets. The rest
were children’s tickets. How many children’s tickets did Tim sell? Find the difference.
128
594
- 378
Start at the right. Subtract the ones. You can’t subtract 8 from 4.
Regroup the 9 tens and 4 ones. 9 tens and 4 ones = 8 tens and 14 ones.
5 8 914 4
Subtract the ones. 14 - 8 = 6
-3 7 8
5 8 9 14 4
-3 7 8
6
Subtract the tens
8-7 = 1
There is one ten.
5 8 9 14 4
-3 7 8
1 6
Subtract the hundreds.
5-3 = 2
There are 2 hundreds.
Tim sold 216 children’s tickets.
5 8 9 14 4
-3 7 8
2 1 6
Roll a Problem Game
Players: Two or More

Object: To get the greatest sum
Math Focus: Multi-digit arithmetic, place value, and mathematical reasoning
129
Rules:
1. Use blanks to outline an addition problem on your paper like this:
2. The first player rolls the cube four times.

3. Each time the cube is rolled, write that number in one of the blanks in the problem outline.
4. When all the blanks have been filled in, find the sum of the 2 two-digit numbers.
5. The player with the greatest sum is the winner.
There are variations: Consult Game Mat
Consult Game Mat for Rules for the: Transaction Game
Ten Statements
lesson.
1) Algorithms are steps used to solve some problems. (yes)

2) In the number 594, there are place values representing the ones, tens, and hundreds places.
(yes)
3) In the problem 506 – 258, regrouping needs to take place. (yes)
4) In the problem 594 – 378 you can’t subtract 8 from 4 so, you must regroup. (yes)
5) There can be up to three digits in a period. (no)
6) Subtrahend is a number that is subtracted from another number. (yes)
7) Multi-digit refers to more than one digit. (yes)
8) Any number to the zero power is always one. (no)
9) The number 4,725 is written in standard form. (no)
10) Four thousand, seven hundred, thirty nine is an example of expanded form. (no)
Free-Choice Lesson
Have the students choose a lesson from the Free-Choice Activity sheet (one box per day).
130
Six-Group Activity
sheet: Subtraction (Regrouping the tens ).
Math Workshop
Have the students go into the Math Workshop after completing their Free-Choice Lesson.

Understand ing the meaning of words in context
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Subtraction (Regrouping tens to ones).
Technology:
131
Assessment
Informally assess students’ ability to successfully complete classroom assignment. Check for
80% class participation.
Homework
Have students create a word problem and explain the algorithms used to solve the problem. The
problem must contain a minimum of three digits; one of the digits must be a zero in the tens
place of the minuend.
Teacher Notes
Have students make an entry in their math journals.
132
Correlations (SG,CAS,CFS): 6A5; 6C1,4
ITBS/TAP: ISAT:
Perform arithmetic operations involving
integers, fractions, decimals and percents
Unit Focus/Foci
Adding and subtracting money (mixed practice)
Materials
Six-Group Activity: Subtraction (subtracting tens and ones)

Pencil
Paper
Warm-up Activity:
Give the students the following coins presorted by the teacher to participate in this activity. (1
half dollar, 1 quarter, 1 dime, 2 nickels, and 5 pennies). Students may be paired or grouped if
there are not enough play coins to go around. At least one of each coin must be used. Have
students make exactly one dollar using at least one of each of the above coins.
Lesson:
Remind students of the importance of placing decimal points properly when working with
money problems. Explain the pitfalls. Example: $5.97
+ 3.
$6.00
133
As opposed to the correct way: $5.97
+ $3.00
$8.97
Decimals can be the most damaging aspect of a mathematics problem if improperly placed.
Misplaced decimals in solving money problems can represent the difference between dollars and
cents. Dollar amounts are to the left of a decimal. Cents are to the right of the decimal. When
you add or subtract numbers like 294 minus 101 you align them like this: 294
- 101
Subtract ones from ones, tens from tens and so on. The same is true with adding. Only addition
is used.
Use the chalkboard or the overhead to explain examples.
When adding or subtracting dollar amounts like $4.96 plus or minus $2.23, list them according
to the decimal point. Decimal point: A dot that separates the ones place from the tenth place.
$4.96 $4.96
- $2.23 or + $2.23
$2.73 $7.19
When adding or subtracting dollar amounts, subtract or add dollars to or from dollars, and
cents to or from cents.
Examples: $35.14 $26 $14.07 $26.00

+ $14.26 -$10 +$5.65 -$ 14.07
When writing $26 you can add the decimal point and the two zeros to help line the digits
correctly.
Allow students to ask questions.
134
Ten Statements
lesson.
1) A dot that separates the ones place from the tenth place is called a decimal point. (yes)
2) It is important to line decimal points up when solving problems with money amounts. (yes)
3) When solving money problems, separate the dollars from the cents with a decimal point.
(yes)
4) Difference is the answer when subtracting digits. (no)
5) The cents in money problems are to the right of the decimal point. (yes)
6) Cents are in the ones and tens places. (yes)
7) When adding money (dollars and cents), dollars are added to dollars and cents are added to
cents. (yes)
8) Clue words can be used to let you know when to subtract. (no)
9) Misplacing a decimal can cause major problems when solving money problems. (yes)
10) A kilometer is equal to a thousand meters. (no)
Free-Choice Lesson
Six-Group Activity
sheet: Subtraction: 1-Digit by 2-Digit Regrouping
Math Workshop
Have the students work in the Math Workshop after completing their Free Choice Lesson.
LA: Understanding explicit factual information

135
Connection(s)
Enrichment:
Fine Arts:
Home: Distribute checkbook register sheets. Have students balance the checkbook using the
entries given.
Checkbook Register Sheet

Old Balance Deposit Withdrawal New Balance
Judy $94.14 $13.00 -
Shirley $104.12 - $11.00
Kim $98.65 $61.00 -
Tiph $76.82 $19.00 $25.00
Joe $49.02 $70.00 -
Thad $12.45 $6.00 -
Treii $27.00 $14.00 $5.00
Remediation: See attached Six Group Activity sheet: Subtraction (1-digit by 2-digit
regrouping)
Technology:
Assessment
Informally assess students’ ability to at least 75% of assigned work.
Assess students’ participation in classroom activities.
Homework
Teacher Notes
Remember to presort coins.
136
Six Group Activity
Addition: Subtracting tens and ones
Materials:
1 black marker
1 pencil
the cards and the pencil to write the answers on the backs.
62 93 51 64 37 61 77 65 97 36
- 41 - 61 - 21 - 52 - 15 - 10 - 55 - 12 - 25 - 25
Answers:
62 93 51 64 37 61 77 65 97 36
- 41 - 61 - 21 - 52 - 15 - 10 - 55 - 12 - 25 - 25
21 32 30 12 22 51 22 53 72 11
Copy this study board to use with this lesson.
Subtracting tens and ones
Step 1: Subtract the ones.

5- 3 = 2
75
- 23
2
Step 2: Subtract the tens: 7-2=5

Step 3: To check subtraction, you must add
Check :
52 ← answer
+ 23 ← number tha t was subtracted from 75
75
137
75 52
- 23 + 23 These numbers must be the same
52 75
Use this study board to teach the students how to check a subtraction problem using addition.
95
Use this example: - 41
138
ITBS/TAP: ISAT:
Perform arithmetic operations involving
integers, fractions, decimals and percents
Unit Focus/Foci
Formally assessing addition and subtraction
Materials
Inform the students that today’s assessment will cover lessons 16 through 20. Day 19 included a
mini-review (Six Group Activity). Instruct students to remove everything except pencils and
scrap paper from their desktops. Present the following assessment. (See attached.)
139
Test
1. Define multi-digit.
2. Define regrouping as it is shown in the example. 411

- 299
3. 471 4. 72 5. 410 6. 340 7. 242

- 28 - 13 - 219 + 223 +129
8. 113 9. 100 10. 101 11. 97 12. 631

+ 202 + 76 - 22 - 2 - 252
13. Susie traveled fourteen miles from her college to the nearest shopping mall, and another 2
miles to pick up fresh vegetables from the market. How many miles did Susie travel?
_______________.
14. If Susie travels this same route twice a week, how many miles does she travel all together?
_______________.
15. Grace bought nine pencils for $1.09. She sold six pencils for twelve cents each. How much
money will Grace get if she sells all nine pencils? _______________. Will Grace make a
profit or lose money? Write and solve a problem to prove your answer.
16. $1.37 17. $2.49 18. $.98 19. $3.90

- $.94 + $1.03 - $.21 -$2.29
140
Mental Math. Estimate by rounding. Then solve.
20. Estimate: $1.47 21. Estimate: $2.04 22. Estimate: 134

______ - $1.04 ______ + $0.97 _______ - 20
23. Estimate: 108 24. Estimate: 215 25. Estimate: 170

______ - 33 + 106 + 280
26. Bonus: (5 points) Answer for extra credit. (7 + 6 = 13) (13 - 6 = 7) This is an example of
________ ________. 6 13
+7 - 6
13 7
141
Answer Key
1. Multi-digit - a problem with three or more digits.
2. In problem #2, the digits in the ones and tens place in the minuend are smaller than the digits
in the ones and tens place in the subtrahend. Borrow one 10 from the tens place and change
them to ones. Subtract 9 from eleven (in the ones place). Now move to the tens place. 9
tens cannot be subtracted from 0 tens. Borrow 10 tens from the hundreds place and subtract.
9 tens from 10 tens equal 1 ten. Finally calculate the hundreds place, 2 hundreds from 3
hundreds equal 1 hundred. The difference is 12.
3 1 0
41 1
−299
112
3. 443 4. 59 5. 191 6. 563 7. 371
8. 315 9. 176 10. 79 11. 95 12. 379
13. 16 miles 14. 32 miles or 64 miles (5 extra points for any student who comes up
with 64 miles).
15. $1.08 (lose money) $1.09 paid for pencils

$.01 loss - 1.08 if sold for $.12 each
$ 0.01
16. $.43 17. $3.52 18. $.77 19. $1.61
20. _____ $.43 21. _____ $1.07 22. _____ 114
23. _____ 75 24. 321 25. 450
26. Inverse Operation
142
Ten Statements
lesson.
No Ten Statements today.
Free-Choice Lesson
Six Group Activity
No Six-Group Activity today.
Math Workshop
Have the students work in the Math Workshop after completing their Free Choice Lesson.

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
143
Technology:
Assessment
Homework
Teacher Notes
144

Structured Curriculum Lesson Plan Day: 010 Subject: Mathematics Grade Level

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Structured Curriculum Lesson Plan Day: 010 Subject: Mathematics Grade Level

Uploaded by

Copyright:

Available Formats

STRUCTURED CURRICULUM LESSON PLAN

Day: 010 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6C1

Addition and Subtraction

Understanding vocabulary terms: addition, subtraction, and inverse operations

Six-Group Activity: Subtraction: Think Zero

Educational Strategies/Instructional Procedures

In Line Plus(+) line Out

In line Minus line (-) Out

1. 16-4 = (12) 12+4 = (16)

1. 16-3 = 13 2. 11+2 = 13 3. 10-4 = 6 4. 24-7 = 17

Six Group Activity

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Technology: T.I. Explorer Plus, Cruncher CD-ROM (optional)

Subtraction: Think Zero

Say: Sometimes you will need to think zero when subtracting.

Day: 011 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 10D4; 6C1

Six-Group Activity: Addition: Adding More Numbers

Educational Strategies/Instructional Procedures

Problems written horizontally are in equation form. Example: 6+3=

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Technology: T.I. Explorer Plus, CD ROM Cruncher (optional)

Assess students’ classroom participation and ability to solve assigned problems.

Addition (Adding more numbers)

869 283 314 195 935

Copy this study board and use it to reteach this lesson.

Adding More Numbers

Say: Regroup one hundred from the tens place

How many numbers are in the ones place? (3)

Say: Add up digits in the tens column.

What is the answer? (15)

Day: 012 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6C1

Addition and subtraction

Six-Group Activity: Subtraction: (Zero In The Tens)

Educational Strategies/Instructional Procedures

3. Digit: A number symbol from 0 through 9.

4. Minuend: The digit from which another is to be subtracted.

5. Subtrahend : A digit that is subtracted from another to give a difference.

6. Regrouping: To rename a group that makes adding and subtracting easier.

7. Sum: When adding numbers, the answer is the sum.

Example: Subtrahend, minuend, difference

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Technology: TI Explorer Plus, CD ROM Cruncher (optional)

Use students’ responses and participation in class discussion as an assessment tool.

Day: 013 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6C1

Solving addition and subtraction

Practicing addition and subtraction using function machines (inverse operation)

Six-Group Activity: Subtraction (Regrouping the tens)

Educational Strategies/Instructional Procedures

Examples: 7+7 = (14) 8-7 = (1)

5). -10 6). -2

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Informally assess students’ responses to Ten Statements and students’ performance on

Day: 014 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6C1

Addition and subtraction

4. 4 + 3 = 7 and 7 - 3 = 4 are examples of _______.