Jessica D'Auria
Subtracting Across Zero lesson plan:
Rationale:
This lesson is being taught for a few different reasons. The first being it is a continuation of a lesson on subtraction across zeros Ms. Schroek is teaching the day prior to this. This lesson is important because it can pertain to money, which is an important life skill and the students need to know. The CORE standard being used is CCSS.Math.Content.3NBT.A.2 which states: “Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The strategy being used is regrouping. This concept can be difficult for students to grasp but is a valuable lesson for them to learn.
Objective:
The mathematical goal of this lesson is that students will be able to subtract three digit numbers across zeros using regrouping.
Lesson Progression:
- The teacher will have students come over to the carpet in the front of the room. The name of the lesson will already be on the wipe board as well as the SMARTboard.
- The teacher will introduce the lesson by playing a subtraction video from youtube to re-establish the lesson from the previous day.
- This lesson fits into the year’s curriculum as part of the subtraction unit in math.
- This is a third grade lesson for third grade students.
- The teacher will then try three problems with the class as a whole
- The teacher will ask the students to return to their desks and take out their math notebooks.
- When the class is read the teacher will change the slide on the SMARTboard to practice problems.
- The teacher will instruct the students that they may work with a partner at their table to complete the problems or work independently.
- While the students work, the teacher will walk around the classroom assisting students
- The level of understanding of the students will affect the proceeding of the lesson.
- If many of the students do not understand the lesson or cannot complete the problems individually, the teacher will attempt to complete the tougher problems as a class to gauge where the issues lie.
o If students are still struggling the instructor may show the students the “blocking off” method of subtraction
- Students who do understand the problems and can complete them individually will be asked to move onto a calorie worksheet when they complete the SMARTboard work. (a picture of the worksheet is at the end of the lesson plan)
- The lesson will be closed by showing the students the correct answers to the SMARTboard problems and asking for three questions on the worksheet or the problems on the board.
- Following the questions, the teacher will ask the students to put away their notebooks and get ready to transition into the next period.
Other Considerations:
- Materials: students will need a pencil as well as their math notebooks to [participate in this lesson. They will also need the worksheet that will be provided for them by the instructor.
- Technology: The instructor will use the SMARTboard and the Internet to complete the first portion of the lesson. Along with a laptop to connect to the SMARTboard.
- This lesson was made originally. Information and ideas were sparked from the teacher’s guide of the third grade math textbook.
- Some questions that could be asked during the lesson might be:
o Can anyone think of a way where subtracting from zeros is used in a grocery store?
- When planning classroom management, the usual structure of math lessons was considered. Because this was a tougher concept for students the grasp, I allowed for slightly less freedom of the students. By keeping them at their desks and working in their notebooks rather than on personal wipeboards, I could better see work they had previously been doing as well as the problem they were working on.
- I will be looking for confusion with regrouping. Having a zero to regroup from is a confusing concept and I expect, even on the second day, for students to still have questions and be unsure on the material. I do expect students to have a more confident grasp after the second day of this lesson.
Differentiation:
- This lesson has many different aspects to it that can cater to the different types of learners in the class. The video with the rhyme can help students who are both visual as well as auditory. The video clearly explains the borrowing from zero in the tens place means borrowing from the hundreds place first to give to then tens then take away from the tens to give to the ones place. Also, the kinesthetic learner is addressed by doing individual seatwork.
- Students who are struggling more will also be able to get individual help when the teacher checks in with students while walking around the classroom. Those students who need further help can get it while those who do not can continue on with practice.
- Individual students:
o Some students seek extra attention for problems they may not necessarily need. If they do ask for help before they attempt a problem I would prompt them to start the problem and ask for help when they gets stuck or have a specific question.
o Some students rush through their work without taking time to carefully do the work. When talking to these students and possibly their partners as well, I would ask them to take me through a problem step by step instead of asking for the answer. This way they have to slow down and explain what they are doing and why
o Students who struggle to quickly grasp concepts I might call to the carpet or U-shaped table to get a more individualized session while making sure I can assist them all. These students I might take through the problems together instead of letting them off on their own. I would let them try some problems alone and then try to explain parts they do not understand.
Assessment:
- The assessment of this lesson is informal. It will be based off of the questions the students ask at the conclusion of the lesson. When I go over the problems they may have questions on, I will ask students to guide me through the problem with prompting. Based on how well and how smoothly they guide me through the equation will show me how well they understood the lesson.
- The specific criteria I would be looking for would be the proper steps in solving a three-digit subtraction problem with regrouping.
Subtracting Across Zero lesson plan:
Rationale:
This lesson is being taught for a few different reasons. The first being it is a continuation of a lesson on subtraction across zeros Ms. Schroek is teaching the day prior to this. This lesson is important because it can pertain to money, which is an important life skill and the students need to know. The CORE standard being used is CCSS.Math.Content.3NBT.A.2 which states: “Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The strategy being used is regrouping. This concept can be difficult for students to grasp but is a valuable lesson for them to learn.
Objective:
The mathematical goal of this lesson is that students will be able to subtract three digit numbers across zeros using regrouping.
Lesson Progression:
- The teacher will have students come over to the carpet in the front of the room. The name of the lesson will already be on the wipe board as well as the SMARTboard.
- The teacher will introduce the lesson by playing a subtraction video from youtube to re-establish the lesson from the previous day.
- This lesson fits into the year’s curriculum as part of the subtraction unit in math.
- This is a third grade lesson for third grade students.
- The teacher will then try three problems with the class as a whole
- The teacher will ask the students to return to their desks and take out their math notebooks.
- When the class is read the teacher will change the slide on the SMARTboard to practice problems.
- The teacher will instruct the students that they may work with a partner at their table to complete the problems or work independently.
- While the students work, the teacher will walk around the classroom assisting students
- The level of understanding of the students will affect the proceeding of the lesson.
- If many of the students do not understand the lesson or cannot complete the problems individually, the teacher will attempt to complete the tougher problems as a class to gauge where the issues lie.
o If students are still struggling the instructor may show the students the “blocking off” method of subtraction
- Students who do understand the problems and can complete them individually will be asked to move onto a calorie worksheet when they complete the SMARTboard work. (a picture of the worksheet is at the end of the lesson plan)
- The lesson will be closed by showing the students the correct answers to the SMARTboard problems and asking for three questions on the worksheet or the problems on the board.
- Following the questions, the teacher will ask the students to put away their notebooks and get ready to transition into the next period.
Other Considerations:
- Materials: students will need a pencil as well as their math notebooks to [participate in this lesson. They will also need the worksheet that will be provided for them by the instructor.
- Technology: The instructor will use the SMARTboard and the Internet to complete the first portion of the lesson. Along with a laptop to connect to the SMARTboard.
- This lesson was made originally. Information and ideas were sparked from the teacher’s guide of the third grade math textbook.
- Some questions that could be asked during the lesson might be:
o Can anyone think of a way where subtracting from zeros is used in a grocery store?
- When planning classroom management, the usual structure of math lessons was considered. Because this was a tougher concept for students the grasp, I allowed for slightly less freedom of the students. By keeping them at their desks and working in their notebooks rather than on personal wipeboards, I could better see work they had previously been doing as well as the problem they were working on.
- I will be looking for confusion with regrouping. Having a zero to regroup from is a confusing concept and I expect, even on the second day, for students to still have questions and be unsure on the material. I do expect students to have a more confident grasp after the second day of this lesson.
Differentiation:
- This lesson has many different aspects to it that can cater to the different types of learners in the class. The video with the rhyme can help students who are both visual as well as auditory. The video clearly explains the borrowing from zero in the tens place means borrowing from the hundreds place first to give to then tens then take away from the tens to give to the ones place. Also, the kinesthetic learner is addressed by doing individual seatwork.
- Students who are struggling more will also be able to get individual help when the teacher checks in with students while walking around the classroom. Those students who need further help can get it while those who do not can continue on with practice.
- Individual students:
o Some students seek extra attention for problems they may not necessarily need. If they do ask for help before they attempt a problem I would prompt them to start the problem and ask for help when they gets stuck or have a specific question.
o Some students rush through their work without taking time to carefully do the work. When talking to these students and possibly their partners as well, I would ask them to take me through a problem step by step instead of asking for the answer. This way they have to slow down and explain what they are doing and why
o Students who struggle to quickly grasp concepts I might call to the carpet or U-shaped table to get a more individualized session while making sure I can assist them all. These students I might take through the problems together instead of letting them off on their own. I would let them try some problems alone and then try to explain parts they do not understand.
Assessment:
- The assessment of this lesson is informal. It will be based off of the questions the students ask at the conclusion of the lesson. When I go over the problems they may have questions on, I will ask students to guide me through the problem with prompting. Based on how well and how smoothly they guide me through the equation will show me how well they understood the lesson.
- The specific criteria I would be looking for would be the proper steps in solving a three-digit subtraction problem with regrouping.