3rd Grade Math Unit

Subtraction

Lesson Plans
Lesson Plan 1
Date: 10/4/21-10/5/21
Time: 60 minutes
Reflection from prior lesson (Even if you did not teach the previous lesson, what did
you observe that will help you prepare and teach this lesson? Were prior objectives
met? Were students engaged? How will you remediate any problems?)
● Students have a good understanding of addition, rounding to the nearest ten or
hundred, and estimating.
Lesson Goal(s) / Standards 
●  3.NBT.2
● MP: 1, 2, 3, 4, 6, 7
Lesson Objective(s)
● Students will use strategies to subtract mentally.
Materials Needed 
● McGraw Hill- workbook pages 133-138
● Smart board with Mcgraw Hill displayed
● Pencil
● Eraser
● Math journal
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students
on IEPs, ELLs (English Language Learners), students on behavior plans, characteristics
of the class such as talkative, high-poverty, etc.)
● 14 students in class
● 6- Girls
● 8- Boys
● 1 student on an IEP for behavior
● 2 ELL student
● 1 student on a 504 plan for accommodations

Connection(s) to Research & Theory

- This Unit uses three key components: conceptual understanding,
higher-order-thinking problem solving, and procedural skill and fluency practice.

A.  The Lesson 

 
● Introduction (10 minutes)  
○ getting attention:
 - “Hocus Pocus, Everybody focus”
- “Everyone get your math journals out for problem of the day.”
- Put the problem of the day on the board.
- Read the problem of the day out loud as a class.
- Give students time to solve the problem
- Ask students to explain the process they used to solve the work problem.
○ relating to past experience and/or knowledge:
- Write the words Difference and subtract on the board.
- “Class, what can you tell me about these two words?”
- Ask students what they recall about each work from their previous year.
- Ask students how they could use mental math to subtract 10 from 90.
- (count back from 10)
- Ask students to explain why it is easy to mentally subtract 10 from a given
number.
○ creating a need to know:
- “Some day when we go to buy something and we need to think quickly
about how much money, how much change we are getting back from a
purchase, so we know we are getting the right amount of money back, do
we get out a calculator or do you do some mental math? What is the best
way?”
○ sharing objective, in general terms:
- “So today class, we are going to learn how to subtract mentally, or in our
heads.”
 
● Content Delivery (45 minutes)  
○ Ask students to grab out pages 133-138 from their work books.
○ Have them go to example 1 and put their finger under the first word.
○ Read as a class the first example problem.
○ Walk through example one as a class
○ Go to example two and repeat.
○ Go to example three. Read to class→ “You can mentally subtract a number
that ends in 9 or 99.”
○ Separately on the whiteboard white a simple math subtraction problem.
40-9=?
○ Explain how 9 is close to 10 so 40-10= 30 And make sure to add one back
because we added one to our 9
○ Start example 3 if class is on track.
○ Repeat with example 4
○ Do questions 1 and 2 of guided practice together.
○ Have students to all odd problems on guided practice and have them raise
their hand when they are done to get it checked

    
● Closure (10 minutes)  
○ Walk around the room to help students who seem to be struggling.
 ○ When their guided practice is checked and correct they can start on their
homework assignment.
○ Work through problems on the board if many students seem to be stuck on
the same one.
○ “today class, we learned how to subtract mentally. Tomorrow we will continue
to work on this skill and add in estimating our numbers which is like rounding.”

B. Assessments Used
● Observation- I will observe the students working individually to observe how they
are mastering the concept of subtracting mentally.
● Questioning- As I’m observing I will question students who seem to be struggling
regarding their strategy when subtracting mentally.
● Formative worksheet- Students will be assigned guided practice and homework
sheets which will be reviewed/graded to determine whether or not they
understand subtracting mentally.
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ I will go around while students are working and work one on one with
students who seem to be struggling. I will follow IEPs for those students
who are on one.
● Adaptations for those exceeding expectations
○ I will give students who understand the concept of subtracting mentally, an
enrichment worksheet to keep working on the skill.
● Language Support (IF you have ELLs (English Language Learners))
○ The instruction in this lesson will be verbal.
○ I will support the ELL students by reading the instructions to them
one-on-one as well as explaining the day's task or activity.
 
D.  Resources
- Mcgraw Hill My Math Grade 3 Volume 1

Lesson Plan 2
Date: 10/6/21
Time: 60 minutes
Reflection from prior lesson (Were prior objectives met? Were students engaged?
How will you remediate any problems?)
● Prior objectives were met. Students were engaged but did struggle with
understanding what number to break apart into a smaller number. Students who
continued to struggle with their homework assignment were given math
manipulatives to work out additional problems. For the next lesson I will plan to
work with students who struggle with the concept in small groups to help build
understanding.
Lesson Goal(s) / Standards 
●  3.NBT.2
Lesson Objective(s)
 ● I can estimate differences using rounding to the nearest ten or hundred.
Materials Needed 
●  Math notebook
● Pencil
● Pages 139-144 from their math books.
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students
on IEPs, ELLs (English Language Learners), students on behavior plans, characteristics
of the class such as talkative, high-poverty, etc.)
● 14 students in class
● 6- Girls
● 8- Boys
● 1 student on an IEP for behavior
● 2 ELL student
● 1 student on a 504 plan for accommodations

Connection(s) to Research & Theory: This Unit uses three key components:
conceptual understanding, higher-order-thinking problem solving, and procedural skill
and fluency practice.

A.  The Lesson 

 
● Introduction (5 minutes)  
- “Okay, class time to get started so get your math notebooks ready!”
- “Today we are going to start a new lesson. Whereas last lesson we
learned about how to regroup numbers, this lesson teaches you how to
subtract mentally by estimating differences. Before we get started with this
new chapter, let's work out the problem of the day on the board”
- Read the problem of the day and give the students a few minutes to work
out the problem. Once each student has an answer, talk through the
problem on the board.
- “Great work on the problem of the day class! Now it's time to learn how to
estimate the difference.”
 
● Content Delivery (40 minutes)  
○ “Get out pages 139-144 from your math binders and find example 1.”
○ “Before we start on this lesson, who can remind me how to round to the
nearest hundredth using this number-356? How about the nearest ten?”
○ Work this out on the board.
○ Work through example 1 and example 2.
○ Stopping to ask and answer questions for understanding.
○ Do guided practice together.
○ Have students do all odd numbers on the independent practice including
problem solving number 14.
    
● Closure (15 minutes)  
 ○ Once students have completed independent practice and I have checked it,
they may work on their homework independently.
○ I will walk about the room to help students with questions and provide extra
support for my ELL students with reading and understanding directions.

B. Assessments Used
● Observation- I will observe the students working individually to observe how they
are mastering the concept of estimating differences.
● Questioning- As I’m observing I will question and support students who seem to
be struggling regarding their strategy when estimating their numbers.
● Formative worksheet- Students will be assigned guided practice and homework
sheets which will be reviewed/graded to determine whether or not they
understand estimating differences.
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ I will go around while students are working and work one on one with
students who seem to be struggling. I will follow IEPs for those students
who are on one.
● Adaptations for those exceeding expectations
○ I will give students who understand the concept of subtracting mentally, an
enrichment worksheet to keep working on the skill.
● Language Support (IF you have ELLs (English Language Learners))
○ The instruction in this lesson will be verbal.
○ I will support the ELL students by reading the instructions to them
one-on-one as well as explaining the day's task or activity.

 
D.  Resources
- Mcgraw Hill My Math Grade 3 Volume 1

Lesson Plan 3
Date: 10/7/21
Time: 60 minutes
Reflection from prior lesson (Were prior objectives met? Were students engaged?
How will you remediate any problems?)
● Prior objectives were met. Most students were engaged throughout the lesson. I
will remediate any problems by pulling struggling groups of students to the back
table for one-on-one instruction. From the students’ assessment from the last
lesson I know that they are learning and using the newly learned concept to help
them problem solve. Breaking the class into two smaller groups seems to help
those students who are not understanding the lesson right away.
Lesson Goal(s) / Standards 
●   3.NBT.2
Lesson Objective(s)
 ● Students will determine whether an estimate or an exact answer is needed to
solve a problem.
Materials Needed 
● Worksheet pages
● Pencil
● Paper
● Scratch paper
● Math notebooks
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students
on IEPs, ELLs (English Language Learners), students on behavior plans, characteristics
of the class such as talkative, high-poverty, etc.)
● 14 students in class
● 6- Girls
● 8- Boys
● 1 student on an IEP for behavior
● 2 ELL student
● 1 student on a 504 plan for accommodations

Connection(s) to Research & Theory: This Unit uses three key components:
conceptual understanding, higher-order-thinking problem solving, and procedural skill
and fluency practice.

A.  The Lesson 

 
● Introduction (5 minutes)  
○ “Alright students, time to get your math notebooks out and get ready for the
problem of the day.”
○ “For the problem of the day today we are going to do some practice
subtracting. Remember to read the direction for each problem as they may be
asking for different things.”
○ Give a few minutes for students to solve and then go over the problems.
○ “Yesterday we learned how to estimate differences by rounding. In other
words, we rounded and then subtracted. Today we are going to problem-solve
and decide whether or not we need to find the exact answer or if we need to
estimate.”

 
● Content Delivery (50 minutes-explicit instruction)  
○ Call on a student to read first story problem.
○ Have the students underline what they know.
○ Have the students circle what they need to find.
○ Work through the four steps of example 1.
○ Repeat for example 2 (practice the strategy)
○ Work through 1-4 on the Apply the Strategy side.together as a class.
○ Have students do 7-8 on their own.
○ Walk around and provide support for students still struggling.
    
● Closure (5 minutes)  
○ “Alright class when you are done with your two problems for today turn your
math papers into the math basket.”
○ Ask students to explain what they learned today.
○ Ask students if they still have questions about the lesson.

B. Assessments Used
● Observation- I will observe the students working individually to observe how they
are mastering the concept of estimating and finding the exact differences.
● Questioning- As I’m observing I will question and support students who seem to
be struggling regarding their strategy when finding the difference.
● Formative worksheet- Students will be assigned two questions to complete on
their own which will be reviewed to determine whether or not they understand
problem-solving to determine whether or not to estimate or find the exact
difference.
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ I will go around while students are working and work one on one with
students who seem to be struggling. I will follow IEPs for those students
who are on one.
● Adaptations for those exceeding expectations
○ I will give students who understand the concept of subtracting mentally, an
enrichment worksheet to keep working on the skill.
● Language Support (IF you have ELLs (English Language Learners))
○ The instruction in this lesson will be verbal.
○ I will support the ELL students by reading the instructions to them
one-on-one as well as explaining the day's task or activity.

 
D.  Resources
- Mcgraw Hill My Math Grade 3 Volume 1

Lesson Plan 4
Date: 10/12/21
Time: 60 minutes
Reflection from prior lesson (Were prior objectives met? Were students engaged?
How will you remediate any problems?)
● Prior objectives were met. Not all students were engaged during this lesson. A
majority of this lesson is based on problem-solving investigation and the students
struggled with this concept. I will remedy any problems by pulling groups or
students to the back table or working with students one on one, depending on the
needs of the students during this lesson. The previous lesson had many of the
students frustrated. The students seem to struggle with reading the story
problems and comprehending what they are reading. This made it difficult for
 them to understand what they were solving for. I will teach how to break story
problems into smaller parts and find key details to help them solve the math
problem.
Lesson Goal(s) / Standards 
●  3.NBT.2
Lesson Objective(s)
● Students will model subtraction with regrouping.
Materials Needed 
● Scratch paper x 2
● Pencil
● Workbook pages 157-158
● Mc-Graw Hill on Smart Board
● Math notebooks
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students
on IEPs, ELLs (English Language Learners), students on behavior plans, characteristics
of the class such as talkative, high-poverty, etc.)
● 14 students in class
● 6- Girls
● 8- Boys
● 1 student on an IEP for behavior
● 2 ELL student
● 1 student on a 504 plan for accommodations

Connection(s) to Research & Theory: This Unit uses three key components:
conceptual understanding, higher-order-thinking problem solving, and procedural skill
and fluency practice.

A.  The Lesson 

 
● Introduction (5 minutes)  
○ “Alright class time to turn your attention to me. It is time for math so please
get your math notebooks out and start on the problem of the day. Last week
we worked on working with problem-solving to find our differences. We need
to learn how to model and as well as check our answers because this is a skill
you will be doing as you keep getting older. So today we are going to model
subtraction with regrouping and also check our answers with inverse
operations.”
○ “Before we jump into our new skill today, let's complete our problem of the
day”
○ Give students a few minutes to work on problem
 
● Content Delivery (45 minutes)  
○ “Please, put your math notebooks away and grab your scratch paper.”
○ Work through Practice It problems 5-8
○ Model by drawing base ten blocks.
○ Check each answer using the inverse operation.
 ○ Have students grab pages 157-158 from their math workbooks.
○ Do story problem number 5 together as a class.

    
● Closure (10 minutes)  
○ Recap on what the students did today.
○ Assign homework page 158

B. Assessments Used
● Observation- I will observe the students working individually to observe how they
are mastering the concept of modeling subtraction with regrouping.
● Questioning- As I’m observing I will question and support students who seem to
be struggling regarding their strategy when finding the difference.
● Formative worksheet- Students will be assigned page 158 to complete on their
own which will be reviewed to determine whether or not they understand how to
model when subtracting with regrouping, this assessment will not be graded.
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ I will go around while students are working and work one on one with
students who seem to be struggling. I will follow IEPs for those students
who are on one.
● Adaptations for those exceeding expectations
○ I will give students who understand the concept, an enrichment worksheet
to keep working on the skill.
● Language Support (IF you have ELLs (English Language Learners))
○ The instruction in this lesson will be verbal.
○ I will support the ELL students by reading the instructions to them
one-on-one as well as explaining the day's task or activity.
○ ELL students will not complete the vocabulary section of the homework.
Instead we will talk about each vocabulary word together to assess their
understanding.
 
D.  Resources
- Mcgraw Hill My Math Grade 3 Volume 1

Lesson Plan 5
Date: 10/13/21
Time: 60 minutes
Reflection from prior lesson (Were prior objectives met? Were students engaged?
How will you remediate any problems?)
● Students did well with the previous lesson. They were engaged and seemed to
master the concept well. I will remediate any problems by working through
problems on the board or pulling students for one-on-one instruction. Students
caught on better to the concept by using math manipulatives. From the
 assessment that was used, the students are all doing very well with mastering
the concept.
Lesson Goal(s) / Standards 
●  3.NBT.2
Lesson Objective(s)
● Students will subtract three-digit numbers with regrouping.
Materials Needed 
● Math notebooks
● Pencil
● McGraw Hill workbook pages 159-164
● McGraw-Hill on Smart board
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students
on IEPs, ELLs (English Language Learners), students on behavior plans, characteristics
of the class such as talkative, high-poverty, etc.)
● 14 students in class
● 6- Girls
● 8- Boys
● 1 student on an IEP for behavior
● 2 ELL student
● 1 student on a 504 plan for accommodations

Connection(s) to Research & Theory: This Unit uses three key components:
conceptual understanding, higher-order-thinking problem solving, and procedural skill
and fluency practice.

A.  The Lesson 

 
● Introduction (5 minutes)  
○ “5, 4, 3,2 ,1- now the talking is done.”
○ “It is time for math, please get your math notebooks out and get started on the
problem of the day”
○ (The problem of the day is displayed on the smart board through
McGraw-Hill.)
○ Give students a few minutes to work through the problem then discuss it in
class.
○ Have the students put their math notebooks away.
○ “Alright class, yesterday we learned about modeling and regrouping when we
subtract. Today we are going to do almost the same thing because today we
are subtracting three-digit numbers with regrouping. So class, today we don’t
have to model, but if it helps you, you can.
 
● Content Delivery (30 minutes)  
○ Have students take out pages 159-164 and guide them to example 1
○ Call on a student to read example 1
○ Work through example 1 as a whole group
○ Work through example 2
 ○ Stop and asks/answer questions.

    
● Closure (25 minutes)  
○ Have students work through page 161-162 independently or in groups.
○ Check over the pages and have them correct any errors.
○ Once students have completed the practice (page 161-162) and their work
has been checked, have them complete their homework pages 163-164 (10
questions)

B. Assessments Used
● Observation- I will observe the students working individually to observe how they
are mastering the concept of subtracting with regrouping.
● Questioning- As I’m observing I will question and support students who seem to
be struggling regarding their strategy when finding the difference or regrouping
● Formative worksheet- Students will be assigned 10 questions to complete on
their own which will be reviewed to determine whether or not they understand
how to regroup when subtracting.
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ I will go around while students are working and work one on one with
students who seem to be struggling. I will follow IEPs for those students
who are on one.
● Adaptations for those exceeding expectations
○ I will give students who understand the concept, an enrichment worksheet
to keep working on the skill.
● Language Support (IF you have ELLs (English Language Learners))
○ The instruction in this lesson will be verbal.
○ I will support the ELL students by reading the instructions to them
one-on-one as well as explaining the day's task or activity.
D.  Resources
- Mcgraw Hill My Math Grade 3 Volume 1

Lesson Plan 6
Date: 10/14/21
Time: 75 minutes
Reflection from prior lesson (Were prior objectives met? Were students engaged?
How will you remediate any problems?)
● Students were engaged throughout the prior lesson. Objectives were met and
students seemed to catch on quickly to the concept. Many students were able to
relate this lesson to their prior knowledge and previous year’s learning. If any
problems arise, I will remediate by working with students one-on-one or have my
cooperating teacher help co-teach. Previous lesson’s assessment showed that
students are mastering the skill and building their number knowledge.
Lesson Goal(s) / Standards 
 ●  3.NBT.2
Lesson Objective(s)
● Students will subtract four digit numbers with regrouping.
Materials Needed 
● Math notebooks
● White boards
● Dry erase markers
● Dry erasers
● Game cards
● McGraw-Hill pages 165-170
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students
on IEPs, ELLs (English Language Learners), students on behavior plans, characteristics
of the class such as talkative, high-poverty, etc.)
● 14 students in class
● 6- Girls
● 8- Boys
● 1 student on an IEP for behavior
● 2 ELL student
● 1 student on a 504 plan for accommodations

Connection(s) to Research & Theory: This Unit uses three key components:
conceptual understanding, higher-order-thinking problem solving, and procedural skill
and fluency practice.

A.  The Lesson 

 
● Introduction (5 minutes- direct instruction and independent instructional
methodologies)  
○ “5, 4, 3, 2, 1- now the talking is done.”
○ “Alright class it's time to get started on our problem of the day. Who would like
to read it for us?”
○ Call on a student to read, remind the student to use a loud voice so everyone
can hear.
○ Give students a few minutes to work on their problem.
○ Talk about the previous day's lesson.
○ Explain how yesterday’s lesson focussed on subtracting three digit numbers
and today will be focusing on subtracting four digit numbers.
○ Explain to students that this knowledge is important to know as they continue
to grow their math skills.
○ “So today our goal is to subtract four digit numbers with regrouping.”
 
● Content Delivery (55 minutes & interactive (small group), direct, and
independent instructional methodologies)  
○ Work through example one and example two on Mcgraw-Hill pages 165-166
○ Ask questions as I work through problems.
 ○ Explain that we can borrow from each place-value before beginning problem
and show why
○ Ask students to put their math notebooks away and grab out their dry erase
markers, white boards, and erasers. Have them put them on the floor.
○ Explain to the student that they will be playing an activity.
○ Explain the activity.
○ Answer and questions
○ Model the activity
○ Tell the students what groups they will be in. (I have determined groups prior
to the lesson based on skills and struggles.)
○ Give each group a specific area in the room to go to.
○ Have them go to their places with their group members and begin activity
○ Once each game card has been solved, have students return to their desks.

    
● Closure (10-15 minutes)  
○ Clarify any misunderstanding of regrouping that may still be present
○ Depending on the lesson/activity goes release students to work on their
homework pages 169-170
○ “Awesome work today class, today you worked really hard on subtracting four
digit numbers by regrouping. Tomorrows new math will be very similar to
todays. Keep up the great work and keep working hard.”

B. Assessments Used
● Observation- I will observe the students working individually to observe how they
are mastering the concept of subtracting with regrouping. During the students
activity I will stop in with each group and observe how they are doing and correct
any misconceptions.
● Questioning- As I’m observing I will question and support students who seem to
be struggling regarding their strategy when finding the difference or regrouping.
● Formative worksheet- Students will be assigned workbook pages 169-170 to
complete on their own which will be reviewed to determine whether or not they
understand how to regroup when subtracting.
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ I will go around while students are working and work one on one with
students who seem to be struggling. I will follow IEPs for those students
who are on one. During activity I will monitor if students are needing extra
support and guide them if necessary.
● Adaptations for those exceeding expectations
○ I will give students who understand the concept, an enrichment worksheet
to keep working on the skill. If during the activity the students are having to
much wait time I will have them check their answer with the inverse
operation.
● Language Support (IF you have ELLs (English Language Learners))
 ○ The instruction in this lesson will be verbal.
○ I will support the ELL students by reading the instructions to them
one-on-one as well as explaining the day's task or activity.
D.  Resources
- Mcgraw Hill My Math Grade 3 Volume 1

Lesson Plan 7
Date: 10/15/21
Time: 60 minutes
Reflection from prior lesson (Were prior objectives met? Were students engaged?
How will you remediate any problems?)
● Students did very well with subtracting four digit numbers. Students seemed to
be engaged, especially when doing their activity. No problems arised last lesson
but if any arise I will pull them individually or in small groups to reteach. From the
previous assessment I noticed that some students are forgetting to change the
value of the number that they regroup from. To remediate this, I will first go over
and model how to do this correctly and then give them the opportunity to do it as
well.
Lesson Goal(s) / Standards 
●  3.NBT.2
Lesson Objective(s)
● Students will subtract across zeros.
Materials Needed 
● Pencil
● Easer
● McGraw-Hill math worksheets pages 171-176
● Lap tables
● Math notebooks
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students
on IEPs, ELLs (English Language Learners), students on behavior plans, characteristics
of the class such as talkative, high-poverty, etc.)
● 14 students in class
● 6- Girls
● 8- Boys
● 1 student on an IEP for behavior
● 2 ELL student
● 1 student on a 504 plan for accommodations

Connection(s) to Research & Theory This Unit uses three key components:
conceptual understanding, higher-order-thinking problem solving, and procedural skill
and fluency practice.

A.  The Lesson 

 
● Introduction (5 minutes)  
○ 5, 4, 3, 2, 1 now the talking is done.
 ○ “Okay class, it is time to start math for the day.” Yesterday you learned how to
subtract across four digit numbers, today you are going to learn how to
subtract across zeros. This will help you as you grow as third grades and it is
a skill you will use all throughout your school career.”
○ “First we will do our problem of the day to get our minds ready for math.”
○ Read the math problem of the day together.
○ Give students a few minutes to solve the problem.
○ Go over the math problem together as a class.
○ Have students put notebooks away and grab worksheet pages.
 
● Content Delivery (40 minutes- explicit instruction)  
○ Explain to students that today they will be split into groups.
○ I will take a group at the front of the class and Miss. Fuhrmann will take a
group at the back.
○ I will teach through example one and example two.
○ Following the I do, We do, You do we will start with guided practice questions
1, 2, 10, 12, and 13.
○ I will gradually release the students to do their assigned homework pages-odd
only.

    
● Closure (15 minutes)  
○ Discuss as a class what we learned today.
○ Ask if any students have questions or if they are still unsure about their new
math skill.
○ Answer any questions and possible work through a problem on the board that
many students are struggling with.
○ “Great work today class!”

B. Assessments Used
● Observation- I will observe the students working individually to observe how they
are mastering the concept of subtracting across zeros. During the small group
instruction I will allow time for me to observe how they are doing and correct any
misconceptions.
● Questioning- As I’m observing I will question and support students who seem to
be struggling regarding their strategy when finding the difference or regrouping
across zeros.
● Formative worksheet- Students will be assigned workbook pages 175-176 odd
questions only to complete on their own which will be reviewed to determine
whether or not they understand how to regroup when subtracting across zeros.
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ I will go around while students are working and work one on one with
students who seem to be struggling. I will follow IEPs for those students
 who are on one. During activity I will monitor if students are needing extra
support and guide them if necessary.
● Adaptations for those exceeding expectations
○ I will give students who understand the concept, an enrichment worksheet
to keep working on the skill. If during the activity the students are having to
much wait time I will have them check their answer with the inverse
operation. I can also have students go back and complete all of the
Independent practice pages 173-174 for more exposure to the skill.
● Language Support (IF you have ELLs (English Language Learners))
○ The instruction in this lesson will be verbal.
○ I will support the ELL students by reading the instructions to them
one-on-one as well as explaining the day's task or activity. I will also have
students who are understanding the topic help ELL students.
D.  Resources
- Mcgraw Hill My Math Grade 3 Volume 1

Lesson Plan 8
Date: 10/18/21
Time: 60 minutes
Reflection from prior lesson (Were prior objectives met? Were students engaged?
How will you remediate any problems?)
● Students seemed to understand subtracting across zeros and were engaged
during the lesson. From their assessment I believe they understand the concept
of regrouping better. I remediated any problems by reworking the math problems
into step by step instructions. Today is a review day for the test so if any
problems arise today, I will remediate by reteaching concepts if necessary.
Lesson Goal(s) / Standards 
●  3.NBT.2
Lesson Objective(s)
● This lesson’s objective is to assess whether students’ understanding of the
vocabulary and key concepts in this chapter have been mastered.
Materials Needed 
● White boards
● Dry Erase marker
● Dry erase Erasers
● Reteach pages ( one page for extra practice when studying)
● Math review Powerpoint
● Pencil
● Erasers

Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students
on IEPs, ELLs (English Language Learners), students on behavior plans, characteristics
of the class such as talkative, high-poverty, etc.)
● 14 students in class
● 6- Girls
● 8- Boys
 ● 1 student on an IEP for behavior
● 2 ELL student
● 1 student on a 504 plan for accommodations

Connection(s) to Research & Theory This Unit uses three key components:
conceptual understanding, higher-order-thinking problem solving, and procedural skill
and fluency practice.

A.  The Lesson 

 
● Introduction (5 minutes)  

○ “5, 4, 3, 2,1 now the taking is done”

○ “You have all been working very hard on learning how to subtract two or more
digit numbers by using strategies such as rounding, estimating, finding the
exact answer, regrouping, or using mental math. Today we are going to just
review what we have learned. We will do this by playing a little review game
as well as practice with some story problems.”

 
● Content Delivery (50 minutes)  
○ “Please grab out your white boards, erasers, and markers and place them on
the floor beside you.”
○ Hand out reteach page (explain that backside is for students to do at home for
studying)
○ I do: I will model how to do number 1
- Making sure to talk out loud what my thinking process is.
○ We do: As a group we will work through number 2
- Talk about our thinking as we go
- Ask questions
- Remodel or rephrase if needed, what students say to help others
comprehend.
○ You do: Students will do number 3 on their own.
○ If students are doing well I will have them finish the Reteach page. (5
questions total)
○ Once everyone has finished, have students put their whiteboards, markers,
and erasers on their desks.
○ Explain the review game: row one is a team, row two is a team, and row three
is a team. Everyone in the class must solve the problem but only one row will
share their answer. If the row that is sharing get it right they will receive a
point, if the row gets it wrong the next row will get a chance for the point.
○ Play review game on powerpoint.
○ If no row is able to solve a problem correctly I will walk through the problem
on the board.

    
 ● Closure (5 minutes)  
○ “Great work today class! Tomorrow is your test over this chapter, I know you
will do great. Remember to study tonight!”

B. Assessments Used
● Observation- I will observe the students working individually to observe how they
are mastering the concept of subtracting with regrouping. During the students
review game I will stop in with each student and observe how they are doing and
correct any misconceptions.
● Questioning- As I’m observing I will question and support students who seem to
be struggling regarding their strategy when finding the difference or regrouping.
● Formative- Students will be assessed by checking their white boards throughout
the lesson to evaluate if they are mastering the concept.
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ I will go around while students are working and work one on one with
students who seem to be struggling. I will follow IEPs for those students
who are on one. During activity I will monitor if students are needing extra
support and guide them if necessary.
● Adaptations for those exceeding expectations
○ I will give students who understand the concept, an enrichment worksheet
to keep working on the skill. If during the activity the students are having to
much wait time I will have them check their answer with the inverse
operation.
● Language Support (IF you have ELLs (English Language Learners))
○ The instruction in this lesson will be verbal as well as visual.
○ I will support the ELL students by reading the instructions to them
one-on-one as well as explaining the day's task or activity.
D.  Resources
- Mcgraw Hill My Math Grade 3 Volume 1