Taylor Chaness

Graduated Difficulty Lesson Plan

Graduated Difficulty Lesson Plan
Lesson: Graduated Difficulty Lesson
Time: 70 minutes
SUMMARY:
The students will use what they know about subtracting two and three digit
numbers to choose which tiered activity will be best for them to begin completing,
while gradually moving up in difficulty.
STANDARDS:
MGSE3.NBT.2 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.
CPS2 The student designs, applies, evaluates, and adapts a variety of
innovative strategies when problem solving.
CPS4 The student demonstrates skills in fluency and flexibility to solve
problems or create new products.
CPS9 The student recognizes and assumes risks as a necessary part of problem
solving.
HO/CTS2 The student responds to questions with supporting information that
reflects in-depth knowledge of a topic.
Essential Question:
Why is it important for mathematicians to have a common set of rules to solve
problems?
Enduring Understanding(s):
Making a decision based off of certain abilities and confidence and knowledge of
math standard
Assessing ones own learning tier
OBJECTIVES: The students will
1. Know
a. Basic understanding of place value (hundreds, tens, ones)
b. How to subtract two and three digit numbers
2. Understand
a. The value of each digit in a number
b. What it means to carry-over and regroup when subtracting numbers
3. Do
a. Subtract two and three digit numbers using regrouping
b. Subtract two and three digit numbers when one or more of the digits is
zero
MATERIALS
LESSON DESCRIPTION
Handouts
1. Directions for subtracting two and Hook: On the board, display the

three digit numbers

2. DECIDE questionnaire
3. Worksheets A,B,C, and D
4. Summary sheet

question What steps you take to bake

cookies? and share with a neighbor.
Next, discuss what would happen if all of
these steps were out of order.
Introduce the essential question.
1. Discuss the rules for subtraction
(line up numbers based on place
value, subtract starting with the
smallest place value, moving
towards the highest place value,
regrouping and borrowing at each
place value when needed)
2. Explain that today students will
use what they know about
subtraction to choose the
appropriate activity that will
demonstrate their knowledge. Be
sure to explain that each activity
is for an individual and not what
your neighbor can do. An
appropriate activity is not too
easy and not too hard.
3. Distribute worksheets A, B, C, and
D to each student, as well as the
DECIDE sheet, allowing them to
begin their activity on the level
that they believe best suits their
ability. Explain to students that as
they complete one activity, they
will raise their hand to get the
answer key. If problems are all
correct, student will continue to
move up the alphabet in
worksheets. As students work
through the worksheets, they
should be answering
questions on the DECIDE
sheet.
4. When all students have finished,
have a discussion about the
essential question. Why is it
important that we all follow the
same rules of subtraction?

5. As a ticket out the door, have

students complete the summary
sheet.
Differentiation:
High students: These students will begin on step C or D. When finished with D,
these students will swap with another student to answer each others questions
Low students: These students will begin on worksheet A
ESOL students: These students will have the directions read to them. Also will not
have to fill out DECISION questionnaire.
EVALUATION AND ASSESSMENT:
Students will be
Students will be
worksheet. The
worksheet. The

assessed informally through observing students while working.

formally assessed based on the answers they have on each
assessment will take place when students have finished each
answers will be checked over using an answer key.

EXTENSION:
Make subtraction problems for other students to solve using word problems. The
word problems should include two different two or three-digit numbers to evaluate
the difference
Name: __________________________________
Worksheet A
Subtracting two and three-digit numbers
a. 52-30

b. 65-24

c. 225-113

d. 452-341

e. 45-21

f.

15-10

g. 26-15

h. 678-231

i.

322-111

Name: __________________________________
Worksheet B
Subtracting two and three-digit numbers
a. 52-35

b. 65-28

c. 70-43

d. 560-435

e. 60-23

f.

120-95

g. 364-43

h. 35-15

i.

240-16

Name: __________________________________
Worksheet C
Subtracting two and three-digit numbers
a. 40-15

b. 500-95

c. 90-25

d. 200-167

e. 785-400

f.

70-32

g. 800-437

h. 670-55

i.

900-156

Name: __________________________________
Worksheet D
Create nine problems that are more difficult than the ones that you completed on
Worksheet C. Do not forget to make an answer key.
a.

b.

c.

d.

e.

f.

g.

h.

i.