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Instructional Problem: My below-level third grade math class has trouble subtracting with regrouping. There are many misconceptions when subtracting that will lead my students to answering the problem incorrectly. The main misconception is that students try subtracting a bigger number from a smaller number, which they cannot do. Instructional oal: !tudents will be able to apply their "nowledge of place value bloc"s and regrouping in order to answer word problems with two-digit subtraction using a standard algorithm. #earners: Third graders in a belowlevel math class.

Guidance Provided

Progression of Problems

Students will be able to use money manipulatives in order to regroup the one dollar bills with a ten dollar bill.

Students will be to use place value blocks in order to regroup the ones$ the tens$ and the hundreds.

Students will be to use their place value blocks in order to subtract with regrouping.

Students will be to use their place value charts and regrouping in order to subtract a ()digit word problem using a standard algorithm.

!tudents will be able to apply their "nowledge of place value bloc"s and regrouping in order to answer word problems with two-digit subtraction using a standard algorithm.

Skills/Knowledge Tasks P1
"eed to know
* Know that 10 one dollar bills can make 1 ten dollar bill. regroupin g!

Tasks P2
"eed to know
* #sing place value blocks$ recogni%e that 10 one blocks can make 1 ten block. regroupin g!

Tasks P3
"eed to know
* recogni%e that you need to have a larger amount of blocks in order to take some away. *Know that you cannot take & blocks away from ' blocks. * know that you

Tasks P
"eed to know
*Know about place value in order to subtract a ()digit word problem using pencil and paper. *know that you can use a place value chart to line up your numbers

Tasks !nd P
"eed to know
* +dentify the subtractio n problem in a real) life e,ample. *#sing their knowledg e of place value$ know that they cannot take a larger amount from a bigger amount.

"eed to be able to do
* be able to trade in ten one dollar bills to make 1 ten dollar bill using money manipulati ves. * "reak apart a ten dollar bill to make 10 one dollar bills. *Practice using

"eed to be able to do
* "e able to trade in ten one blocks to make 1 ten block using * "reak apart a ten block into 10 one blocks. *Practice using place value blocks to break

"eed to be able to do
* "e able to use place value blocks in order to subtract a number that needs to borrow from the tens first.

"eed to be able to do
* "e able to make a place value chart to line up numbers in order to subtract. * "e able to use look in the one*s place to see if you can take a certain number away. *if not$ be able to go

"eed to be able to do
*"e able to set up their place value charts in order to subtract. *"e able to put the larger number first then subtract the smaller number underneat h. *"e able to regroup if needed

money to break apart groups of ten dollar bills into one dollar bills. *practice using money to trade in a large amount of one dollar bills to regroup into ten dollar bills.

apart groups of ten blocks into one blocks. *practice using place value blocks to trade in a large amount of one blocks to regroup into ten blocks.

can trade in a ten block for 10 one blocks in order to take & away from the number 1'.

putting the bigger number first. *know to start off taking away from the one*s first. +f you can*t trade 1 ten block for 10 one blocks. -dd that over to the one*s place$ then subtract.

to the ten*s place$ take that ten away 1 less ten! and regroup it in the ones place to make more ones. *be able to subtract the one*s place$ then move onto to the ten*s place.

without using place value blocks. /ust the standard algorithm.

Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. TOPIC C. NUMBER C M!U"#"$ N

INDICATOR 1. #naly%e number relations and compute OBJECTIVES

(.

Subtract numbers using a &ariety o' strategies

Assessment limit: Use no more than ( digits in the minuend or subtrahend and whole numbers )* + ,,,-