Subtraction

Lesson Preparation Information

Preparation Tasks Teacher Candidate

1. Write the date of your formal observation. Double check April 23, 2019
that you have signed up for an observation on the Google
calendar.
2. Write the date of when you need to provide a lesson plan April 17, 2019
draft to your Field supervisor.
3. Write down the dates of when you and your mentor teacher
discussed the lesson plan.
4. Write down the date of when you “sent” or “printed” a draft
of your lesson plan for your mentor teacher.
5. Write the names of students who do not have an approved all approved
video media release form (disregard if you do not need to
videotape).
6. If you are teaching the lesson outside of the classroom, did In class
you coordinate with your mentor teacher and other faculty
about the use of space? What is your back up plan if this
space becomes unavailable that day? (e.g., you might want
to teach outdoors, but the weather forecast rains for that
day)
7. Does your lesson plan include: 1 Subracto Draw game Board
● Any text that students will read? One deck of Subtracto Draw Cards
● a teacher assessment tool to measure students 1 Subtracto Draw Directions Optional.
learning based on the standards and benchmarks? Exit Slip
● activity sheets that students will use in the lesson? Answer Key
● A completed copy of your teacher sample of the
student activity sheet?
8. Describe any parts in the lesson that you would like more Please, feel free to provide any suggestions or comments.
guidance with in planning. *NOTE: the amount of
feedback/suggestions you receive from your field supervisor
and/or mentor are contingent on your submittal of the
lesson plan draft by the specified 7 working days before
observation.

First Name Last Name Grade Level Date and Time

Mahasen Katoush Third grade April 23, 2019
Starts at 10:00 am
80 minutes
Lesson Title
Subtracto Draw Game Board
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Math Problem-Based Lesson - Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Subtraction

Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and knowledge are important for
students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)

The students will learn the different ways on how to subtract using the Game board. They will line up the
numbers and subtract each column might use regrouping if necessary.

Enduring Understanding(s) Essential Question(s)

Important ideas or processes for the students to explore and uncover Promote inquiry to discover the enduring understanding(s)
(1a: Demonstrating Knowledge of Content and Pedagogy) (1a: Demonstrating Knowledge of Content and Pedagogy)
● How thinking of place value could help us
● We subtract to find the difference between
subtract large numbers?
two numbers.
● How do we know when to ungroup hundreds
● Sometimes it is necessary to represent
and tens to subtract?
numbers in a different way to make it easier to
subtract (ungroup tens and ones)

Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii
Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)

CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of
operations, and the relationship between addition and subtraction.
MP 1. I can solve problems without giving up.
MP 6. I can work carefully and check my work.
I can use place value to help me subtract.
I can use regrouping to help me subtract.

Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the students’ interests, unique
characteristics, and needs. (1b: Demonstrating Knowledge of Students)

● Students prior knowledge, they know how to add more than two-digit numbers using standard
algorithm and composing tens & hundreds.
● Students were introduced to the game the day before and played group.

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 Subtraction

Student Learning Objectives/Instructional Goals

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple lessons.
(1c: Setting Instructional Outcomes)

● Students will use their understanding of place value to line up the numbers and subtract one place value
at a time.
● Students might use a different subtraction strategy to get closer to the target number.

Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is intended (Techniques that will help students learn the skill)
for students to do automatically)
Subtraction Using the Draw game board to line up the numbers and find the difference
and think of a strategy to use while playing to get closer to the target
number.

Mental math Using their brain to calculate numbers.

Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student
learning outcomes including the evaluation criteria (summative assessments) and all assessment tools. (1f: Designing Student Assessments)
Observing students and see who are struggling and if they need more reviewing using formative assessment. I
will check for understanding using the standard algorithm, and what other strategies they can use.

Academic Language Demands and Supports

The ways that students will be required to use content area language during the lesson and the instructional strategies to be used to help the
students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

Academic vocabulary:
Board game
Discard
Draw
Shuffle
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Math Problem-Based Lesson - Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Subtraction

Language Supports:
The teacher will ask: “how we can use place value to subtract larger numbers?”
“how we can use regrouping to help me subtract?”

Lesson Procedures
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do during the lesson) including
the launch of the lesson, the ways the materials will be presented, the ways the students will actively engage in learning, the questions posed,
and the lesson closure. (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Use the Math Problem-Based Lesson plan format below

Lesson Procedures: Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that
convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation
Instructional component Description of Activities

Launch ● Review the Subtracto Board Game with the students Commented [1]: Prior to beginning, the ST requests
(5 -15 minutes) ● Remind the students of the game rules. students to come to the floor for instruction. She uses
the waterfall strategy to get their attention.
● I will remind the students to raise their hands if they have any questions.
● Attention getter “ F7, Waterfall….SHHHH”.

Explore ● I will go over the vocabulary again and ask the students what you Commented [2]: ST: We are going to do an extension
(45 minutes) remember about this vocabulary; I will say “please raise your hands if you of the game we took before about the subtraction?
Remember that game? We are going to revisit that
know the answer.” again.
Board game ST goes over the vocabulary for the game to remind
Discard them of the game itself and how to play.

Draw Students share some of the rules they remember (for

example no erasing)
Shuffle
Student: I donʻt get it. You said the rules are the same
Take away but you said it is a different strategy.

Difference I will be a the card turner this time.

Remaining
Target number
● The teacher will model two or three examples of subtraction. For
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 Subtraction
example, the teacher will write (580-126=__), the teacher will say “is it
possible to take away six from Zero? Why?”, And then I will ask what we
supposed to do to help us subtract this number in the proper format? The
students should say that we need to regroup one group of tens to one's
place to help us do the subtraction. Therefore, the number will end up
looking like 5,7 and ten ones in the one's place for the top part, and then
the bottom three numbers will be 126, the students should come up with
an answer of 454.
● The teacher will also model, (306-182 =___), she will teach them how to
regroup, by taking one group of hundred from the hundred places
(meaning ten groups of ten), and the three will become two, so the
subtraction problem will look like 2, 10 tens, and 6 on the top section, and
in the bottom part of the problem 182, the answer should be after
regrouping is 124. The third example is (370-256=__). The teacher will
have the manipulatives of dollar bills and coins for students to use if they
needed, to differentiate the lesson according to the student’s level. I will
model one example.
● The teacher will divide the class into groups that will help each other with
decision making.
● The teacher will distribute the game board sheet, board game instruction
sheet, and the board game cards.
● The teacher will ask the students to talk to their group members about
what kind of strategy they might use during the Subtracto game, and then
we get back together as a whole class to discuss and share thoughts before
we start playing the game. The teacher will ask“Did you learn anything
from the previous lesson?”
● I will model the first round for the students, and I will draw the cards and
ask the students “what do you think?”, “where I supposed to place this
card and why?”, “I will ask them what kind of strategy you are using to
make a decision?”,” If they are planning to discard a card why they think
it is an efficient strategy to discard it at that point?”
● I will use the dollar bills and coins using the projector to clarify
subtraction to all students who are struggling.
● The teacher will be the card turner.
● The teacher will turn the top three cards face up to form a three- digit
number.
● Each team writes the three numbers on the recording sheet as the target
number for that round; the students can write the target number any order
they want.
● Place back the cards in the deck and shuffle the cards again.
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Math Problem-Based Lesson - Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Commented [3]: The ST prepares for the game by
going over a 3 digit subtraction problem. She uses
pictures to help students to visualize the problem and
why they need to regroup.
Commented [4]: ST has students help her in this
problem. She is able to successfully walk them through
the regrouping for this problem.
Commented [5]: ST decides to use dollar bills to help
with this example, it is a real life connection to how they
use subtraction in the real world. The ST sites this as a
way to differentiate for different learner needs. I would
like to discuss more her thoughts on this as
differentiation.
Commented [6]: Our learning target for today is using
place value and regrouping to solve a subtraction
problem. So when you play the game, what are you
looking for to know you got the right choice?
At 10:26, the ST notices a student missing. A student
replies that he went to the health room.
Commented [7]: The student do not get a chance to
share their strategies prior to playing the game. Maybe
they will be able to share at the end during discussion.
Commented [8]: Most groups have the number 125
written. One group has only 25 written. Another has
521.
As the ST calls out numbers, students are working on
deciding where to put them. Some groups did not hear
the numbers. Suggestion: write the pulled numbers on
the board so students know what they have to work
with.
Commented [9]: Students are placing their numbers,
but they are not using the regrouping strategies they
were shown. Does the ST see this? Are they using
their knowledge of place value? Do they know if they
are? Hopefully the ST will go over their strategies and
how they were using place value at the end in her
closing discussion.
Question: are students able to use the money to help
them with the subtraction? The ST sited this strategy
as her way of differentiating the lesson for the students.
 Subtraction
● The teacher will ask the groups” I want you to think of what kind of
strategy you are going to use while choosing the numbers?
● Each group member will get his/ her turn to record and subtract the
numbers they record.
● Even though some students can do the subtraction on their own, but others
couldn’t. Therefore, I will have a set of paper money and coins( like a
group of one dollar bills, group of dimes and pennies for the struggling
students to use while subtracting) this will allow the struggling students to
visualize the value of the number they have and use the coins to subtract.
● “How different you are going to approach this game from the previous
lesson?” I will say “when you were choosing the numbers what was your
thinking?” “did you make the right decision in choosing the number?” ,”
did you follow the rules?”.
● “How can place value help you make a decision when choosing a
number?” I will say “when you are choosing a number, how looking at
place value can help you decide where to place the number?”
● “How regrouping can help you decide what number to use and what
number to discard? I will say “ do you consider regrouping the number in
your brain first before recording it in the subtraction box?” I will say” one
of the rules is that we are not allowed to erase the number after we record
it.”
● Then the card turner turns over the top card of the deck, and each team
decides where to write the number in the subtraction example for round
one or to write it in the discard area. Once they write the number, they
can’t change it.
● The teacher will always be the card turner for all rounds during this
lesson, to avoid kids who are tempted to cheat.
● Keep turning cards and record the numbers in the boxes, after eight times
students should subtract and find the difference.
● I might use a timer to make them think quickly and decide without
wasting time.
Discuss/Summarize ● Each group exchange papers to check others subtraction.
(20 minutes) ● We as a whole class determine whose answer is closer to the target
number.
● The teacher will record the answers on the whiteboard to see whose
solution is the closest to the target.
● After three rounds the team with most points wins.
● The teacher will ask “what strategy did each group use in choosing a
number?”
● Allow each group to reflect on their thinking.
V1 – 10/19/17
Math Problem-Based Lesson - Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Commented [10]: The strategy of using the smaller
numbers on the bottom keeps coming up, however
what about WHERE they place and why? This could
lead to the discussion on place value.
Commented [11]: ST realizes that out of five groups, 3
got the subtraction wrong. She writes on the board that
a group was in the negative. Do students know this
term or what this means?
Commented [12]: In the second round, more groups
are able to subtract correctly. However the groups who
do so, did not have to regroup. One group that needed
to regroup subtracted incorrectly.
ST looks at the board and notices that only one group
subtracted incorrectly and says "notice only one group
got the answer wrong. This is an accomplishment from
the first round." Did she notice that the other groups did
not need to regroup? The focus strategy for this
lesson?
Commented [13]: ST calls on the same group. They
used the same strategy of not regrouping. She asks a
girl in the group to share the groups answer, because
she was reading during the lesson. However the boy
next to her was reading also and is still reading.
Commented [14]: This is a good idea, but the
manipulatives were not made available to students to
use.
Commented [15]: ST asks one group what strategy
they used to find or choose a number. She asks the
class to listen so they do not make the same mistake.
However, he is sharing his strategies for placing
numbers rather than strategies for accurately
regrouping or using place value strategies.
The idea of using smaller numbers on the bottom to
avoid regrouping is a good idea. This would have been
a good opportunity for the ST to talk about this strategy
so they do not have to regroup and increase their
chances of getting the subtraction correctly.
Commented [16]: What did you learn from this game?
Students: subtraction, never forget about regrouping.
Put small numbers on the bottom.
ST: (responding to student saying to put small numbers
on the bottom) Which makes it what? Gets distracted
by students often and therefore loses her opportunity to
follow-up and/or clarify the strategy for the class.
ST: We learned that placing big numbers on top and
small numbers on the bottom helps us to subtract more...
 Subtraction

● I will use my exit slip as a formative assessment for the students Commented [17]: ST gives the exit slip. Students are
understanding. I will say to the students “I want you to draw it out and talking with each other but the ST reminds them they
are supposed to work on their own. Students turn in
show me how you can use pictures to solve this problem?”, I will also say their work.
“please remember to write your names on the paper,” I will also say “
please write down the strategies you used to solve this problem?” “why ST tells a student that they just explained so many
strategies. I heard one, putting the larger number on
you arranged the numbers in that order? Why?” the top.
● The teacher will say to the students to draw out the subtraction problem
using pace hundred, ten, and once blocks to help the students subtract the
problem.
● The teacher should ask if any of the students have any questions.
● After they finish their exit slip, they should get ready for lunch recess.

Differentiation According to Students’ Needs

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to ensure that all students (e.g.,
students who have IEPs/504 plans, students who are speakers of other languages, students who have advanced or emergent proficiency with the
content and concepts) have access to and are able to engage actively in the lesson.
(1b: Knowledge of Students;1e: Designing Coherent Instruction)

Use the table below to address specific student needs in your classroom.

UDL Proactive Differentiated Instruction

Intentional instructional activities in place to minimize the need for future RTI.

Category Type of Proactive Differentiated

Representing Content
Engaging Student
Interest
Demonstrating Learning
Instruction
The main focus is on computing differences and estimating differences.
Some of the students might need accommodation.
The teacher will use draw game board activity to help the students engage in the
lesson and make it more interesting.
I will examine the students thinking about regrouping and how it can impact the
difference they will get.

Cultural Considerations None

Instructional Materials/Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating Knowledge of Resources)

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 Subtraction

Resources:
Stenhouse Publishers. (n.d.). Login Required - Laulima. Retrieved February 21, 2019, (pages 59- 63) from
https://laulima.hawaii.edu/access/content/group/MAN.3521.201933/Resource%20Books/G
AMES/_Dacey%2C_Linda_Schulman__Gartland%2C_Karen__Lynch%2C_Ja_b-
ok.cc_%20_1_.pdf

Lesson Plan Reflection (if lesson is carried out)

An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning and the extent to which
the instructional outcomes were achieved based on specific evidence from the lesson and references to evidence-based practices and theories of
student learning. A description of how you will use what you learned from reflecting on this lesson in your future teaching.
(4a: Reflecting on Teaching)

Use Reflection Template (For your math assignment, you may use this reflection template, but
be sure to refer class readings, activities, and ideas in your reflection.)
Teacher Assessment Tool
(Insert below the tool/s that you will use to measure student learning)

Student Assessment Data Table

(You may use this data table or create one using Excel to assess students’ progress in this lesson)

Students’ First Name Exit Slip

1. Carter C

2. Aman D

3. Kiana K

4. Ana K

5. Rylan K

6. Kuaiwa K

7. Chase K

8. Joshua K

9. Rayden L

10. Micah L
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 Subtraction

11. Zarina M

12. Joel M

13. Kaylee P

14. Noah S

15. Makayla S

16. Cole S

17. Ava Z

18. Maila M

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Math Problem-Based Lesson - Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa