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Teacher Candidate: Kassie Vaughn Subject/Grade: Math/ 2nd Grade Date and Time of Lesson: Monday, March 17th, 2014 at 12 p.m.

Topic 11 Lesson 8

Learning Objective: While participating in a Four Corners activity with a partner, children will practice subtracting three-digit numbers using a standard algorithm. Alignment with Standards: Common Core Math Standards o 2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones. o 2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. Developmental Appropriateness: In Topic 9, children used the standard algorithm and paper and pencil to subtract two-digit numbers. In Lesson 11-7, they used models to subtract threedigit numbers. In this lesson, children subtract three-digit numbers using the standard subtraction algorithm and paper and pencil. They regroup 1 ten as 10 ones or regroup 1 hundred as 10 tens as needed. The standard subtraction algorithm for three-digit numbers breaks the calculation into simpler calculations using place value starting with the ones, then the tens, and then the hundreds. Assessment of the Objective: Lesson Objective
While participating in a Four Corners activity with a partner, children will practice subtracting three-digit numbers using a standard algorithm.

Assessment of the Objective

Pre: In order to acquire my students prior knowledge, I will pre-assess them by placing a three-digit subtraction problem on the board and having children work out the problem on their individual white boards. Students will hold up their boards when asked to do so in order for me to observe their answers. During: Working in partner groups, children will participate in a Four Corners activity while solving problems that involve

Use of Formative Assessment

Pre: Anecdotal checklist of students white board answerswill indicate childrens background knowledge of three-digit number subtraction During: Teacher observation of partner work- will determine childrens ability to solve problems involving subtraction of three-digit numbers - will identify students capability to work together with a partner Post: Childrens assessments on

2 subtracting three-digit numbers. The first player to cover four corners of differences, wins! While students are playing, I will walk around and observe various partner groups in order to determine childrens understanding of subtraction. Post: Students will complete an assessment I have designed by engaging in independent practice of the subtraction of three-digit numbers. subtraction of three-digit numbers- will indicate whether or not students were successfully able to solve threedigit number subtraction problems