Breanna Kennedy

Mathematics Grade 3
Unit: Addition and Subtraction

Established Goals (Curricular Objectives): Develop number sense and Represent algebraic
expressions in multiple ways.

Specific Outcomes:
1. Describe and apply mental mathematics strategies for adding two 2-digit numerals.
2. Describe and apply mental mathematics strategies for subtracting two 2-digit numerals.
3. Apply estimation strategies to predict sums and differences of two 2-digit numerals in a
problem-solving context.
4. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000
(limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by:
• using
personal strategies for adding and subtracting with and without the support of manipulatives
•
creating and solving problems in context that involve addition and subtraction of numbers.
5. Apply mental mathematics strategies and number properties in order to understand and recall
basic addition facts and related subtraction facts to 18.

Established Goals (Curricular Objectives): Develop number sense and Represent algebraic
expressions in multiple ways.

Specific Outcomes:
1. Demonstrate an understanding of addition of numbers with answers to 10 000 and their
corresponding subtractions (limited to 3- and 4-digit numerals) by:
• using personal strategies
for adding and subtracting
• estimating sums and differences 
• solving problems involving
addition and subtraction

Enduring Understandings:

● Patterns in charts can be used to help recall basic addition facts

● Strategies such as “doubles” “near doubles” “making or using 10” and “adding from the
greater number” can be used to recall addition facts
● Subtraction is related to addition
● For most addition facts there are 2 related subtraction facts and 1 related addition fact vice
versa for subtraction
● An equation is a statement that two things are equal
● Concrete materials, mental math, guess and test, and a number line can help find the missing
term in an equation
● Place value concepts provide many strategies for adding and subtracting 2-digit numbers
 ● The same strategies used to add 2-digit numbers can be extended to develop for 2-digit
addition
● The strategies used to subtract 2-digit numbers can be extended to develop strategies
subtracting 3-digits
● You “add” to find “how many in all” and “subtract” to “find the difference”
● The strategies used to subtract 4-digit are the same as those used to subtract 3-digit numbers
● Numbers can be added in any order

Essential Questions:

● What are some good strategies that can be used to recall addition facts?
● How is subtraction related to addition?
● What is an equation?
● What ways can help solve the missing term in an equation?
● How and when do we estimate?
● What is regrouping?
● What is mental math?
● What are some mental math strategies for addition and subtraction?
● How can we use place value to help us add and subtract 2,3, and 4 digit numbers?
● What are some strategies to add 3-digit numbers? 4 digit numbers?
● How can we use a “work backward” strategy to help solve a problem?

Key Terms and Concepts (To be displayed on board with word cards)

● Addition facts, doubles, near doubles, sum, related facts, subtraction facts, equation, mental
math differences, estimate

Key Knowledge (What will students know by the end of this unit?)
Students will know…
● How subtraction is related to addition
● Good strategies that can be used to recall addition facts
● A variety of strategies to add and subtract 3-digit and 4-digit numbers
● What an equation is
● Strategies to help solve the missing terms in an equations
● How and when to estimate
● Strategies used to estimate addition and subtraction
● How to use a variety of mental math strategies
● Benefits of using mental math
● Math strategies for addition and subtraction
● How place value can help us add and subtract 2,3, and 4 digit numbers
● Strategies to add 3-digit and 4-digit number
 ● How “working backward” can help solve a problem

Skill (What skills will students acquire or using during this unit?)
Students will be able to…
● Use strategies such as “doubles” “near doubles” “making or using 10” and “adding from the
greater number to recall addition facts
● Relate subtraction to addition
● Solve and create equations for addition and subtraction problems
● Use concrete materials, mental math, guess and test or a number line to solve the missing
term in an equation
● Use a variety of strategies to add and subtract 3-digit and 4-digit numbers
● Use strategies to estimate sums and differences
● Use place value concepts for adding and subtracting 2-digit numbers
● Use mental math to solve addition and subtraction equations
● Use 2-digit number strategies to extend and develop strategies for 2-digit addition
● Use strategies for subtraction of 2-digit numbers to extend and develop subtracting 3-digit
numbers
● Understand key words in additions and subtraction problems “how many in all” “find the
difference”
● Use work backward strategies to solve problems
● Understand that strategies used to subtract 4-digit number are the same as those used to
subtract a 3-digit number


Indicators of Students Learning (How will I recognize what students have learned?)

● Identify strategies to solve 2, 3, and 4-digit addition and subtraction equations

● Demonstrate how to solve 2, 3, and 4-digit addition and subtraction equations
● Explain how subtraction is related to addition
● Create equations for addition and subtraction word problems
● Use mental math strategies to solve addition and subtraction problems
● Solve 2, 3, and 4-digit addition and subtraction equations
● Use a variety of strategies to solve 2, 3, and 4-digit addition and subtraction equations
● Solve equations
● Use strategies to estimate sums and differences (2, 3, and 4-digits)

Assessment and Tasks FOR learning (Formative)

● Exit Pass Notecards and worksheets: Students will complete exit passes on notecards after
learning activities, with the following questions posed on board: What is an odd/even number and
how do you know? What is a pattern? What is a pattern rule? What is an increasing pattern and how
do you know? What is an decreasing pattern and how do you know? Create and increasing and
 decreasing pattern, what is your pattern rule? What is the pattern rule? What figure/number is
missing? How do increasing/decreasing number patterns create visuals on a hundred chart?
**Students can write or draw their responses on the exit passes. The teacher will collect these and
record this as anecdotal record of student progress. After copying passes for evidence of learning,
they will be sent home with flags for communication with parents.
● Observation Checklist: While students are exploring with patterns using manipulatives, teacher
will circulate and observe students, asking questions specific to the task. These will be color coded
(red/green/yellow) in markbook and recorded as anecdotal evidence of student progress. Teacher
will create flags with corresponding ‘I Can’ statements and send them home for parental
communication.
● Tweets and oral exit passes: Teacher asks student question summarizing lesson, records progress as
green/red/yellow in book. Also can use tweets on twitter door with laminated card beside their name
answering the question related to a specific concept about whether they feel they ‘get’ the ‘I Cans’ of
the day’s lesson. Teacher will record these in grade books.

Assessment and Tasks OF learning (Summative)

● Written Assessment (s) of the Patterns and Relations unit: (corresponding to “I Can” statements)
● Oral Assessment: Students will explain the different types of patterns, the pattern rule, how to
identify missing figures and their reasoning solving problems using equations to teacher in interview
with a variety of different materials

Assessment and Tasks As learning (Metacognitive)

● Self-Assessment worksheet at the end of the unit and every after every 3-4 lessons, asking the
student how they feel about their achievement of the ‘I Can’ statements
● Self-Assess oral conversation with teache

Lesson Objectives Learning Experiences Daily Resources

Assessments
1 Students will be Review: Do a 30 minute review Are the students ● Smart
able to… with a variety of questions on what able to… board
● Recall we have learned this far. Students ● Recall ● Math
addition must record their answers in their addition makes
and notebooks! and sense
subtracti Lesson: Use the pokemon chart subtraction textbook
on fact to created about how many pokemon facts to 18? ● Notebook
18 cards Tina, Daniel, Eloy, and Justine ● Compare s
● Compare had for 4 weeks. Ask, what does this and order
and order chart show? How could you find out whole
whole how many cards they had in week 1? numbers?
numbers Who had the most cards? Which ● Recall
week did someone not get any what we
cards? How do you know? What else have
can you find out about this chart? learned so
Explain to students that in this unit far?
 we will be learning how to add and
subtract 2, 3, and 4 digit numbers!
Do a couple practice questions on
the board ask how students solved it.
(record this in their notebooks)
Assessment: Notebooks will be
taken in and checked to see which
concepts students are struggling
with and if we need to go back.
2 Students will be Review: I Can Statements Are students able ● Smart
Strategie able to… Lesson: Use the dog picture and ask to… board
s for ● Recogniz how many legs does the spider have ● Use mental ● Slides
Addition e that on each side? What addition fact math and
Facts patterns does this spider show? Explain to strategies Ladders
in students that a doubles fact is an such as Game
addition addition fact in which the numbers “doubles”, ● Math
charts being added are the same. Ask how “near Makes
help can we use 4+4=8 fact to find 4+5 doubles” Sense
recall and 4+6? Show students the “making Textbook
basic “Explore” doubling chart. ● Spider
or using
addition Discuss together some of the picture
facts different patterns seen and what the 10” and ● Doubling
● Use different shades mean. Explain how “adding chart
strategie basic facts for 10 can be used to from the ● I can
s such figure out other facts. Remind greater statement
as students that when you add the order number” s
doesn’t matter. Explain what turn to recall ● Vocab:
“double
around fact means (easier to find addition doubles,
s” “near 2+7 by adding 2 to 7 instead of 7 to addition
doubles facts?
2) fact
” ● Apply
Activity: Play Slides and Ladders:
“making properties
Adding Doubles
or using Assessment: Twitter pass students of
10” and must answer the question “There addition
“adding were 9 children in a swimming pool. such as
from the 8 more children jumped in. How the 0
many children are in the pool? They property
greater
must EXPLAIN how they got this or the
number”
answer. Observation checklist* commutati
to recall
addition ve
facts property
to recall
basic
addition
 facts?
● Identify
and
extend
patterns in
addition
charts?
● Describe
patterns
on an
addition
chart?
● Explain
their
strategies?

3 Students will be Review: I Can Statements Are students able ● Smart

Relating able to… Review: Review what we learned to… board
Addition ● Understa yesterday. Give some doubling ● Explain ● Fact
to nd how questions and have students solve how Family
Subtracti subtracti them and show them to you. addition Traingles
on on is Lesson: Review what an addition and Game
related to fact is. Present Explore on page 86. subtraction ● Math
addition Ask, what do you notice about the facts are Makes
● Recogniz goldfish? What are 2 addition facts related? Sense
e that for you can write about these fish? ● Explain Textbook
most Model this with snap cubes. Explain why a ● Assessme
addition that subtraction is the opposite of doubles nt sheet
facts addition. Model this by breaking fact only ● Observati
there are apart the snap cubes. Ask, what has 1 on
would be my two subtraction facts? related checklist
2 related
Afterwards explain the term related fact? ● I can
subtracti facts and what they are. Introduce ● State the statement
on facts fact families. related s
and 1 Video: facts for a ● Vocab:
related https://www.youtube.com/watch?v= given related
addition 1ve-leZChUg addition or facts,
fact https://www.youtube.com/watch?v= subtraction addition
● Recogniz gT2Wdo6g-Rw fact? fact,
e that for Activity: Play Fact Families ● Write all subtractio
most Triangles the related n fact,
 subtracti Discussion: Present Connect addition fact
on facts Assessment: Have student choose and families,
there are their own numbers and write down subtraction “how
2 related the addition and subtraction facts. facts for a many
What happens when you subtract 0 set of 3 more”
addition
from a number? Observation numbers?
facts checklist* ● Use
and 1 addition to
related subtract?
subtracti
on facts
4 Students will be Review: I Can Statements Are students able ● Smart
Addition able to… Review: Show fact family numbers to… board
and ● Recogniz have students say the related facts or ● Explain the ● Math
Subtracti e that an 5+3=8 erase the 8, how could you purpose of Makes
on equation solve this? the symbol Sense
Equation is a Activity: Distribute 20 counters to that Textbook
s statemen each pair. Have students tell their represents ● Assessme
t that two partner how may counters they have the nt sheet
things altogether. Show how many they unknown ● Observati
are equal have in one hand, have them solve number in on
● Use how many you have in the other. an + or – checklist
concrete Discussion: How did you solve how equation? I can
materials many counters your partner had in ● Explain statement
, mental their other hand? that for an s
math, Lesson: Have students explain what equation to ● Vocab:
guess an equation is. Have students be true, equation,
and test, identify which is NOT an equation. both sides
or a Equals sign is a symbol that must be
number represents equal values* Read equal?
line to connect problem. Have students ● Use
find the write the equation in their personal
missing notebooks. After, write the equation strategies
term in up and explain. Ask can the missing including
an number be 2? Why not? Use dots on guess and
equation smartboard, put 6 on one side and 15 test to find
on the other. Ask how can we find the
the missing number? how do we unknown
know how many counters to add? number in
Explain how both sides are equal an
and no matter which strategy you equation?
use to find the equation, they should ● Explain the
always get the SAME answer. Do strategy
some True or False questions from they used
page 91 on the board. Have students to find the
 do a practice worksheet to solve unknown
equations, using different strategies. number in
Review the strategies we have an
learned about equation?
Assessment: Worksheet

5 Students will be Activity: For this class, students Are students able ● Smart
able to… will begin their assignment for to… board
● Lesson Mathletics (or prodigy) ● Lesson 1-4 ● Chromeb
1-4 Written Assessment: This will be ooks
used as formative assessment to see ● I can
how students are doing with the statement
concepts being taught s

6 Students will be Review: I Can Statements Are students able ● Smart

Estimati able to… Intro: Ask students what is to… board
ng Sums ● Understa estimating? Ask when we may need ● Explain ● Math
nd what EXACT amounts? When might we that an Makes
estimatin estimate? Explain what estimating estimate is Sense
g is and is. close to an textbook
when to Read Aloud: Read “Great amount or ● I can
use it Estimations” and have a discussion value, but statement
Activity: Present “Explore” to the is not s
students ask them to make an exact? ● Estimatio
estimate. After have them share ● Explain n sheet
their answer with a partner. Then, when it is ● “Great
discuss some of the answers students appropriate Estimatio
came up with and discuss their to ns” book
strategies. How can you tell when estimate? ● Vocab:
you are suppose to estimate? ● Select an estimate
Present “Explore” on page 46 (grade estimate
4). Ask, about how much will it cost from
to buy a TV set and a DVD player. possible
Use whiteboards. Check for choices?
understanding. Did you write the ● Use a
prices to the nearest 10 or 100? variety of
What if you had 700 to spend? What strategies
could you buy? Have students share to estimate
their strategies. the sum of
Lesson: write 79 and 23 on the 2,3 and
board. Ask what is the value of the 7 4-digit
and 2? How do we know? What numbers
would be the sum of 70+20? What
does this tell us about 79+23?
Explain to students this is called
 “front end estimation” why do you
think its called that? only using the
beginning or “front ends” of the
digits and we are ignoring the rest.
Draw 2 number lines one 70-80 and
one 20-30. Explain we can also
estimate by taking numbers to the
closest 10. Have 2 students place the
two numbers on the number lines.
Ask, which tens are 79 and 23
closest too? What is the sum of 80
and 20? What does this tell us about
79 + 23? You can also use only one
digit using rounding 5 or higher
round up lower than 5 round down.
Show an example 54+37=? Have
students estimate and share the
strategy they used. Do this again for
3 digits and 4 digits.
Assessment: Students will practice
estimating 2, 3, and 4 digit numbers
on a worksheet that they will hand in
at the end of class.
7 Students will be Intro: Review place value. Ask Are students able ● Smartboa
Regroup able to… students what each digit means in to… rd
ing Use the 234. Have them make this number Solve 2 digit ● Math
regrouping and write in expanded form. *check addition problems notebook
strategy to solve for understanding using the s
2 digit addition Lesson: Show an example of regrouping
regrouping 17+5, 24+6, 38+7 strategy?
Video:
https://www.youtube.com/watch?v=
L1nYPbQc6Yg
Activity: Begin by showing them
examples with unifix cubes. Do
some problems together. Have the
students write the answers on their
whiteboards. Check for
understanding. Show them the post
it not method. Do some problems
together asking students where to
put the different post its. Provide
post it notes for them and have them
solve questions on their own. Check
their work with a partner. Have them
 record the answers in their
notebook. They may also use the
“slice it” method
Video:
https://www.youtube.com/watch?v=
FVAgaK84aAg
https://www.youtube.com/watch?v=
6jGTuKL1DZU
Assessment: How would I solve
56+85=? Using the regrouping
strategy. Solve and explain what you
did.

8 Students will be Review: I Can Statements Are students able ● Post it

Using able to… Intro: Ask, what is mental math? to… Notes
Mental ● Add Review key words for addition in ● Describe at ● I can
Math to using word problems “altogether” “in least 2 statement
Add mental total” etc. different s
math Lesson: Before, have students write strategies ● Whiteboa
the answers on their whiteboards to to find the rds
the following equations: 45+50, sum of ● Math
60+30, 125+300. Ask, what helps 2-digit Makes
you find these sums mentally? How numbers? Sense
is estimating and mental math the Use personal Textbook
same? Different? Present Explore strategies to add ● Vocab:
(pg. 49 Grade 4) have students find two 2-digit mental
the answer and record in their numbers? math
notebooks, they must also write
down the strategy they used. Go
over the different strategies to use
mental math when adding such as
(make a friendly number, counting
on, adding on) do examples of each.
Ask, when would I use “make a
friendly number”, “counting on” or
“adding on left to right?” Together
come up with strategies to solve for
28+34 and 179 + 234 and
3218+579. Afterwards have students
get whiteboards and do a few
questions together. 32+10, 32+30,
 21+26, 45+15, 536 +299, 270+438,
2548+1573.
Assessment: Observation checklist.
Teacher will circulate the room
using a checklist to see which
students are grasping the concept
and which are struggling. Students
will also leave a post it note with the
teacher as they leave about how they
are feeling about mental math.
Green =Got it, Yellow=struggling
Red=Stuck
9 Students will be Review: I Can Statements Are students able ● Smart
Adding able to… Review: Get students to solve the to… board
2-digit ● Use equation 66+21 by using estimation ● Explain ● Math
Numbers place and regrouping. Have them record and or Makes
value their answer AND strategy in their model their Sense
concepts notebooks personal textbook
for Lesson: Have two students count the strategies ● Cards
adding number of boys and girls. Ask how for adding ● I can
two digit could we find out how many students 2-digit statement
numbers are in class today? What are some numbers? s
strategies? ● Use place ● Vocab:
Activity: Present “Explore” have value estimate
students estimate first and then solve concepts to
the answer using any strategy they add?
want. After, with a partner students ● Use person
will share their answers and strategies
strategies to add two
Back to Whole Class: What were 2-digit
some strategies you used to solve numbers?
this problem? Model the strategies ● Create and
with another equation. Use a solve
hundred chart, number line, base 10 problems
blocks, expanded form (55+47) involving
Game: Play “Close Call” the
Assessment: Twitter Pass: Have addition of
students solve the equation 46+88=? 2-digit
Have them estimate first, solve and numbers?
then explain their strategy.
10 Students will be Intro: Review adding 2 digit Are students able ● Smart
Regroup able to… numbers and the strategies used to… board
ing ● Use a Review I can statements ● Explain the ● Base 10
Adding variety Lesson: Review regrouping with 2 personal blocks
of digit numbers. Ask, where do you strategies
 strategies start? (ones) Explain that it is the they use to ● Assessme
to add exact same with 3-digit. Model. add? nt sheet
3-digit After the video. Do another example ● Explain ● Notebook
numbers together with the class. Ask students how they s
● Use where each value will go and what it know the
place adds to *Check for understanding sum is
value Video: reasonable
concepts https://www.youtube.com/watch?v= ?
as hCNLwfeReQQ ● Use
strategies Activity: Show problems on the personal
for board have students solve using the strategies
adding regrouping strategy. After go over to add
3-digit other strategies students could use to 3-digit
numbers solve 147+178 (using a friendly numbers?
number, base 10 blocks, adding
hundreds, tens, and ones)
Assessment: As students are
figuring out the answer on their
whiteboards, teacher will circulate to
see who is grasping the concept and
who may need more assistance.
Students will also be given a
practice sheet that will be handed in
at the end of class

11 Students will be Review: Have students solve Are students able ● Blank
Adding able to… 491+256. Check for understanding. to… note card
4-Digit ● Use a Have students explain their strategy ● Explain ● Observati
Numbers variety in their notebooks. why the on
of Intro: Ask, what are some methods strategies checklist
strategies that we use to add 2 and 3-digit for adding ● Smart
to add numbers? (mental math, base 10 4-digit board
4-digit blocks, expanded form, place value, numbers
numbers add from right to left, make a are the
● Use friendly number, regrouping) Would same as
place it make any difference if the numbers those for
value being added were 4 digit? adding
concepts Activity: Have students solve 3-digit
as Connect on page 55 (grade 4). numbers?
strategies Afterwards have students discuss the ● Use
for strategy they used with a partner. personal
adding Then have students who want to strategies
4-digit share their strategies with the whole to add
numbers class. Model different strategies to 4-digit
solve this problem. numbers?
 Assessment: Have students solve ● Justify
the word problem on page 58 (4). their
Students must explain their strategy. choice of
Have them estimate first. strategies?
12 Students will be Review: I Can Statements Are students able ● Base 10
Adding able to… Review: Do some review questions to… blocks
3-Digit ● Use the about what we have been learning ● Explain ● Smart
Numbers same about and or board
strategies Lesson: Write 273+124 on the smart model their ● I can
used to board. Ask what strategy would you personal statement
add use to add? How does the hundred strategies s
2-digit chart help you add 2 digits? What for adding ● 100 chart
numbers other strategies could we use? Have two 3-digit ● Notebook
to students write their work on the numbers? s
develop board. ● Explain ● Math
strategies Activity: Present Explore. why their Makes
for Encourage students to use any answers Sense
2-digit strategy they wish. Have them are ● 3-digit
addition estimate first and then solve. reasonable workshee
Back to Whole Class: Show ? t
another 3-digit equation on the smart ● To use
board. Together with the students personal
use the different strategies to solve. strategies
(base 10 blocks, expanded form, to add two
regrouping) 3-digit
Activity: Play “Close Call” but with numbers?
3 digits. ● Create and
Assessment: Observation solve
checklist*, notebooks, 3 digit problems
worksheet (3-5 questions) involving
the
addition of
two 3-digit
numbers?

13 Students will be These periods will be used to Are students able ● Math
Practice able to… practice the skill they have learned to… booklet
● Lesson about addition and to prepare them ● Lesson
1-10 for their written assessment that they 1-10
will have next class.
14 Students will be Written Assessment: In this class, Are students able ● Written
able to… the students will be given the to… assessme
● Lesson summative written assessment ● Lesson 1-4, nt
1-4, 6-10 portion of the unit. They will work 6-10
on their own to complete it, teacher ●
 will collect as summative
assessment, mark and record
evidence.
15 Students will be Review: I Can Statements Are students able ● Chrome
Estimati able to… Review: Review what estimating is to… books
ng ● Understa and when to use it. How do we know ● Explain the ● Smart
Differen nd what when to estimate? difference board
ces estimatin Lesson: Go over what “difference” between an ● Math
g is and means. Explain that this is a clue estimate Makes
when to that you must subtract. Give and an Sense
use it students some other examples and exact textbook
explain why they mean subtract. answer? ● I can
Show subtraction and addition ● Find statement
poster. Present students with numbers s
Explore. After students have whose ● Math
finished have them share their difference notebook
answers and strategies with a matches a s
partner. Then, as a class discuss the given ● Addition
different strategies that were used to estimate? and
estimate. Record them on the board. ● Use a subtractio
Have students do the problem from variety of n posters
Explore (grade 4 pg. 59). Put strategies
answers on whiteboard. Check for to estimate
understanding. Go over some the
estimation strategies that we used to difference
estimate for sums on the board with of two
the class. Remind them of strategies 2-digit
(clustering, front end estimation, numbers?
writing each number to the closest ● Explain
100/100) Ask students how they why
would solve using __ strategy. different
(closest 10/100, front end strategies
estimation, number taken away to may
the closest 10 then subtract) Before produce
activity ask how do we know when different
to estimate? Is estimating to the estimates?
closest 10 or 100 better/easier, in
your opinion? Why?
Activity: Students will go on
chrome books and play either
ABCya—estimating differences or
sums (after a few practice) or
mathletics/prodigy.
Assessment: Oral exit pass students
will estimate” 78-43=? They must
 explain how they got the answer
before they can go. Teacher will use
a checklist as formative assessment
16 Students will be Review: Do an estimation question Are students able ● Smart
Subtracti able to… on the board. Students must answer to… board
ng two ● Use in their notebooks and explain their ● Explain ● Math
digit place strategy! and or Makes
numbers value Review: I Can Statements model their Sense
concepts Lesson: Review the “key words” for personal textbook
for subtraction. Show picture of Mario strategies ● I can
subtracti and Lugi. Have a student count how for statement
ng two many Mario and lugis there are. subtracting s
digit Ask, how could we find out how 2-digit ● Math
numbers many more marios there are? Have numbers? notebook
● students use the snap cubes. Then on ● Use place s
their whiteboards have them write value ● Addition
out the subtraction sentence. Check concepts to and
for understanding. Ask students subtract? subtractio
what 74-47 would look like on a ● Use person n posters
number line. Using subtraction and strategies ● 2-digit
addition. Have them estimate first. to subtract subtractio
Show a variety of ways to subtract two 2-digit n
(snap cubes, breaking into expanded numbers? workshee
for 74-47=74-40-4-3=27, base 10 ● Create and t
blocks, number line, counting solve
backward. problems
Discussion: What strategy do you involving
prefer? the
Assessment: Students will complete addition of
an subtracting 2-digit worksheet that 2-digit
will be handed in at the end of class. numbers?
17 Students will be Intro: Review place value. Ask Are students able ● Smart
Regroup able to… students what each digit means in to… board
ing ● Use the 234. Have them make this number ● Solve 2 ● Math
regroupi and write in expanded form. *check digit notebook
ng for understanding addition s
strategy Lesson: Show an example of problems ● Unifix
to solve regrouping 18-7, 54-6, 99-12 using the cubes
2 digit Video: regrouping
subtracti https://www.youtube.com/watch?v= strategy?
on IqmccJc1R38
Activity: Show them the regrouping
method using unifix cubes. Do some
problems together. Have students do
 this on their whiteboards. Check for
understanding.
Assessment: How would I solve
88+49=? Using the regrouping
strategy. Solve and explain what you
did.

18 Students will be Review: Do a subtraction problem Are students able ● Smart

Using able to… on the board in the form of a word to… board
Mental ● Subtract problem. Have students a) estimate ● Describe at ● Math
Math to using b) solve c) explain their strategy. least 2 Makes
Subtract mental Review: I Can Statements different Sense
math Lesson: Put 20-10, 15-5, 25-5 on the strategies textbook
board. Have students write the for ● I can
answers on their whiteboards. Ask, subtracting statement
why were these differences so easy numbers s
to find. Present Explore. After have mentally? ● Math
students share their answers with a ● Mentally notebook
partner. Ask, how would we write subtract s
this as a subtraction sentence? What two 2-digit ● Addition
are some strategies you used to find numbers? and
the answer of 43-27? Show students ● Describe subtractio
some strategies to use mental math their n posters
to solve subtraction equations. (use a strategies ● Subtracti
friendly number, counting on, clearly and on
Activity: Subtraction Spinners game precisely Spinners
Assessment: Describe at least one using Game
way to find 81-58 mentally and appropriate
6352-1887, use a different strategy language?
than before. You can use words
pictures, numbers or number lines.
19 Students will be Review: Solve 63-41, 53-49, 85-47 Are students able ● Dice
Subtracti able to… show on whiteboards. Check for to… ● Smart
ng 3 ● Use the understanding ● Explain board
Digit same Review: I Can Statements and or ● Math
Numbers strategies Lesson: Review different strategies model their Makes
used to to subtract. Present Explore. How personal Sense
subtract could you find out whose estimate strategies Textbook
2-digit was closer? Solve in yeir our for ● Twitter
numbers notebooks. After, as a class, have subtracting Passes
to students share and discuss their two 3-digit ● Paper
develop strategies and write them on the numbers? ● Math
strategies board. Model what this looks like ● Use notebook
for using regrouping with base 10 personal s
 3-digit blocks and by counting backwards strategies ● Whiteboa
subtracti on a number line. to subtract rds
on Activity: Dice game 6 dice, roll so 1-, 2- and ●
can subtract. Use whiteboards to 3-digit
find the answer. Have partner check numbers?
their work. Not a race ● Create and
Assessment: Observation checklist. solve
Twitter pass: 645-381=? Attach problems
work. involving
the
subtraction
of two
3-digit
numbers?
20 Students will be Review: Review subtracting 3 digit Are students able ● Smart
able to… numbers to… board
● Use Review: Review I Can Statements ● Use ● Math
strategies Lesson: Ask, what are some personal Makes
for strategies we used to subtract 2 and strategies Sense
subtracti 3 digit numbers? (mental math, base to subtract Textbook
ng a 10 blocks, place value, regrouping, from 4 ● Math
3-digit subtracting in parts) could we use digit notebook
number these same methods? How are numbers s
to addition and subtraction related ● Estimate to ● Notecard
subtract again? Review subtraction check for s
4 digit vocabulary. Refer to math poster. reasonable ● Whiteboa
numbers Activity: Present Explore (pg. 79 answers rds
● Use Grade 4). Have students share their and add to
place answers with a partner when they check for
value are done and their strategies. After, correct
concepts have students share with the whole answers
as class. Model a question and what it
strategies looks like to check with addition and
estimation. Do a few problems
together, have students record their
answers on whiteboards. If there is
still time, have students use the
chromebooks to work on
mathletics/prodigy/ subtraction
games.
Assessment: Students will solve
6879-2981 on a notecard and record
the strategy they used.
21 Students will be Review: Solve 873-222=? And Are students able ● Smart
Solving able to… 9781-4834=? Show on whiteboards. to… board
Addition ● Use Check for understanding. ● Explain ● Math
and personal Review: I can statements why they Makes
Subtracti strategies Lesson: Go over important key chose to Sense
on to solve words that tell us when to add or add or Textbook
Problem addition subtract. Do this through a subtract to ● Assessme
s and PowerPoint. Students can use their solve a nt sheet
subtracti whiteboards + or –. Refer to posters problem? ● Paper
on as well. ● Use ● Math
problems Lesson: Show students 8 cans of red personal notebook
● Explain paint and 7 cans of blue paint. Have strategies s
why they them create a story problem for the to add and ● Whiteboa
chose to paint that requires one addition and subtract? rds
add or one subtraction. Have students write
subtract this in their notebook and then share
● Understa with a partner. Afterwards, have
nd that students volunteer to share some of
numbers their problems. Check for
can be understanding.
added in Activity: Do Connect problem on
any order pg 73 (grade 4). Students must write
● Use a the answers in their notebooks
variety Present Explore (grade 3). Create an
of addition and subtraction problem
strategies about picking up the beanbags and
to add then have them solve their problems.
and Record in their notebooks. After
subtract have students share some of their
3 or problems. Ask how did you know
more when to add? To subtract? When
digits you add three numbers, does the
order in which you add the numbers
matter? Does the same rule apply
for subtraction?
Assessment:
Students notebooks will be taken in
as formative assessment. Students
will complete a subtraction and
addition word problem work sheet
that will be handed in at the end of
class. This will act as formative
assessment.
21 Students will be These periods will be used to Are students able ● Math
able to… practice the skill they have learned to… booklet
Lesson 13-19 about addition and to prepare them Lesson 1-10
for their written assessment that they
will have next class. If students
finish early they may work on the
Unit Problem on pages 128-129.
22 Students will be Written Assessment: In this class, Are students able ● Written
able to… the students will be given the to… assessme
● Lesson summative written assessment ● Lesson nt
11-15 portion of the unit. They will work 11-15
on their own to complete it; teacher
will collect as summative
assessment, mark and record
evidence.