SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Natalie Ferrucci Grade 3rd

Subject Math _
Time Needed for Lesson 60 Minutes Lesson Concept Subtracting three-digit
numbers __

PA STANDARD(S) (Write out standards):

​ Grade Level - CC.2.1.2: GRADE 2

Standard - CC.2.1.2.B.1
Use place value concepts to represent amounts of tens and ones and to compare three digit
numbers.

Assessments Materials & Resources Options

Standard - CC.2.1.2.B.2
Use place value concepts to read, write, and skip count to 1000.

Assessments Materials & Resources Options

Standard - CC.2.1.2.B.3
Use place value understanding and properties of operations to add and subtract within 1000.

Assessments Materials & Resources Options

​ Grade Level - CC.2.1.3: GRADE 3
Standard - CC.2.1.3.B.1
Apply place value understanding and properties of operations to perform multi-digit arithmetic.
 Eligible Content:
4 Total
Alternate Eligible Content:
4 Total
Assessments Materials & Resources Options

BIG IDEAS/ESSENTIAL QUESTIONS:

How do you subtract three digit numbers?

ELIGIBLE CONTENT:

OBJECTIVE(S) (Be sure to include all four parts: A (audience) B (behavior) C (condition) D (degree)):

The students will be able to subtract three-digit numbers while using various strategies to find the correct
answer with no more than 2-3 errors.

MATERIALS:

I-Ready math curriculum

I-Ready teachers manual
I-Ready student textbooks
I-Ready slides
Promethean
Computer
Pencils

ACTIVITIES (There are three sections here):

 Lesson Section Teacher Procedures Student Responsibilities

OPENING (Introduction, purpose, hook)

Opening 3-5 Minutes/ Anticipatory Set

1. Cue students to get ready Teacher tells students to turn to the Students follow directions and
for I-Ready math lesson 3 page they are starting on for the prepare for the lesson.
session 3- subtracting lesson, 59.
three-digit numbers.

BODY (Bulleted step by step/differentiation must be included)

Body 40 Minutes

1. Start Teacher displays the same and
different slide that supports the
understanding of the inverse
relationship between addition and
subtraction.
Students give the possible
solutions: both have the same
numbers, both have the same
unknown number 45. A shows
subtraction and B shows addition.

2. Try It Teacher displays the try it slide. Students try it, say it multiple
Have students say it another way. ways.
Malik has 205 seeds. He plants
137 seeds with his step dad. How
many seeds does Malik have left?

3. Discuss it Teacher tells students to discuss it Students share ideas with their
with their shoulder partner. shoulder partner.
Encourage students to use the term
regroup as they discuss their
 solutions. Ask, What model did
you use? Why did you choose that
model? Did you regroup, why or
why not? Ask, how are the
numbers 205 and 137 represented
in different models?

4. Model it Teacher uses a number line to
model the equation. Ask, how does
this model show that 137 is part of
205? How can addition be used to
solve a subtraction problem?
Students mark and label the
number line. Students find the
distance between the two points on
the number line.

5. Connect it Now you will use the problem Students follow along.
from the previous page and a
place-value chart to help you
understand how to add on to
subtract.

6. Apply it Teacher tells students to use what Students solve problems 7 and 8
they just learned to solve these on page 62.
problems. Go over the answers.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

Closure 15 Minutes

1. Exit ticket Teacher has students complete 9. Students complete 9.

2. My Path Teacher tells students to work Students work on the to do lessons

individually on My Path on their individualized My Path
program.

ACCOMMODATIONS/MODIFICATIONS:

Students will be provided accommodations and modifications based on individual needs. Any differentiation of
instruction will be included. Differentiation may include reading, interpretation, and direction with materials
used in the lesson. All IEP information will be followed accordingly.
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

Formative assessment will be made using the worksheet materials. The teacher may assign practice adding on to
subtract. My Path: Hungry Fish, Cupcake, Pizza. Summative assessment will be made at the end of Lesson 3
session 5 using the provided quiz.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):