Lesson title: Subtraction: Modeling with Regrouping/Trading (Day Three)

Objective (s):

Students will model how to use base ten block to represent subtraction problems
Students will demonstrate how to break a ten base ten block into ten ones while regrouping
Students will apply the regrouping strategy while setting up their own subtraction problems

Unit Outcomes:

The students will represent and solve problems involving addition and subtraction and add and
subtract within 20.
The students will demonstrate how to use addition and subtraction within 100 to solve one- and two-step
word problems

The students will develop an algorithm for regrouping/trading in subtraction problems

Background Knowledge:
Students should have had prior experiences and/or instruction with addition and subtraction of two-digit
numbers without regrouping.

Students should also have experience regrouping using base-ten blocks. Success with this task relies on
student understandings of collections of objects in sets of ten as well as their understanding of how this
relates to place value.
Students need to have had multiple experiences playing both the Building 100 and Busting 100 games
(mentioned previously in the unit before I taught this one).
They were designed to give students the opportunity to experience the action of addition and the action
of subtraction and how these two actions are opposite (inverse) operations.

Essential Questions:
How can we model and solve subtraction problems with and without regrouping
Can we change the order of numbers we subtract? Why or why not?

 How can we solve problems mentally? What strategies help us with this?
How can mental math strategies, for example, estimation and benchmark number, help us when
adding and subtracting with regrouping?
Materials:
Practice problems displayed on the Smartboard
Base ten blocks for every student
Subtraction: Modeling with Regrouping/Trading worksheet
Grouping

Large group, partners

Assessment:

Informal Formative Assessment: teacher observations during whiteboard practice problems and
Subtraction: Modeling with Regrouping/Trading worksheet, thumbs up and thumbs down during
practice problems
Formal Assessment: Subtraction: Modeling with Regrouping/Trading worksheet
Meeting the needs of various learners/accommodations:
High Level Students:
Students who are on a higher level can be given a differentiated Subtraction: Modeling with
Regrouping/Trading worksheet that contains three or more digits. They will work on regrouping more than
one number.
Low Level Students:
Students who are on a lower level can be given a differentiated Subtraction: Modeling with
Regrouping/Trading worksheet that contains number that do not exceed 39. The lower level students will

also have direct access to one of the co-teachers that will be located at the kidney table. Lower level
learners will also have access to base ten blocks so they can represent and see how regrouping works with
manipulatives.

ELL Students:
Do not use flamboyant language while speaking to the whole group. When walking around and asking the
students questions, the teacher should make sure to speak slowly enough for students to comprehend
everything that is being said. The teacher should make sure that he or she is referring to the classroom
subtraction charts that contain key math vocabulary words, phrases, and are accompanied by illustrations.
ELL students will also have access to base ten block if needed. Wait time will be increased when the
teacher asks direct questions to ELL students or have groups that contains ELL students.
Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:
First, lets warm up with our I can statements.
The teacher will lead the I can statements and have the class repeat after him or her.
Raise your hand if you can tell me a strategy you can use while subtracting two numbers?
Give the students a few second to remember what strategies they like to use.
The teacher will want to reference the subtraction strategies chart if the students do not mention all of the
strategies listed in the classroom.
Inform the class that we will be practicing regrouping as a class and that they can move back to their individual
desks and wait for instructions.

Instruction:
The teacher can set up a few practice problems at the Elmo and project them onto the Smartboard for the class to
see. The teacher should make sure that there are regrouping and non-regrouping problems so students can start
noticing that there is a difference between the two.

34-12=
65-12=
32-16=
45-18=

The teacher should work through the first one for the students making sure to use the base ten blocks as
manipulatives.
Once the teacher feels like the class has started to grasp the main idea of regrouping while using base ten blocks,
the teacher can release the students to practice some problems at their desks with their individual sets of base ten
blocks.
The teacher should make sure to move slowly though the practice problems and frequently ask if there are any
questions before moving onto the next practice problem.
Once all of the practice problems have been worked through and there are not any questions, the teacher can now
hand out the Subtraction: Modeling with Regrouping/Trading worksheet to the students so the students can have
some individual practice with subtraction problems with regrouping.
After instructions has been given for the Subtraction: Modeling with Regrouping/Trading worksheet, the students can
begin their work on their worksheet for more practice.

Practice:
While students are working on their Subtraction: Modeling with Regrouping/Trading worksheet, the teacher can walk
around and ask questions like:

What are you trying to find out?

What number do you need to represent on your place value mat first? Why?
How many will you take away/remove? Why?
What did you notice about the ones? What will you have to do in order to subtract? Can you regroup them in
any way? How will this help?
How many tens do you have now? What digit is now in the tens place? What is the value of that digit?
How many ones do you have now? What digit is now in the ones place? What is the value of that digit?
Can you explain the strategies you are you using to solve this problem?
Is there a way you can check your answer?

After students have completed solving the problems, allow students to take turns sharing the strategy they used to
solve each problem. Allow other classmates to make observations and ask questions. After finishing the story

problem, the teacher can pull the class together to have a discussion. Allow several students to
demonstrate their processes using the white board or the overhead projector.
The students will then hand in the Modeling: Subtraction with Regrouping/Trading worksheet to the finished
work cubbie so it can be graded.
Upon completion, the teacher can pull up Go Noodle and give the students a brain break.
Closing;
Fantastic job today!
Remind the students that they should have turned in their worksheet to the finished work cubbie and their name
should be on it.
Inform the class that we will continue to work on subtraction with regrouping tomorrow and that we have a very fun
game to play tomorrow.

After Assessment:
The teacher will review which students struggled and succeeded during the practice problem time,
modeling time, and worksheet time. The teacher will grade the Subtraction: Modeling with

Regrouping/Trading worksheet and determine which students struggled and need to be in the small group
tomorrow and which students exceeded and need a differentiated work for tomorrow.