Subtraction

Lesson Preparation Information

Preparation Tasks Teacher Candidate

1. Write the date of your formal observation. Double check April 9, 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 2, 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 is rain for that
day)
7. Does your lesson plan include: 1 Subracto Draw game Board
● any text that students will read? 1 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 within 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 prior to
observation.

First Name Last Name Grade Level Date and Time

Mahasen Katoush Third grade April 9, 2019 
45 minutes
Lesson Title
Subtracto Draw Game Board

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.

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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 can place value help us subtract larger
●  We subtract to find the difference between
numbers?
two numbers.
● How can do we know when to ungroup
● Sometimes it is necessary to represent
hundreds 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/or 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.

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 the standard
algorithm and composing tens & hundreds.
● Students learned how to explore improper fractions using a number line.
● Students prior knowledge of multiplication using the fact chart.

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

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 Subtraction

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

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

(5 minutes) ● Remind the students of the game rules.
● Use your thumbs up if you have any questions.
Explore ● The teacher will divide the class into groups that will help each other with
(30 minutes) decision making.
● The teacher will distribute the game board sheet, where each group can
get only one for each game.
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● 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.
● Place back the cards in the deck and shuffle the cards again.
● The card turner turns over the top card of the deck, and each team decides
privately 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.
● Keep turning cards and record the numbers in the boxes, after eight times
students should subtract and find the difference.
● What kind of strategy you are going to use while choosing the numbers?
● How different you are going to approach this game from the previous
lesson?

Discuss/Summarize ● Each group exchange papers to check others subtraction.

(10 minutes) ● The whole class determines whose answer is closer to the target number.
● The teacher will record the answers on the whiteboard
● After three rounds the team with most points wins.

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

Instruction
Representing Content The main focus is on computing and estimating differences.

Engaging Student The teacher will use draw game board activity to help the students engage in the
Interest lesson and make it more interesting.
Demonstrating Learning I will examine the students thinking about regrouping and how it can impact the
difference they will find.

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)

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

Lesson Plan Reflection (if the 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 (write benchmark, (write benchmark,

number, and the number, and the
phrase, GLO) phrase, GLO)
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

11. Zarina M

12. Joel M

13. Kaylee P

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14. Noah S

15. Chloe S

16. Makayla S

17. Cole S

18. Ava Z

19. Maila M

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