TCNJ Lesson Plan

Math: Make and Take

1. Topic of the Lesson and Grade Level: Make and Take subtraction game: Fourth Grade
2. Lesson Essential Question(s):
How can we use base 10 blocks to help us understand borrowing in a subtraction problem?
What is the procedure of the US Algorithm for subtraction?
3. Standards:
CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract multi-digit whole numbers using
the standard algorithm.
4. A. Learning Objectives and Assessments:
Learning Objectives

Assessments

Students will develop the concepts behind

the US Algorithm procedures for
subtraction, using manipulatives.

Students will participate in a game that

utilizes the base 10 blocks to help
familiarize students with the process of
subtracting using the US Algorithm.

Materials:

Base 10 materials
Math notebooks to use as recording worksheet
Smart Board
Digit Cards
Exit Slip

6. Pre-lesson assignments and/or prior knowledge: Students participated in another game for
the past several days that also introduced students to the US algorithm for subtraction. They are
familiar with using the manipulatives and the practice of using the blocks with subtraction.
7. Lesson Beginning: The lesson will begin with an explanation of the game called Make and
Take. Students will be given base 10 materials for each group and will be instructed to work
with their partner next to them at their table.
8. Instructional Plan:

Ms. Nizri will explain the directions. The directions are as follows: one student is the
maker and one student is the taker. The makers job is to make the first number in
each equation Ms. Nizri provides for the students with base 10 blocks. The takers job is
to take away the appropriate base 10 blocks and make any necessary exchanges

according to the second number in the problem. Both students must record the equation
in their math notebooks and as they complete the exchanges and math with the base 10
blocks, they must record it in their notebooks as well. The students switch jobs for every
round so each get a chance to do both positions.
Students and teachers play the game utilizing equations that have no exchanges,
exchanges with tens, and lastly, exchanges with hundreds.
Ms. Nizri will keep control of the equations and the rounds for each game as the students
will not be allowed to move forward without Ms. Nizris guidance.
Students will explain their answer and thought process to Ms. Nizri as she copies down
the answer on the board according to the students directions.
Students will put away all materials except for their math notebooks.
Ms. Nizri will write the exit slip question on the board for the students to copy and
answer before the period is over.
The exit slip question is as follows: Why did you need to make exchanges some times
and not others? What did you do when you needed to make an exchange?

o Differentiation: Students will be working in partnerships, allowing for the partners to

help each other throughout the game. Additionally, the game will be class versus teacher
the entire math block, allowing for Ms. Nizri to assess and maintain a moderate pace to
ensure that all students are grasping the concept. Lastly, the exit slip will indicate which
students understand the concept after playing the game and the students who may need
more practice.
o Questions: When we borrow from numbers that are in different place values, what do
those numbers become? What does the number you need to subtract with become?
o Classroom Management: Ms. Nizri and Mrs. Czajkowski utilize the class, class, class
management technique and the students respond, yes, yes, yes. This quiets the class and
allows for the teacher to explain the next step for them to complete easily and with
silence. There is also a clip chart that is used to manage individual student behavior and
as the students act throughout the lesson they will either stay at the same part of the chart,
or move up or down.
o Transitions: During the math block, students will be staying in their seats and working at
their desks. The game requires a teacher versus classroom structure, so the students who
like to work faster than others will not be able to move ahead. The game will last the
entire period and Ms. Nizri will be prompting the students each round of the game. In
order for the students to get their materials, Ms. Nizri will be calling one of the students
in a partnership to get the digit cards. Ms. Nizri will hand out the base 10 materials for
each group.
9. Closure: Students will clean up materials and complete the exit slip worksheet. The
question is as follows: Why did you need to make exchanges some times and not others?
What did you do when you needed to make an exchange? The teacher will collect the exit
slips after a few minutes.