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Austrian Method Alternative Algorithm Sample Lesson
Austrian Method Alternative Algorithm Sample Lesson
Adapted from Lesson Design template created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010
ALTERNATIVE SUBTRACTION ALGORITHM PLANNING TEMPLATE
Anticipating student ideas: Some students may not be comfortable with the expanded form of 100s, 10s, and 1s. Some may need a review
beforehand. Some students may be confused about how adding ten to both numbers won’t affect the difference.
The horizontal orientation may confuse students who are used to vertical form. How do you think students will
respond to this new algorithm? What questions will they have? What else might be confusing?
Making the content Have manipulatives out the entire time so students are able to check their answer or work through the problem.
accessible to all students: Encourage students to talk about math, using the mathematical language and vocabulary. Use turn and talks and
group work to support all students. How will you support all the learners in your group? Do you have any special
education students who need particular supports? What about your learners who struggle? What about the learners
who excel? (specific supports for ELs are already included above so you don’t need to include them again)
Teaching Sequence:
Time/Task Instructional Moves (Include key questions you want to ask.) Considerations
(Things you want to remember/attend to:
e.g., differentiation, transitions)
5 min Launch
• Have students complete a math problem using traditional algorithm Think ahead of time about what vocab
• Review or introduce vocabulary by explicitly modeling it while you walk through students are struggling with or misusing
the warm up problem with traditional algorithm: Difference, borrow, and what will support this algorithm
ones/tens/hundreds place, group of 10/100, solution
• Explain to students that today we are learning a different strategy to add
numbers together – it’s a strategy that many people learn in Europe and it can
help us think about math in a new and exciting way!
• Show students that something special about this algorithm is that they write the
numbers horizontally instead of vertically. They also expand or break down the
numbers into 100s 10s and 1s places.
• Example problem: 764 - 348 = ______
Lesson Sequence (I recommend I Do, We Do, You Do)
• Use manipulatives to demonstrate for students how the algorithm makes sense Always have manipulatives!! These
and think aloud hands-on visuals are helpful for all
• Example Think Aloud: First I need to get my numbers into expanded form (if Ss students but NECESSARY for your ELs.
know this vocab term) OR break the numbers down into 100s 10s and 1s. In 764 I
have 700 + 60 + 4 and I’ll write it like that. Then in 348 I have 300 + 40 + 8 (build
numbers with manipulatives as you go). Now, I want to subtract the 100s from
the 100s, the 10s from the 10s and the 1s from the 1s. ok so 700-300 is 400 and VERY detailed think aloud is necessary for
60-40 is 20 but uh oh look what happens when I get to the ones place. I don’t students
have enough little cubes to take 8 away from 4. But this algorithm shows me that
if I add 10 to both of my numbers like this (add 10 little cubes to the ones place in
764 and a long to the tens place in 348) then, since I’ve added ten to both, the
Adapted from Lesson Design template created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010
ALTERNATIVE SUBTRACTION ALGORITHM PLANNING TEMPLATE
difference or distance between the 2 numbers is the same. Do you agree that
since a long is equal to 10 little cubes that adding 10 to both numbers won’t
change the answer? Ok, now let me subtract by place value because I have
enough to do it. Show using manipulatives – matching manipulatives from 348
with 764 and removing ones that match. 700 – 300 = 400, 60-50 = 10, 14-8 = 6,
400 +10+6 = 416. Let’s see if our manipulatives match our answer and check it.
Count manipulatives.
• Give a new problem and do together as a group with manipulatives OR have
students practice it in pairs/intentional groups using manipulatives, talking
aloud, and recording their thinking.
• Give students 2-5 more problems and allow them to use this algorithm to solve
OR a traditional algorithm. Leave manipulatives out.
• During independent work time, select 2 students who solved the same problem
using 2 different algorithms
• Have students explain their work on the board
• Discuss the similarities and differences in the algorithms and explanations as a
whole class.
• Point out/have Ss notice that the solutions are the same, even though the
methods were different
Closure
• Ask students for what they like/don’t like about this new algorithm Make sure Ss don’t feel pressured to
• Explain that Ss can use whatever algorithm works best in their head when doing use/not use a certain algorithm
math
• Reinforce that there is no “right” way to solve a problem
Adapted from Lesson Design template created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010