Lesson Plan

Subtraction
Date/Time: Tuesday, 28.11.2019
Duration: 40 – 50 minutes
Learning area(s): Mathematics
Year: 3/4
Learning At the end of the lesson students should be able to:
Intention • More familiar using different strategies for subtraction
Curriculum links Year 3
• Recognise and explain the connection between addition and
subtraction (ACMNA054)
• Recall addition facts for single-digit numbers and related subtraction facts to
develop increasingly efficient mental strategies for computation (ACMNA055)
Year 4
• Find unknown quantities in number sentences involving addition and subtraction and
identify equivalent number sentences involving addition and
subtraction (ACMNA083)

Prior knowledge Students have been working on addition strategies with 3 digit numbers and subtraction
Resources Pencils
Rubbers
White boards and white board marker
Maths books
Ipads/Chrome books
Warm- up • Students are given a number and need to find match the answer to the equation
it relates to. Students who finish first can help other students.
• Year 4 given examples like 36 + 4 = 81-41
• Year 3 given examples like 361 – 11 = 350

Introduction • Discuss what strategies students used to solve their problem. What other
strategies can you use to solve subtraction problems? Students to have
Whiteboard and marker with them on floor to show. Discuss as a class write
answers on the board.

• Solve 17 – 2 (do you count down?) 33 -31 (do you count on?).

• 32 – 15 , What do you do when you need to regroup?

https://www.mathsisfun.com/numbers/subtraction-regrouping.html

Independent • Look again at algorithms 3 digits

student work • https://mathantics.com/lesson/multi-digit-subtraction
• Students pick two numbers and work out the difference using preferred choice of
strategy but needs to show working out.
Conclusion • Discuss that there is an inverse connection between addition and subtraction,
where you can check to see if your answer is right. As well as estimate at the
beginning.
• Students write an exit ticket on 2 things they learnt and 1 question they still have.
Modifications • Simpler two digit equations
• Manipulatives used with unifix cubes. Questions like; How many red? How many
white? How many altogether? How many when you take the red away? Etc
• Fast finishers identify equivalent number sentences involving addition and
subtraction
• Fast finishers work on Mathletics
Assessment • Formative – observation throughout lesson, thumbs up or down if students
understand
• Collection of maths books to check for understanding
• Teacher to walk around to check for understanding
• Class discussion
• Exit ticket