Subtracting Across Zeros Lesson Plan

4. Content Standards
NOTE:
• If a language arts lesson, select standards for items 2 and 3
• If a math lesson, select standards for items 1 and 3
• If a lesson in art, music, social science, science, P.E. or health, select standards for items 1, 2
and 3
• If a lesson in languages other than English (Spanish, French, etc.), select the language’s
content standard in item 1

(1) State-adopted content standard(s) that you will teach in this lesson:

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.

CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including rounding.

Rationale:

The math lesson is the last of the chapter on subtraction, before they move onto multiplication. This
standard addresses their ability to add and subtract within four digit numbers, using place value,
properties of operations, and the inverse relationship between addition and subtraction. This
standard was chosen by the textbook, MyMath, to coincide with this lesson on subtracting across
zeros.

(2) Language Arts Common Core Standards

Rationale:

(3) What ELD standard(s) are necessary for EL students to know in order meet the content
standards:

Part 1: Interacting in Meaningful Ways. C. Productive. 11. Supporting Opinions- Expanding

Support opinions by providing good reasons and increasingly detailed textual evidence (e.g., providing
examples from the text) or relevant background knowledge about the content.

Rationale:
When students are answering the math questions, I want them to be able to provide explanations to
their reasoning. I want them to be able to use background knowledge from the previous math lessons
to help them to understand this new concept.

5. Learning Objectives
Identify the specific measurable student learning and language objective(s) that students are expected
to achieve that connects with the content standard(s) of the lesson.

Learning Objectives:

Students will subtract across zeros.

Rationale:

The objective of this lesson is quite simple: to subtract across zeros. The students have had
previous lessons on regrouping and borrowing, so this lesson is an extension of that concept,
but with the digit zero in different place values. Because this chapter is focused on the
subtraction operation, this is a necessary skill for the students to understand and perform. It
aligns with the Common Core Math Standard 3.NBT.A.2.

Language Objectives:

Students will be able to explain and support their claims with reasoning about
subtracting across zeros, orally or in writing.

Rationale:

Students need to verbalize their reasoning to help them critically think and understand the
process of subtracting across zeros and the concept of regrouping multiple times. By
verbalizing their reasoning, they have to put their thoughts and ideas into words and explain
it to others in a way that makes sense.

6. Assessments
Identify the type of assessment (diagnostic, formative, OR summative) and describe how you will
assess student progress toward meeting the learning objective(s) identified for this lesson.

Formative:
• Whiteboard Problems
• Observations during practice problems
• Math Workbook pages 173-174 and 175-176
 • Exit Slip- give an example of a problem in which they need to regroup
more than one time.

Rationale:
The whiteboard problems and practice problems will serve as formative assessments that will let me
know how the students are responding to the work through my own observations. I will be able to see
who is participating and actively raising their hands to answer and which students are quickly picking
up the skill on their whiteboards. The students will be writing down their answers, showing their
work, and when called on, they will explain how they solved it and why they did it that way. These
assessments will help me understand which students already grasp the concept and can move
forward without assistance and which ones still need help learning it. Moreover, the math workbook
pages are more formative assessments in which I can visually check their work and understanding
before dismissing them. Lastly, the exit slip will serve as a formative assessment as to whether or not
they grasped the concept of regrouping and its purpose in subtracting across zeros. By asking them to
provide an example of when they might need to regroup more than one time, they will have to think
critically and come up with a problem where they would have to regroup multiple times, hopefully
connecting it with subtracting across zeros.

Feedback Strategies:
• Gumball Stickers as reward for positive behavior, participation, and correct answers.
• Positive feedback and encouragement
• Engaging questions to further their thinking

7. Vocabulary
Describe the key vocabulary terms and the necessary background knowledge students need to be
taught to access learning.

Tier I (Basic Vocabulary):

Zeros
Check

Tier II (Academic Language):

Reasonableness
Unknown
Regroup
Solve

Tier III (Content-Specific Language):

Addition
Subtraction
Estimate
Inverse Operations
 Rationale:
These vocabulary words are the words that will appear in my math lesson most frequently. The words
zeros and check are Tier 1 words in which the students already know and use them in their daily life.
Tier 2 words, like reasonableness, unknown, regroup, and solve, are words that are cross-curricular
and can have multiple meanings; thus, they must be explicitly taught as academic language. Students
have been exposed to these words in other content areas besides math, but they will still learn them
and understand them in a math context with this lesson. Finally, addition, subtraction, estimate, and
inverse operations are all Tier 3, content- specific language that only appear and are used in math.
The students need to be explicitly taught these words as they are skills and concepts that are
exclusive to learning the math standards in third grade.

8. Materials and Resources

Things to Remember When Subtracting Google Slides

MyMath Video- Subtracting Across Zeroes
Math Workbook
Whiteboard and marker

Rationale:

The Google Slides presentation on the things to remember when subtracting will help remind and
reinforce the process of subtraction in a visual manner. In the classroom, we usually have anchor
chart walls decorated with reminders and rules for that math unit. Because we are in a virtual
learning setting, this presentation will serve as an anchor chart for the students to look at and be
reminded of these rules. The MyMath Video on subtracting across zeros will also serve as an auditory
and visual aid to help understand and teach this skill. I will use it to portray the problems on the
screen for all the students to see, but I will pause it on the problems to solve with the students before
resuming the video to see the answer. Students will also need their math workbook to see and work
on the problems assigned as a formative assessment and independent practice. Finally, they will also
use a whiteboard and marker to participate in math practice problems so I can visually see their work
and understanding of the process.

9. Instructional Design
Background and connections:
What is the purpose of this lesson? Is this linked to a unit of study? How and where in the unit is this
occurring? Why is this content important for your students? What connections are there to other
subject areas, the students’ lives, or contemporary society?

This is the last lesson of Chapter 3. The chapter focused on subtraction, with lessons on
subtracting mentally, estimating differences, problem-solving with estimates and exact
answers, subtracting with regrouping, subtracting three-digit numbers and four digit
numbers, and finally, subtracting across zeros. Students will be learning this unit and this
lesson in a virtual classroom setting via Zoom. Students will use subtraction as it has real
word applications. We have assigned them word problems to solve throughout the unit and
in previous units in order to help them understand the use of these math skills outside of a
workbook.

Grouping Strategies:
How will students be working in this lesson? What group arrangements will you use? Why?

Students will be working in small groups for independent practice after we work on practice problems
as guided practice. There will be approximately three small groups, arranged by student confidence
level of the material, ability to stay on task, and need for assistance or supervision. Each group will
have two group monitors to oversee the groups’ behavior and help solve any problems. The first
group will consist of students that can independently work on their workbook pages without
supervision, staying on task and working quietly by themselves. The second group will be a group of
students that can also work independently, but may need more assistance on finishing their work
than the first group. I will have Mrs. Turner pop into these first two groups to check in and answer
questions. I will personally work with the last group of students, who need the most guidance and
support to finish their workbook pages. These are the students that need more attention on them to
keep them focused on the task, as well as additional help working through the problems as they
struggle completing their work independently.

Describe how you plan to use the following strategies, methods and activities in your lesson plan
design.

Lesson Introduction: (5 estimated minutes)

• Review Subtraction Rules on Google Slides

• Introduce the concept of Subtracting Across Zeroes
o Remind students of the math video shown earlier in the chapter in
which MathAntics on youtube explained subtracting and subtracting
with regrouping.
o The concept is the same as before, except now we are regrouping
multiple times with zeros in our biggest numbers.
o Review vocabulary- inverse operations, regrouping
§ Inverse means opposite
§ Remind students of regrouping
• When one place value doesn’t have enough on top, he has to
borrow from his neighbor to the left, making that neighbor’s
number one less and the one place value ten more.
Body: (30 estimated minutes)
• Direct Instruction
 o Rephrase the situation as the zero in the ones place needs to borrow
from its neighbor to the left because it’s not bigger than the bottom
number in that same place value.
§ Its neighbor in the tens place is also zero so it doesn’t have
enough to lend to the ones place so it has to borrow from the
hundreds place.
§ If the tens place borrows from the hundreds place, the
hundreds place will decrease by one and the tens place will
add 10.
§ However, because the ones place is still too small and needs
to borrow from the tens place, the tens place which has 10
will decrease to 9, lending a 10 to the ones place.
§ Then all the place values on the top number are big enough to
subtract the bottom number.
o Model an example of subtracting across zeros and then checking answer with
addition
• Guided Practice
o Do Example 1 and 2 practice problems on the board, not in the book
§ Ask a student to read aloud the problem
§ Ask students whether the ones place has enough on top
• if yes, have students clap their hands twice
• if no, have students make x’s with their hands/arms
§ Ask them what the next step is- borrow from the next place value up
• Call on a volunteer
§ Ask if the tens place has enough to lend
• if yes, have students clap their hands twice
• if no, have students make x’s with their hands/arms
§ Ask them what the next step is- borrow from the next place value up
• Call on a volunteer
§ Repeat process until they get to a place value that has enough to lend
§ Once they find a place value with enough to lend, ask them what they
can do
• Call on volunteer to answer
• Answer: have them lend a 10 to the neighbor, decreasing that
place value by one.
§ Then ask students what happens next.
• The next place value will change from a 0 to a 10, but it still has
to lend so we make it a 9, and give a 10 to the next place value
until all the place values have a big enough enough on top
o Do Talk Math Problem: 6,000- 3,475 on their whiteboards
• Independent Practice
o Students will complete pg. 173 All Odd Numbers and pg. 174 #12-14 in their
math workbook independently in small groups.
 o Students in breakout rooms will have an adult supervising and checking in to
answer any questions.
o Students also have the feature to ask for help using a Zoom button that calls
attention to the host.

Closure: (5 estimated minutes)

• 5 minutes before dismissal to lunch, I will bring everyone back to the main Zoom
meeting.
• As an exit ticket, they will write on their whiteboard an example of a problem when
they might need to regroup more than one time.
• Once I have checked their problem, they will be able to leave.

Differentiation: (What do you need to consider in order to support your students while
planning this lesson?)

To help my students learn and understand this math concept, I integrated

visual, auditory, and kinesthetic strategies to differentiate the manner in which
the students receive the instruction and also respond to it. They will visually and
auditorially see and hear the math problems being worked out. They will also
write out their work and explain in verbally either orally or in writing. They also
have the opportunity to move their bodies with hand gestures and exercises to
keep them engaged and on task, participating in the work.