2 Digit Subtraction Rationale: I am teaching this lesson as an introduction to subtraction of 2 digit numbers.

Students will be able to subtract 2 digit numbers and use borrowing if necessary. The core standard I am trying to teach is 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. This lesson is important because subtraction goes hand in hand with the process of addition. They need to build upon their prior knowledge of adding 2 digit numbers together. Students must become more comfortable with subtraction. Objective: The mathematical goal of this lesson is for students to learn the process of subtraction. Upon completing this lesson students should be comfortable with a variety of 2 digit subtraction problems. Lesson Progression: My introduction of the lesson would include building on students prior knowledge as a class. I would have all the students sit on the floor in the front of the class and use an addition problem to begin saying, Who can tell me how many days are in October? The students would answer with 31 and that would be one of the numbers in my problem. Next I would ask how many days are in September and the response would be 30. I would begin my lesson by adding 31 and 30 which is fairly simple for the students; the answer being 61 days. Id make sure to use numbers in my example of the same type to reinforce the idea of labeling answers. But then I would switch things up and ask if anyone knows how to subtract the numbers instead. Hopefully

a student will be able to tell me the answer is 1. Some students will be unsure of how they got the answer. Id make sure to leave this example on the board so students can use it as a reference while they complete the worksheets at the end of my lesson. Id use another example such as how many people would there be if it was the whole class minus the student teachers. The students will tell me there are twenty-two students in the class and you need to take away the two student teachers. The answer would be twenty people left. Students would then return to their seats and be able to use base 10 blocks to model a third and final example. If fifteen students got onto a school bus and five of them got off at the first stop, how many students are left on the bus? Students would use base 10 blocks as an aid to perform the action of physically taking away the five. And after seeing it themselves, students would tell me the answer is 5 students, remembering the label. This lesson fits into the big picture because I want to focus on the fact that subtraction is very similar to addition. This lesson is appropriate for 3rd grade students because the Core Standard focuses on the relationship between addition and subtraction as in my introduction as well as place values of subtraction. We will do a few more sample problems as a class, making sure to include one with an answer of zero. I would also like students to come to the board and show their own ways for solving the problems. This way other students can see a variety of ways to solve subtraction problems and they are more engaged. Students will still have access to the blocks if they find them helpful. The lesson will conclude with students completing a worksheet on 2 digit subtraction. Other Considerations: Not many materials are needed for this lesson. I will be able to write my sample problems on the white board and hand out base 10 blocks to each group as they return to their seats. With all my whole class instruction at the beginning of my lesson I would make sure to

emphasize that students must raise their hand to answer. Calling out could be a serious problem so I would not answer students who didnt raise their hand and be sure to remind them of classroom etiquette. Also, the blocks sitting in front of the students may be a bit of a distraction so I would tell students not to touch them until instructed to do so. The blocks are a very helpful tool when learning subtraction and understanding numbers being taken away if used correctly. Some possible misconceptions about this lesson could come from taking the numbers away which I hope the use of base 10 blocks will resolve. Possible questions students could ask could be about labeling in my beginning problems and not as much on the worksheet. For labeling usage I would direct the students to the word problems at the bottom of the page. The source of this lesson is a modified version of one found in an enVision Math textbook for third grade. Differentiation: Some students are very quick with their math skills as I witnessed with a 5 minute addition worksheet. For differentiation, I would offer a subtraction worksheet where students have to find the missing number in each problem. Switching things up will ensure students understand there is more than one way to solve a problem. Subtraction is much easier to learn before introducing borrowing. Assessment: The assessment is linked to the objectives because the worksheets use various forms of subtractions. Some problems have the same number for both the top number and bottom number, while others have a bigger top number. Also, the extra practice worksheet allows students to use their prior knowledge of addition to solve the problems. When evaluating the worksheets, Im looking to make sure students are subtracting the bottom number from the top

number, not the other way around. Im more concerned with the students completing the regular problems than the word problems. The word problems build off the initial subtraction which I feel is more important to focus on.