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Name of Lesson: The Austrian Subtraction Method

Your Name: Ms. Wagner Date of Lesson: 6.27.18 Time, including duration: 20-30 min
Topic: Math
Supports provided for ELLs (visuals, manipulatives, word bank, gestures, native language references etc.): Base Ten Blocks, word bank with
English and native language supports
Context: Students have learned traditional algorithm for multi-digit subtraction where you “borrow” the one from the tens or hundreds place
but some do not understand this concept. This algorithm is another way of demonstrating this concept and reinforces place value
Resource(s): www.mathisnotuniversal.weebly.com
Common Core State Standards: Learning Goals: Assessments:
What, specifically, will students know and be able How will you know if students met the learning goal and
to do at the end of this lesson? how will you evaluate the quality of students’ performance?
CCSS.MATH.CONTENT.2.NBT.B.5 Students will be able to (SWBAT): split 3 digit Student: (end-of-activity check): Student completes a math
Fluently add and subtract numbers into their corresponding hundreds, tens, problem using traditional or non-traditional algorithm as an
within 100 using and ones (expanded form). Exit Ticket, writing an explanation of what they did with the
algorithm (or they could record explanation if you have
strategies based on place SWBAT correctly subtract multidigit numbers using access to technology such as Seesaw).
value, properties of an algorithm.
operations, and/or the Teacher: (how you will collect, evaluate and process
relationship between evidence of students’ learning): Look at Exit Tickets and
student explanations on paper or on Seesaw to see if
addition and subtraction. students can A) do the algorithm correctly and B) explain
what the algorithm is showing/why it works.
Understand that the three
digits of a three-digit
number represent
amounts of hundreds,
tens, and ones; e.g., 706
equals 7 hundreds, 0 tens,
and 6 ones.
Important Vocabulary to teach or review: Difference, equal, ones/tens/hundreds place, group of 10/100, solution
Materials: Base Ten Blocks, paper for exit tickets

Attending to the Learners

Adapted from Lesson Design template created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010
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
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

• 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
• 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