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Students will be able to subtract three-digit numbers.
- Say, “When we started the school year, we had a lot more materials in our classroom. Where did they go?”
- For example, we used to have 35 pairs of scissors and now we only have 22 pairs of scissors.
Explicit instruction/Teacher modeling(10 minutes)
- Write 35 - 22 = ___ on the board. Say, “Let’s figure out how many pairs of scissors were lost.”
- Show students how to subtract 22 from 35 to get 13. Say, “13 pairs of scissors have been lost since the beginning of the school year.”
Guided practice/Interactive modeling(10 minutes)
- Say, “When we started the school year, we had 115 pencils in the classroom. How many pencils do we have now?”
- Have students count the pencils in the classroom. Ask, “How many pencils have we lost or used up since the beginning of the school year?”
- Now write 115 - (number of pencils left) = __ on the whiteboard.
- Give students paper and pencils. Have them figure out how many pencils were lost or used up since the beginning of the year. Call on students to share their answers.
Independent working time(15 minutes)
- Tell students that they will be solving problems about a girl named Malia’s party. Malia threw a big birthday party, but had a lot of things leftover after the party.
- Pass out the Party Food and Party Decorations worksheets.
- Have students work independently to solve the problems.
Enrichment: Have students create their own subtraction word problems for other students to solve.
Support: Have students work in partners to complete the worksheets.
- Assess students’ understanding by observing how they solve the problems on the worksheet. Have them share their answers with a partner while you listen in.
Review and closing(5 minutes)
- Call on a few students to explain their strategies for solving problems on the worksheet.