Wednesday 5.7 How do we regroup across zeros? Third Grade 1 hour I.

. Section I Identifying Lesson Standards and Objectives a. PA Academic Standards i. Mathematics 1. 2.1.3.F Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations. 2. 2.2.3.A Develop fluency in the basic facts for the four operations 3. 2.2.3.B Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money a. Enduring Understandings i. We regroup when we have 10 or more because that is too many to record in the ones place. In subtraction, we regroup when we have too few to subtract from. By regrouping 1 ten, we can add 10 ones to the ones already there and have enough to subtract from. When the next number to borrow from is a 0, we borrow from the next number and give the tens to the zero. Then we can borrow from the zero (now ten) and move on with our subtraction. b. Essential Questions i. Why do we regroup in subtraction and how do we do it? c. Knowledge and Skills i. Students will know 1. How to work independently and in a group 2. The concept of place value 3. The inverse relationship between addition and subtraction 4. The value of zero ii. Students will be able to 1. Participate in group discussions 2. Add up to four digit numbers 3. Identify fact families 4. Regroup 5. Borrow across zeros Section II Identifying Assessment a. Pre-Assessment i. Reteach 5.6 b. Formative Assessment i. Class Discussion ii. Partner Work c. Summative Assessment i. Homework 5.7

II.

d. Adaptations for students with special needs i. Students who work faster will be given enrichment sheets to work on rather than the normal homework. They will be given time to start their homework or help others when they finish. ii. Students who work slower will have the advantage of partners and manipulatives when working on their classwork. They will also benefit from the motor movement of the dance moves. iii. Student with ODD will have the help of his TSS and will have directions read to him and problems modeled as needed. He may have fewer problems to complete than other students. III. Section III Identifying Lesson Activities a. Materials i. Homework 5.7 b. Procedures i. Review Problem Solving 5.6 ii. Give an example of a problem where you would have to borrow across zeros. Have students try to solve this problem. Can we borrow from the zero? iii. When the number we have to borrow from is a zero, we move to the number next store. Borrowing continues as normal, but we give the borrowed ten to the zero, making it ten. Then we can borrow from the ten and continue with our subtraction. If there is more than one zero to borrow across, we keep moving until we reach a number that is not a zero. iv. Model Reteach 5.7 v. Have students complete the practice page in partners vi. Homework 5.7 is homework