1.

New Mexico Academic Content Standards

CCSS.MATH.CONTENT.3.NBT.A.1- Use place value understanding to
round whole numbers to the nearest 10 or 100.
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.
2. Objectives
Students will be able to translate their previous work of using open
number lines to demonstrate different subtraction strategies into
using number sentences to demonstrate the same strategies.
Students will be able to use number sentences to demonstrate how
they mentally solved subtraction problems.
3. Essential Question(s)
If I have a gift card with $175 on it and I use it buy a $48
skateboard, how much money will I have left on my gift card?
How can I use the subtraction strategies weve been practicing to
help me solve this problem?
4. Lesson Summary
In this lesson, I will show students how to use number sentences to
show the steps they use to mentally solve 2- and 3-digit subtraction
problems. I will review the strategies they have been learning about
using open number lines to solve these types of equations and show
them how each jump on a number line can be represented as a
number sentence. I will walk them through this process for two of the
main strategies theyve worked with: counting on and counting back.
Students will demonstrate understanding through the completion of
practice sheets in their Stepping Stones Student Journal workbooks.
5. Resources
- Promethean Board
- Power Point slides with Stepping Stones static images for lesson
2.11
- White board
- Dry erase marker
- Stepping Stones Student Journal workbooks (1 per student)
- Student math notebooks (1 per student)
6. Procedures
a. Introduction
- Project slide #1 on the Promethean board: A gift card for $175
and a skateboard that costs $48. (Hook)

Students will be instructed to get out their math notebooks and

solve the problems using one of the subtraction strategies they
have been working with. (Activating Prior Knowledge)
Students will be asked to identify the strategy they used and
describe the steps followed.
b. Lesson
- Project slide #2- open number line with count on strategy
displayed using the numbers 131 and 46. Discuss with students.
Ask students to identify whether the strategy shown is the
count on or count back strategy. Ask students to explain their
answer. (GP)
Ask students to explain how we will find the difference between
the two numbers. (GP)
Ask students to identify the 1st jump shown and explain why it is
a good first step. (GP)
- Project slide #3- same open number line with number sentence
46+4=50.
Explain that the number sentence shown matches the 1st step.
(DI)
Ask students to identify the next jump shown and how it will be
represented in a number sentence. (GP)
- Project slide #4- same as previous slide with the number sentence
50+50=100 added.
Note to students that the first number sentence is still displayed
and the second number sentence is added directly below it.
Identify this as stacking number sentences to show each step
taken toward solving the problem. (DI)
Ask students to identify the next jump and the number
sentence that will represent it. (GP)
- Project slide #5- same as previous slide with the number sentence
100+31=131 added.
Note that all 3 jumps are now represented. (DI) Ask students
to identify the next step that needs to be taken to solve the
problem. (GP)
Ask students to identify the number sentence that will show this
step. (GP)
- Project slide #6- same as previous slide with the number sentence
4+50+31=85 added.
Note that the difference between 131 and 46 is 85. (DI)
- Project slide #7- open number line with count back strategy
displayed using the numbers 114 and 76.
Ask students to identify the strategy being displayed on the
number line and explain their answer. (GP)
Note the first jump shown. Ask students to identify why this
jump is a good first step. (GP)

Ask students to identify the number sentence that represents

this jump. (114-4=110)
(GP)
- Project Slide #8- same as previous slide with the number sentence
114-4=110.
If necessary note how the number sentence aligns with the
jump on the number line. (DI)
Ask students to identify the next jump shown and what number
sentence represents it. (110-70=40) (GP)
- Project Slide #9- Same as previous slide with the number sentence
110-70=40
Ask students if the jumps could have been made in a different
way. Note student responses on the white board. (GP)
Emphasize that the jumps can be done in a variety of ways but
that the sum of the jumps MUST total 76. (DI)
Ask students to identify the final jump and the number sentence
that represents it. (GP)
- Project Slide #10- same as previous slide with the number
sentence 40-2=38.
Note that the difference between 114 and 76 is 38. (DI)
c. Independent Practice
- Project Slide #11- Two numbers: 124 and 85.
Ask students to work in partners to solve the equation in their
math notebooks. Students must show their steps using number
sentences. Students will need to be prepared to share their
answers with the class.
Go over responses on the white board.
- Project Student Journal 2.11 page.
Review the first problem at the top of page one. Students will
recognize it as the problem they were asked to solve at the
beginning of the lesson. Go over different strategies they used
to solve the problem.
Note the number sentences on the page and how they match
the jumps on the number line.
Introduce the 2nd problem. Have students provide answers to fill
in the blanks.
Read directions for Step Up #1. Answer any student questions.
Instruct students to complete all problems for Step Up questions
1 and 2. Instruct them to try the Step Ahead.
d. Closure
- If time permits, go over the Step Ahead portion of the student
journal. Demonstrate how the same strategies that students
have been working with apply to this problem.
- Have students figure out the difference between 125 and 46.
- Have students identify which items could easily be subtracted
from the remaining number.

Note how they are using the same strategies theyve been
working with to solve, but now are doing so multiple times.
e. Assessment
- Student participation in Guided Practice will demonstrate
understanding.
- Students should show how they solved an equation by showing
jumps they made on a number line and a set of accompanying
number sentences that represent each jump.
- Students will use number sentences in their Student Journal
workbook to show the steps they took to solve the equations.
-

7. Adaptations for English Learners and Students with Special

Needs
- Every step of the guided practice is accompanied by an image
projected on the Promethean board that clearly displays the
numbers being worked with and the steps being taken.
- Students will have the directions read to them before beginning the
Independent Practice and may work with partners while solving the
problems.
- Classroom teacher will be consulted before the lesson begins about
any other special considerations that should be made.
8. Reflection
I was very happy with the way this lesson went. The students were
engaged. They were able to use their prior knowledge to solve the
problems they were presented with, and I think I successfully met my
objectives. The point of the lesson was for the students to take the
strategies they have been using and translate them into number
sentences. After providing demonstrations for how to incorporate the
two main subtraction strategies, I had the students work through a
problem using whatever method they like. I had students talk me
through the steps they took and displayed their answers on the white
board. The students who offered up their answers were on track in
terms of understanding the concept of the lesson and their answers
reflected that. One thing that impeded the progress of the lesson a bit
was the students uncertainty about the definition of the term number
sentence. This was surprising to me because my CT and I have used
this term multiple times in instruction. The students confusion was
unexpected and in hindsight I should have taken more time to define
the term because I ended up having to remind students what a number
sentence was multiple times. In the end, however, they did get it and
the worksheets that they filled out to show understanding reflect that.
It was very encouraging to see the students so engaged with the
lesson and confident that they could solve the equations presented to
them. In my conference with Ms. Doxtator, she pointed out that many

of the students were disappointed when they werent called on when

they knew the answer and that some of the enthusiasm that they
showed began to wane a bit as the lesson went on. I did try to call on
different students each time, and Ms. Doxtator agreed that she saw
that. She suggested that, after accepting one correct answer from a
student, I should try a quick check-in with the rest of the class about
who else knew the answer- Show me thumbs up if this was the answer
you got. I like this idea a lot and want to try it in my next lesson
because I definitely want to acknowledge it when so many students are
following the lesson and ready to answer. Another thing I might have
done differently is to have the students working more actively on the
initial sample problems. The way that the Stepping Stones curriculum
was written, there was a lot of lecture-type demonstration at the
beginning of the lesson. I think that the students might have
appreciated the opportunity to have a more engaged, hands-on
experience with the material and that may have helped clarify the
issue with the term number sentence. As stated above, I am happy
with how the lesson went. I have done several of the Stepping Stones
lessons now and feel that I am growing in my understanding of how the
students respond to these types of lessons. The success of this lesson
has further cemented that for me.