Regrouping Subtraction

Hey, I finally figured something out!  I had wanted to share a few videos that may help to teach subtraction and regrouping, and I didn't quite fiure it out, well now I have, and here are the videos!

Five Field-Trip Lessons for Third Graders.

1 Trip to Old Car Museum

Subject: Social Studies

CCSS: Social Studies, 3^rd grade,

Strand: History, Benchmark I-D, 3.

1. Interpret information from multiple resources and contexts to determine chronological relationships.

Benchmark II-E, 3.

1. Describe how patterns of culture vary geographically. 2. Describe how transportation and communication networks are used in daily life

Objective: Students will see examples of antique cars and learn about the invention and development of the automobile by presentation with examples. Students will learn about sequence in a real-world situation and the increasing popularity of cars.

Description: Students will go on foot to the local museum and be presented several types of antique cars, be allowed to look into them and into the engine, will be told year and make of the car and important diferences between it and earlier or later cars.

Assessment: Students will make timeline about the changes in automobiles based on the examples that they saw, including about how many people in the world owned a car, or other information about popularity of cars.

2 Trip to High School Theater

Subject: Reading/Social Studies

CCSS: English/Language Arts, 3^rd grade.

CCSS.ELA-Literacy.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

CCSS.ELA-Literacy.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

CCSS.ELA-Literacy.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

CCSS.ELA-Literacy.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections

Objective: Students will observe high school students performing age-appropriate drama, demonstrating reading scripts, thinking about a characters motivation, finding out about unknown words, etc.

Description: Students will attend on foot a rehearsal of the high school drama club and listen as the process of putting together a play, including understanding characters, unknown words, dialects, and constructing a set are described. If possible, they will also observe a preformance-ready play.

Assessment: Students will write observations in a journal entry, and put techniques in practice with a small demonstration in the classroom of a play from their reading.

3 Trip to field across the road.

Subject: Science

CCSS: Strand II, Standard II Benchmark I

2. Observe that plants and animals have structures that serve different functions (e.g., shape of animals’ teeth).

4. Classify plants according to their characteristics (e.g., tree leaves, flowers, seeds).

Objective: Students will put in practice knowledge about biology, identifying plants with flowers, fruit, sap, and any other kind of plant that they encounter.

Description: Students will cross the road in front of the school and, in partnerships, sketch plants that they find and describe them as well as they can based on thier knowledge to this point (ex. Does this plant loose leaves in the fall? Does this plant give fruit? Does this plant have sap? Does this plant need lots of water?)

Assessment: A grade given on the completeness of sketches and at least three descriptors of six plants. Names of the plants are not required but if a students knows the name, they may receive extra credit for adding it.

4 Trip to Family Dollar.

Subject: Math

CCSS: Math, 3^rd grade,

1. Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.
2. Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole.

Objective: Students will compare prices of items, and determine which is the 'better deal', based on price per unit.

Description: Students will walk to Family Dollar and see a demonstration of using division and multiplication to determine price per unit of packages of toilet paper, toothpaste, and other neccessities which come in multiple unit packages. Students will form statements such as "The one-tube package of toothpaste costs 2/3 of the two-tube package of toothpaste, and has half the amount of toothpaste." They will then determine which is the 'better deal'.

Assessment: Students will construct a 'shopping list' determining number of units of toothpaste or toilet paper they can purchase on a ten dollar budget.

5. Trip to High School Commons

Subject: Math

CCSS: Math, 3^rd Grade,

6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
   7. Relate area to the operations of multiplication and addition.
   a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

Objective: Studnets will measure and use multiplication for areas of real-life objects. They will fist tile, then multiply.

Description: Students will walk to neighboring High School, go to the commons area and, working in groups, use measurement with tiling and multiplication to find areas of columns, walls, and other features of the area. They will ocmpre the results form the two methods.

Assessment: Each groupd will present drawings of each object measured, and one set of measurement from each method.

For my next trick I would like to look at a variety of lesson plans I may put to use in t he future.  After all, I think I did fairly well with the very basic lesson plan:




http://commoncoreblogger.blogspot.com/search?q=madeline+hunter&x=0&y=0

But I also found the 4MAT plan very thought provoking:


http://www.aboutlearning.com/what-is-4mat






Actually, I may use 4MAT more for Unit planning, as it will let me know if information was presented in many formats and in different methods without thinking I have to cram it all into one lesson.

But, since I am interested in Bilingual Education, the CALLA lesson  plan, and SIOP lesson plans directly provide space for me to look at language objects explicitly, in a partnership with the learning objectives:


 http://www.docstoc.com/docs/146413565/Calla-Lesson-Plan
(I can't decide between them, I will need one in each color!)









I think my best approach may be to modify CALLA or SIOP to 4MAT.Sorry, I can't find a link for this one that works.