| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Subtraction |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Mathematics
Subtraction
Grade 3
30 minutes
20
| Step Number | Step Title | Length (Minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Subtraction | 5 | Introduce the topic of subtraction. Explain what it means to take away. Provide simple examples on the whiteboard. |
| 2 | Guided Practice | 10 | Solve subtraction problems as a class. Use examples that involve both numbers under and over 10. Encourage student participation. |
| 3 | Printable Card Activity | 5 | Distribute printable cards with subtraction problems. Students fill in the answers independently. Encourage them to show their work. |
| 4 | Independent Practice | 5 | Hand out worksheets with various subtraction problems for students to work on individually. Monitor progress and provide assistance. |
| 5 | Random Checking of Cards | 3 | Collect or randomly check the printable cards filled by students during the activity. Provide feedback as needed. |
| 6 | Conclusion and Homework Review | 2 | Summarize key concepts learned in the lesson. Assign homework related to subtraction for further practice without asking students to present it. |
Students will complete a worksheet with subtraction problems to reinforce their understanding of the topic.
Students will be assessed based on their participation during guided practice, the accuracy of their answers on the printable cards, and the completion of the homework assignment.
"Good morning, class! Today, we are starting a new topic in Mathematics: subtraction. Can anyone tell me what subtraction means? That's right! It means taking away. For example, if I have 5 apples and I eat 2, how many apples do I have left? [Pause for responses] Exactly! 3 apples.
Now, let's write that down on the whiteboard. If I have 5 apples and I subtract 2, I can write that as 5 - 2 = 3. Subtraction is all about finding out how much is left after taking some away. Throughout our lesson today, we will practice this concept."
"Now that we have a basic understanding of subtraction, let's practice together. I will write some subtraction problems on the board, and I want you to think about how we can solve them.
Here’s our first problem: 12 - 4.
Who can help me solve that? [Call on a student] Great! So, what do we do? Yes, we take 4 away from 12. How do we find the answer?
Let’s count back from 12 together: 12, 11, 10, 9, 8. So, 12 - 4 equals what? Correct! 8!
Let’s try another one: 7 - 3. What’s our answer here? [Encourage students to participate] Exactly, it’s 4! Great job, everyone!
Now, I’m going to write a few more problems on the board, and I want each of you to try solving them too. Raise your hand when you have an answer, and we will check them together."
"Now that we’ve practiced some problems together, you're ready for a fun activity! I’m going to give each of you a printable card with subtraction problems on it.
Take your time, and I want you to solve the problems independently, showing your work on your paper if you need to. Remember, it's important to think carefully and check your answers afterwards.
I will set a timer for 5 minutes. Let's get started!"
"Great job on the printable cards! Now, I'm handing out worksheets with more subtraction problems for you to work on by yourselves.
These sheets have a variety of subtraction problems, and I want you to do your best. If you have any questions or need help, just raise your hand, and I will come around to assist you.
Let’s take 5 minutes to complete the worksheets!"
"Time's up! Now, we’re going to check the printable cards you completed earlier. I’ll collect a few at random to see how you did. As I check your work, I’ll give you some feedback.
If you got some problems wrong, don’t worry; we can go over them together. The important thing is to learn and understand how subtraction works!"
"Okay, everyone! Let's gather back together. Today, we learned that subtraction is all about taking away and finding what’s left. We practiced some problems together, solved printable cards, and worked on worksheets.
For homework, I want you to complete another worksheet with subtraction problems. This will help you practice what we learned today.
I’ll see you all tomorrow! Great job today, everyone!"
| Question | Answer |
|--------------------------------------------------------|--------|
| What does subtraction mean? | |
| How can you represent the problem "5 apples - 2 apples"? | |
| What is the answer to 12 - 4? | |
| How did we solve the problem 12 - 4? | |
| What is the result of 7 - 3? | |
| What should you do with the printable card activity? | |
| How long do you have to complete the printable card activity? | |
| What should you do if you have questions while working on the worksheets? | |
| Why is it important to check your answers after solving problems? | |
| What type of problems will be given for homework? | |