Subtraction with Regrouping

Slide 1: Title Slide

Title: Subtraction with Regrouping (60-Minute Lesson)
Objective: Students will subtract numbers using regrouping and reflect on how they manage emotions during challenging tasks.

Slide 2: Lesson Overview

Instructional Target: Subtracting multi-digit numbers with regrouping
Duration: 60 minutes
Materials: Whiteboard, manipulatives (base-ten blocks), Google Slides, wellness journal, student notebooks

Slide 3: Lesson Breakdown

Activity	Time	Description
Introduction	5 min	Hook, objective, SEL focus, feelings check-in
Direct Instruction	10 min	Model subtraction with regrouping
Guided Practice	15 min	Students practice with teacher support (group work with scaffolded options)
Independent Practice	15 min	Students solve problems independently with ELL/special needs accommodations
Wellness Break & SEL	5 min	Stretching and breathing exercise
Reflection & Closing	10 min	SEL reflection and assessment

Slide 4: SEL and Wellness Focus

SEL Focus: Self-management and self-awareness during problem-solving
Wellness Activity: 3-minute mindful stretching and breathing break halfway through the lesson
Reflection: Students reflect on emotional challenges during subtraction and strategies used to cope

Slide 5: Introduction (5 Minutes)

Objective: Today we’ll learn how to subtract numbers using regrouping and manage our feelings when we encounter tricky problems
Hook: “Have you ever felt frustrated when solving a hard problem? Today, we’re going to learn strategies to help both our brains and our emotions.”
Feelings Check-In: Use a feelings chart. Ask students to share (thumbs up/thumbs down) how they feel about math today. "Are you ready? Nervous? Let’s recognize those feelings before we start."

Slide 6: Direct Instruction (10 Minutes)

Title: How to Subtract with Regrouping

1. Explain: Subtraction with regrouping using an example (e.g., 654 - 289)
2. Model: Using base-ten blocks to show the process visually
3. Write: The subtraction problem in columns. "Remember, we always start from the right (ones place)."
4. Show: How to regroup: "If you don’t have enough ones, borrow from the tens. If you don’t have enough tens, borrow from the hundreds."
5. ELL Support: Provide sentence stems such as “I need to regroup because…” and visual step-by-step instructions

Slide 7: Guided Practice (15 Minutes)

Activity: Partner Work with Teacher Support
Instructions: In pairs, solve three subtraction problems (e.g., 823 - 546, 742 - 563). Students should explain the regrouping process to their partners. Scaffolds for ELL and Special Needs:

• Visuals: Use color-coded columns and manipulatives for regrouping
• Sentence Frames: “I borrowed from the ___ place to subtract.”
• Partner Pairing: Pair ELL students with a peer who can model language
• Audio: Provide oral instructions

Slide 8: Misconceptions and Strategies

Misconception 1: Failure to regroup correctly
Proactive Strategy: Use base-ten blocks and color-coded columns. Demonstrate how to break down tens into ones (or hundreds into tens) physically and visually.
Teacher Guide: "If students don't regroup correctly, ask them to use base-ten blocks to physically 'exchange' a ten for ten ones."

Misconception 2: Subtracting the smaller number from the larger, regardless of their positions
Proactive Strategy: Teach the rule of subtraction: Always subtract the bottom number from the top. Have students label the top and bottom numbers in each column to reinforce this.
Teacher Guide: "Watch for students subtracting the bottom number from the top. Have them say, 'Can I take this away? If not, I need to regroup.'"

Misconception 3: Forgetting to regroup from the correct column
Proactive Strategy: Highlight the column where regrouping takes place by using a highlighter or colored pen. Encourage students to cross out and rewrite the new numbers after regrouping.
Teacher Guide: "Use a different color to show the regrouping process visually. Reinforce that when regrouping, they must look at the next column to the left."

Misconception 4: Not realizing the need to regroup
Proactive Strategy: Ask leading questions like, "Do I have enough ones here? If not, where do I get more?" Walk students through the mental check of each column.
Teacher Guide: "Pose the regrouping question at each step. Reinforce with partner talk: 'Do I need to regroup? Why or why not?'"

Slide 9: Independent Practice (15 Minutes)

Activity: Independent Problem Solving
Instructions: Students will solve four subtraction problems on their own (e.g., 915 - 678, 834 - 249)
ELL/Special Needs Accommodations:

• Visual Aids: Provide step-by-step visuals for regrouping next to problems
• Sentence Frames: “I regrouped the ___ place.”
• Monitoring: Move around the room to offer support as needed

Slide 10: Wellness Break & SEL (5 Minutes)

Activity: Mindful Stretching and Breathing
Instructions: Guide students through a 3-minute stretching and breathing exercise. "Let's all stand up and stretch our arms to the ceiling. Now take a deep breath in... and out... Let's do that two more times. Great job! Now, back to our seats."

Slide 11: Reflection & Closing (10 Minutes)

SEL Reflection:
Discussion: “How did you feel when you encountered a tricky problem? What strategies did you use to help manage your feelings?” Worksheet: Provide a reflection worksheet in their wellness journal. Questions:

• How did I feel during the subtraction problems?
• What did I do when I felt challenged?
• How can I use these strategies in the future?

Assessment: Review the subtraction problems completed independently and any notes taken in their reflections. Provide feedback.

Curriculum Area and Level

US Education Standards:

• Common Core State Standards (CCSS) for Mathematics:
  • 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