Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Check answers with the inverse operation
Addition and subtraction
CCSS 3.NBT.A.2England: Y3 Addition and subtractionEngland: Y4 Addition and subtraction
Objective and success criteria
Students will: Check answers with the inverse operation.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Add three-digit numbers with regrouping; Subtract three-digit numbers with exchanging
Leads to: the next skill in this area.
Materials: Base-ten blocks, Number lines, Hundred square, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Add three-digit numbers with regrouping; Subtract three-digit numbers with exchanging). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 125 + 243 = ? → 368Prompt: Add the ones first.
- 965 − 640 = ? → 325Prompt: Start with the ones.
- Elena's school collected 176 cans for recycling in March and 232 in April. How many cans is that altogether? → 408Prompt: Altogether means add.
Hook · 5 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Check answers with the inverse operation. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which calculation checks 570 − 102 = 468?
- Step 1: 468 + 102 = 570
- Step 2: 468 + 102
- Answer: 468 + 102
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which calculation checks 496 − 301 = 195? (496 − 195 − 301 / 195 + 301 / 496 + 301 / 195 − 301) → 195 + 301Prompt: Addition undoes subtraction.
- Mei says 337 + 100 = 437. Mei checks with 437 − 100. Is Mei's answer correct? (yes / no) → yesPrompt: Work out 437 − 100.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Omar says 282 + 197 = 479. Omar checks with 479 − 197. Is Omar's answer correct? (yes / no) → yesPrompt: Work out 479 − 197.
- Which calculation checks 519 − 234 = 285? (519 − 285 − 234 / 285 − 234 / 285 + 234 / 519 + 234) → 285 + 234Prompt: Addition undoes subtraction.
Watch out for
- Subtracting the smaller digit from the bigger one in every column (52 − 17 = 45).
- Forgetting to add the regrouped (carried) ten.
Support and stretch
Support
- Review first: Add three-digit numbers with regrouping.
- Use concrete materials: base-ten blocks.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder