Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Find missing digits in column sums
Addition and subtraction
CCSS 3.NBT.A.2England: Y3 Addition and subtractionEngland: Y4 Addition and subtraction
Objective and success criteria
Students will: Find missing digits in column sums.
- 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.
- 561 + 396 = ? → 957Prompt: Add the ones first.
- 395 − 178 = ? → 217Prompt: Start with the ones.
- Yuki's school collected 315 cans for recycling in March and 395 in April. How many cans is that altogether? → 710Prompt: 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: Find missing digits in column sums. 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: 2â–¢0 + 379 = 629. What digit is â–¢?
- Step 1: 629 − 379 = 250
- Step 2: 5
- Answer: 5
- 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.
- 36▢ + 153 = 513. What digit is ▢? → 0Prompt: Use the inverse: subtract to find the missing number.
- 752 − 3▢1 = 391. What digit is ▢? → 6Prompt: What number must be taken away?
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.
- 593 − ▢86 = 107. What digit is ▢? → 4Prompt: What number must be taken away?
- ▢50 + 212 = 562. What digit is ▢? → 3Prompt: Use the inverse: subtract to find the missing number.
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