Math lesson plan · 3rd grade (Year 4 in England) · 60 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 · 6 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.
- 347 + 215 = ? → 562Prompt: Add the ones first.
- 804 − 593 = ? → 211Prompt: Start with the ones.
- Ethan's school collected 329 cans for recycling in March and 301 in April. How many cans is that altogether? → 630Prompt: Altogether means add.
Hook · 6 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 · 12 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 · 12 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 554 − 321 = 233? (554 + 321 / 233 + 321 / 233 − 321 / 554 − 233 − 321) → 233 + 321Prompt: Addition undoes subtraction.
- Kai says 683 + 190 = 773. Kai checks with 773 − 190. Is Kai's answer correct? (yes / no) → noPrompt: Work out 773 − 190.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Amara says 373 + 142 = 505. Amara checks with 505 − 142. Is Amara's answer correct? (yes / no) → noPrompt: Work out 505 − 142.
- Which calculation checks 859 − 359 = 500? (500 + 359 / 859 − 500 − 359 / 500 − 359 / 859 + 359) → 500 + 359Prompt: 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