10 Dice and Game Timers FOCUSED INSTRUCTION: MATHEMATICS INTERVENTION Teacher’s Guide Student Guided Practice Book Name: _______________________________________________________ Date: _____________________ © | Teacher Created Materials 153356—Focused Instruction: Mathematics Student Book 23 Lesson 3 Rich Math Task Smudged Labels Directions: Read the task carefully. Then, solve. 1. Who do you think packaged the greatest number of candy bars? 2. Who do you think packaged the least number of candy bars? 3. Justify your reasoning. A factory produces candy bars. The factory manager keeps track of the number of candy bars packaged by each employee every day, but the printer smudged the numbers. Employee Number of Candy Bars Mr. Smith 20,5 Ms. Barkley 1 ,933 Mrs. McMahon 0,563 Mr. Carlton 19,450 Ms. Weston 19, 0 © | Teacher Created Materials 154669—Mathematics Intervention: Teacher’s Guide 35 Part 1 Lesson 6 Subtract Multi-Digit Numbers Explore 10–15 min. 1. Distribute base-ten blocks, and have each student build a tower to represent the number 456. Give students time to share the features of their towers, including the types of base- ten blocks they used. Students can use any groupings of base-ten blocks that show 456 (e.g., 400 + 50 + 6 or 400 + 40 + 16). 2. Have students remove 20 from 456. Then, have them share how their towers have changed. Students may need to regroup to subtract (e.g., exchange a rod for 10 unit cubes). 3. Observe how students are removing, or subtracting, the base-ten blocks. Use these observations to support students as they learn multi-digit subtraction. Vocabulary: Ask students to listen for the words difference, minuend, subtrahend, and regroup during the lesson. Write the words where students can see them. Students use strategies to build vocabulary on the second day of instruction. Explain 10–15 min. 4. Follow the Subtract with Base-Ten Blocks routine (card 8). Have students actively follow along as you subtract 262 – 134 using base-ten blocks and Place Value Mats (page 201). Thousands Hundreds Tens Ones 5. Have students actively follow along as you use a pictorial model to subtract 127 – 88. Write the problem and draw base-ten blocks to show the minuend 127. 1 2 7 − 8 8 6. Say, “We always start in the ones place when we subtract, but I can’t subtract 8 from 7.” Regroup by crossing off or erasing 1 rod and replacing it with 10 unit cubes. 7. Say, “The value of 127 is still the same. If I combine 1 hundred, 1 ten, and 17 ones, I have 127.” Model subtracting 8 by crossing off or erasing 8 unit cubes. Say, “We have 1 hundred, 1 ten, and 9 ones, or 119, left.” 8. Subtract the tens. Say, “I need to subtract 8 tens, but there is only 1 ten.” Regroup by crossing off or erasing the flat and replacing it with 10 rods. Model subtracting 8 tens by crossing off or erasing 8 rods. 9. Say, “We are left with 3 rods and 9 unit cubes, or 39. This is the difference, or the answer to 127 – 88.” Guided Practice 10–15 min. 10. Write 618 – 355 where students can see it. Have them solve the problem using Place Value Mats and base-ten blocks or by creating pictorial models. Look for students who are not regrouping correctly and provide corrective feedback in the moment. 11. Demonstrate how to find the difference (263) using base-ten blocks and a pictorial model. Have student volunteers describe how they know when and when not to regroup. Lesson 6 Instruction slides available. Instructional Routine Cards Build Math Success with High-Impact Intervention Strengthen outcomes for students struggling in math by targeting specific skill gaps with this supplemental, evidence-based intervention. Grounded in the Concrete-Representational-Abstract (CRA) method and built on proven strategies, Focused Instruction: Mathematics Intervention helps students develop conceptual understanding, procedural fluency, and problem-solving skills. With 30 standards-aligned lessons and scaffolded practice activities, the program offers a flexibile, consistent, five-part lesson format. Levels K–8 SPANISH AVAILABLE Look Inside: tcmpub.com/FIM-cat INTERVENTION INTERVENTION
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