Whitney Mae Brown 1 Teacher Work Sample

Short Range Plan

The objectives of this grade math were for students to be able to subtract numbers up to three digits, mentally and using many different strategies including estimation. I designed this unit by taking many simple steps to introduce the new content to the students. The students also were able to engage using hands on approaches to learn how to regroup and understand place value. Most of the direct instruction involved learning styles including kinesthetic and visual which make up more than half of the classroom population. One of my goals for this unit was to involve my class in learning activities with technology. This included using the SMARTboard in every lesson. The students were able to visually see all of the problems, steps and activities from their desk. Another goal I had was for all of the students to be involved in each activity if it was by using whiteboards or base-ten blocks. The students learning how to use different strategies to learn how to subtract opens up to a broader learning environment and helps the students find their own way of learning to still achieve the standards and objectives. Unit Objectives Activities/Instruction Assessment of Accommodations al Strategies Objective Adaptions
Students will use strategies to subtract mentally. (2.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.) The students will be able to determine whether an estimate or an exact answer is needed to solve a problem. (3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value,
Pre-assessment worksheet; math vocabulary introduced by modeling, hands on instruction using base-ten block to subtract one-digit numbers I Am Ready worksheet evaluated for preassessment; math journals observed; My Math workbook page graded for evaluation Extended time, repetition of instructions, directions modeled on the SMARTboard, hands on activity for kinetic learners

3rd

Introduce new vocabulary (about and almost), introduce and model new problem solving strategy: data, plan, solve and check

Morning worksheet observed for preassessment, teacher observation during classwork and independent work in math journals. Evaluation of Check my

Extended time, repetition of instructions, directions modeled on the SMARTboard

properties of operations, and/or the relationship between addition and subtraction.) Students will be able to find the difference to a subtraction problem by regrouping. (3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.) Students will be able to explain why you can use addition to check your answer to a subtraction problem. (3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.)

Progress worksheet.

Group of five work together to regroup numbers using baseten blocks, partners modeling, teacher modeling

teacher observation of students using base-ten blocks to subtract two-digit numbers, observation of math journals

Extended time, repetition of instructions, directions modeled on the SMARTboard, teacher model of use of baseten blocks to regroup

Teacher modeling, students involvement using whiteboards to show work

white boards evaluated during classwork for correction; teacher observations; homework pages evaluated for assessment

Extended time, repetition of instructions, directions modeled on the SMARTboard,

Shared reading about test, Students will be able to use strategies teacher model test directions, to subtract, estimate difference using teacher model problems, direct rounding to the nearest ten and instruct hundred, estimate or exact answer, subtracting with regrouping and subtracting across zeros. (3.NBT2 Fluently add and subtract with 1,000 using strategies and algorithms based on place value, properties of

Chapter Three Test assessed for summative assessment and final grade

Resource students will be asked to exit the room for help in another classroom, directions will be modeled on the SMARTboard

Whitney Mae Brown 3 Teacher Work Sample

operations, and/or the relationship between addition and subtraction.)