A-Net Assessment-1

Math Action Plan

Teacher: Stefan
Class: 227/232 Math

Plan
-

for Corrective Instruction

Define a standards based objective to re-teach determined by the item analysis
Specify which students need re-teaching (whole group or a small group)
Identify dates when this will happen (consider when this might fit best with a skill emphasized in your next
unit)
- Incorporate instructional strategies that are different from what was initially used

Student
Groupings

Focus of Instruction
(Standard)

Specific concept/
application/skill (standards
based objective)

Dates for
Corrective
Instruction

Whole
Group

N/A

N/A

N/A

Small
Group

Lesson 1: Standard: 3.NBT.1

Lesson 1: Objective: SWBAT

identify multiples of 10 that
come before or after a 2 digit
number, and then round that
number to the nearest 10.

Lesson 1: 11/13/14

(Students
nearing,
at, or
above
grade
level)

3.NBT.1 Round Whole Numbers

to the Nearest Ten or Hundred
Use place value understanding to
round whole numbers to the
nearest 10 or 100. (3.NBT
footnote: A range of algorithms
may be used.)

Lesson 2: Standard: 3.OA.1

3.OA.1 Interpret Products of
Whole Numbers

Lesson 2: 11/14/14

Lesson 3: 11/17/14

Lesson 2: Objective: SWBAT

identify operations and
equations that would be used to Lesson 4: 11/18/14
solve given word problems
using addition, subtraction, and
division.
Lesson 5: 11/19/14

Interpret products of whole

numbers, e.g., interpret 5 7 as the Lesson 3: Objective: SWBAT
total number of objects in 5 groups identify operations and
equations that would be used to
of 7 objects each. For example,

Reassessment
Included in
Weekly A-Net
Assessment
(Please attach.)
Mastery = 80%

Whole
Group
Plan

N/A

Small
Group
Plan

Lesson 1: Small Group:

Do Now: Students will be given cards with two digit numbers. They will need, as a group. to place the
numbers in numerical order. We will discuss answers. Students will then be given multiples of 10 in a
different color. Students will work together to put these numbers in order, using the number that are already
in place. We will discuss answers.
I Do: Teacher will review the word multiple with students. Teacher will talk about how when we round, we
round to a number that is close to our exact number and easier to work, with, which can be multiples of 10.
Teacher will model finding close multiples of 10 for a number, and then rounding to the correct number.
We Do: Teacher will give students another number on the table. They will state the multiples it comes
between, and then round to the correct amount.

You Do: Teacher will have students work with numbers that are not on the table. Students, by themselves, will
find the multiples of 10 the number comes between and then round the number correctly.

Lesson 2:
Do Now: Students will be given two word problems (addition and subtraction). They will be asked to discuss with a
partner which equations would match with those word problems. Discuss answers and share out. Have students
solve and share out using counters.
I Do: Teacher will then introduce the idea of multiplication as similar to addition, but adding equal groups. I will
model how to change the addition number story into a multiplication number story. We will use counters to model
the change.
We Do: Students and teacher will solve a problem together. They will read a number story (addition) and come up
with an equation to solve using counters (using multiple choice answers). Students will then work with their
partners and teacher to change it into a multiplication equation, and then rewrite the equation, modeling with
counters.

You Do: Students will complete the rest on their own. Some they will have to choose the best equation, some they
will have to come up with the equation, and some they will have to change into another type of problem.
Lesson 3:
Do Now: Students will be given two word problems (addition and subtraction). They will be asked to discuss with a
partner which equations would match with those word problems. Discuss answers and share out. Have students
solve and share out using counters.
I Do: Teacher will then introduce the idea of multiplication as similar to addition, but adding equal groups. I will
model how to change the addition number story into a multiplication number story. We will use counters to model
the change.
We Do: Students and teacher will solve a problem together. They will read a number story (addition) and come up
with an equation to solve using counters (using multiple choice answers). Students will then work with their
partners and teacher to change it into a multiplication equation, and then rewrite the equation, modeling with
counters.

You Do: Students will complete the rest on their own. Some they will have to choose the best equation, some they
will have to come up with the equation, and some they will have to change into another type of problem.

Lesson 4:
Do Now: Students will be given three number stories (addition, subtraction, multiplication). They will need to
discuss with their partners and match each number story to the correct equation that would be used to solve that
number story. Share out.

I Do: Share out how we can also use multiple equations and operations to solve number stories. Model a problem
with students that uses multiplication and subtraction.
We Do: Have students work together on another problem to determine which operations would be used to solve
that problem. Share out and discuss.
You Do: Students will work independently to solve number stories and identify the equations used to solve them
from a multiple choice problem.
Lesson 5:
Do Now: Students will be given three number stories (addition, subtraction, multiplication). They will need to
discuss with their partners and match each number story to the correct equation that would be used to solve that
number story. Share out.

I Do: Share out how we can also use multiple equations and operations to solve number stories. Model a problem
with students that uses multiplication and subtraction.
We Do: Have students work together on another problem to determine which operations would be used to solve
that problem. Share out and discuss.
You Do: Students will work independently to solve number stories and identify the equations used to solve them
from a multiple choice problem.