DakotaStateUniversity

CollegeofEducation
LESSONPLANFORMAT

Name:KristaBaartman
GradeLevel:3rdGrade
School:NA
Date:26February,2015
Time:NA

Reflectionfrompriorlesson:

Studentsfocusedonunderstandingthestructureof100andhowitiscomposed
of10sand1s.Theyappliedthisunderstandingtoadditionandsubtraction.

LessonGoal(s)/Standards:

STUDENTSBUILDONKNOWLEDGEOF100TOREFINESTRATEGIESFORADDITIONANDSUBTRACTIONTHAT
INVOLVEDECOMPOSINGNUMBERS.

CCSS.MATH.PRACTICE.MP2
REASONABSTRACTLYANDQUANTITATIVELY.

CCSS.MATH.PRACTICE.MP4
MODELWITHMATHEMATICS.

CCSS.MATH.PRACTICE.MP5
USEAPPROPRIATETOOLSSTRATEGICALLY.

CCSS.MATH.PRACTICE.MP7
LOOKFORANDMAKEUSEOFSTRUCTURE.

CCSS.MATH.CONTENT.3.NBT.A.2
FLUENTLYADDANDSUBTRACTWITHIN1000USINGSTRATEGIESANDALGORITHMSBASEDONPLACE
VALUE,PROPERTIESOFOPERATIONS,AND/ORTHERELATIONSHIPBETWEENADDITIONANDSUBTRACTION.

LessonObjectives:

Attheendofthelesson,thestudentswillbeabletoadd2and3digitnumbersusingat
leastonestrategyreflectinganunderstandingofbreakingnumbersapartandadding
them,with85%accuracy


MaterialsNeeded:

CombiningStickersPoster
StudentActivityBook(Investigations2223)
ChartPaper
StudentActivityBook(pg24)
StudentMathHandbook(6,78,13,2024)

ContextualFactors/LearnerCharacteristics:

Moststudentsperformintheaveragerangeformathematics.Thereareacouple
studentswhoexcelatmathandfinishbeforeothers,aswellasacouplewhostruggle
withunderlyingmathconcepts.OnestudentiscurrentlyonanIEPforLearning
DisabilitiesandanotherwhoisanELLstudent.

A.TheLesson

1. Introduction10Minutes
a. PreAssess(10minutes)
i. 5MinuteMath
1. Students,beforewebegin,pleasegetoutyourwhiteboards
2. Iwouldlikeyoutocreateanexpressionthatequals204.
3. Youmustuseatleastonecombinationthatequals100inyour
equation
4. Writeyourequationshowing204oneithersideoftheequal
sign,asshown(204=204)
5. Walkaroundandassessstudentwork
b.Letssingourplacevaluesong

o IdontknowbutIvebeentold(STUDENTREPEAT)
o Tensarebigandonesaresmall(STUDENTREPEAT)
o Hundredsareevenbiggerthentens(repeat)
o onethousandsthebiggestyet(repeat)
o Firstyoucountupallthetens(repeat)
o andaddallthebabiesontotheends(repeat)
o take1010sandmakeonehundred(repeat)
o take10100sandmakeonethousand(repeat)
o SoundOff(repeat)
o OneTwo(repeat)
HowmanyofyouhavePokemonCardCollections?Canyouquicklytellme
howmanycardsyouhave?Whatifyouandyourbestfriendaddedyour
collectionstogether?Howmanywouldyouhave?

o Yesterdayweworkedon.findingpairsofnumbersthataddupto100,
findingwaystorepresenttheamountof10sin3digitnumbers,and
findingthedifferencebetween3digitnumbers.
o Todaywearegoingtocontinuetoworkonstrategiesthatwillhelpyou
quicklyunderstandhowtoaddlargenumbersusingknowledgeof10s
and100s.
o Youwillquicklybeabletodeterminehowmanycardsyouhaveinyour
owncollection,createlargegroupsofcardswithyourfriends,andeasily
compareyourcollectionswithothers.
o Wewillbreakdownlarge3digitnumbersandaddthemtoother2and3
digitnumbersusingourknowledgeofplacevalue.

2. ContentDelivery(6065Minutes)
a. Introduction(10minutes)
i. askstudentstoreadaloudthestickerproblem(pg69.Investigations)
ii. Studentsthinkpairsharewithpartnersforaminute
iii. Writetheexpression(72+134)
iv. Askstudentstodiscusstheproblemandwritedownanythingthey
needtotracktheirthinking
v. Askstudentshowtheymightrepresentthestickersassheets,strips
andsingles
vi. WhatwouldNancysStickersLooklike?
1. Usestudentsuggestionstodrawimagewith7longlinesand2
dots
vii.WhatwouldKeithsstickerslooklike?
1. Usestudentsuggestionstodrawimagewithonebox,3linesand4
dots
viii.Whatwouldthecombinedcollectionlooklike?(2boxesand6dots)
1. Focusstudentattention(askthemtoexplainusingMATH
TALK)onwhytherearenolongeranylines,butinstead2
boxes?
ix.Whyarentthereanystripsoftenwhenweanswertheequation
72+134?
x.Whatdoesthe2in206represent?the0?the6?

b. CollectingStickersandPenniesActivity(2030minutes)
i. Studentscompletepages2223instudentactivitybook
ii. Ifstudentsfinishworksheetbeforetheendofthe30minutes,choose
oneofthefollowingactivitiestoworkon
1. placevalueshaker
2. numbermakergame(canbeplayedquietlywith
partneroralone)
3. structuremaker(studentschooseanumberandtype
ofstructure,usebasetenblockstodesignstructure)

ii.ifstudentsarestrugglingwithworksheet,usebasetenblocksto
representproblems,modelthinking
iii.Providegraphpaperandmarkersforstudentswhoneed
accommodations,allowthemtomodelproblemsusingvisual
representations(assistthemasneeded)

c. BreakingNumbersApartandAddingThem(20minutes)
i. Bringclassbacktogetherfordiscussiononhowtheysolvedproblem3
(258+127)listenformathtalkandengagestudentsinopenended
questionstoexplorethinking.
ii. Writedownmultiplestrategiesusedontheboard(highlightone
strategythatchunksthenumbersintoplacevalueunitsandonethat
addsunitsontothewholenumber)
iii. Askstudentstoexplainhowthestudentsbrokedowneachnumberto
solve
iv. Howwouldweshowthesenumberswithstickers?whatwouldthey
looklike?(2boxes5linesand8dots+1box2linesand7dots
v. Letsmodeltheotherstrategyonanumberline.(havestudentsdrawa
numberline,startingatawhole#fromtheproblem)Usethenumber
linetoaddonasthesecondstrategydid.

3. Closure(5minutes)
a. Havestudentsgetouttheirwhiteboards
b. Iwouldlikeyoutooneofthestrategiesthatweusedtodaytosolvethe
followingproblem:(Ihave53Pokemoncards+myfriendhas125Pokemon
cards.Howmanydowehavecombined?)
c. Makesureyoumodelyourstrategy.Iwillwalkaroundandcheckyourwork.
OnceIgiveyouayes,Iwantyoutobeginyourindependentreading.
d. Walkaroundroomandprovidefeedbackonstrategies/answersused.

B.AssessmentsUsed

Walkaroundclassroomduringcollectingstickersandpenniesworksheettoassesshow
studentsarebreakingdownnumbersinordertoworkwithmanageablenumbers.

AssessMathDiscussionstomakesurestudentsareexplainingtheirthinkingusing
knowledgeofconcepts(placevalue,movingfromonedenominationtothenext,
breakingapartnumbersandaddingbacktogether)

AssessWorksheetfocusingonstrategiesused
Assessexitticketwork,focusingonstrategiesused

C.DifferentiatedInstruction
1. DuringWorksheetActivity
a. Ifstudentsfinishworksheetbeforetheendofthe30minutes,chooseone
ofthefollowingactivitiestoworkon
4. placevalueshaker
5. numbermakergame(canbeplayedquietlywith
partneroralone)
6. structuremaker(studentschooseanumberandtype
ofstructure,usebasetenblockstodesignstructure)
ii.ifstudentsarestrugglingwithworksheet,usebasetenblocksto
representproblems,modelthinkingwithstudents
iii.Providegraphpaperandmarkersforstudentswhoneed
accommodations,allowthemtomodelproblemsusingvisual
representations(assistthemasneeded)
b. Providedefinitionsofanyconfusingterminologyusedonworksheetfor
ELLstudent,promoteinvolvementinclassdiscussionsbyengagingin
openendedquestions,clarifyingideas

D.Resources

InvestigationsinNumbers,Data,andSpaceGrade3,PearsonEducation.Pg.6874

TeacherTipsterPlaceValueSong
https://www.youtube.com/watch/?v=ATgnG0M3S3Q

PlaceValueShakerGame
http://www.smartpuppylearning.com/2014/09/placevalue.html

NumberMakerGame
http://www.education.com/activity/article/number_maker_third/

StructureMaker:
http://www.ashleigheducationjourney.com/2014/03/mathstationmondayplacevalue.ht
ml

Whenplanningmylesson,Iwantedtoengagestudentsinawaythatwouldget
theminvolvedrightaway,andsoIchosetheuseofasong.Iwantedtouseavideowith
asong,buthavingthemsingthesongbackseemedevenbetter.Ialsomadesureto
incorporateatopicofinteresttomost3rdgraders,Pokemoncards,andfiguredthatthe
mentionofPokemoncardcollectionswouldpeaktheinterestinmanyofthestudents.I
wantedtoincorporatethe6lessonplanningtipsbroughtupinclass,andusedthe
methodhighlightedinthevideo(exitslip)forboththepreassessmentandtheclosure
activity.Iliketheuseofthewhiteboardvs.thenotecard,becauseoftheabilitytowalk
aroundtheroomandquicklyseethestrategiesstudentsareusing,andforthemto
quicklycorrecttheirmistakes.

Whenconsideringtheneedsofdiverselearners,Iwantedtohaveactivitiesthat
thehighperformingstudentscouldworkonwhileotherstudentsfinishedtheir
worksheet.Ifiguredthatgivingthemmultipleoptionsforextendingtheirlearningwould
bethebestwaytodothisbecausetheywouldhavevariouschoicesontypesof
activities(asologame,akinestheticactivity,andacollaborativegame).Ialsowantedto
allowforalternativewaysthatstudentscouldshowunderstanding,andthatiswhyI
incorporatedtheuseofbasetenblocksandgraphpaper/markers.Thiswaystudents
couldmodeltheirthinking,andcouldbegintocreateconnectionstothematerialina
moreconcreteway.FortheELLstudents,Iplantoclarifyunknownmathterminology
withthegroup,andprovidevocabonananchorchartforallstudentstosee.Withinthis
lesson,Inotatedthatiftherewereanydifficultwordsontheworksheet,Iwouldspend
timeindividuallyclarifyingthosewiththeELLstudent.Iwouldalsomakesuretoinclude
theminthediscussionsbyaskingopenendedquestionsandcallingonthemtoexplain
theirthinking.

Forassessment,theworksheetprovidesaeasilygradablesummative
assessment.Theongoingobservationoftheclassdiscussionsandthestrategiesused
duringpreandpostassessmentactivitiesallowsforformativeassessment.The
preassessmentcanalsobeusedtogageunderstandingfordiagnosticassessment.I
reallylikehowmuchdiscussionishighlightedinthislesson,andbelieveitisan
excellentopportunitytoengageinmathtalkwithstudents.