Scott Luepke

RED 414
Math Lesson Plan
Fall 2015
Title

Lesson 3: Temperature Differences

State
Standard

MN 3.1.2 Add and subtract multi-digit whole numbers; represent

multiplication and division in various ways; solve real-world and mathematical
problems using arithmetic.
MN 3.2.2 Use number sentences involving addition and subtraction basic
facts and unknowns to represent and solve real-world and mathematical
problems; create real-world situations corresponding to number sentences.

Central
Focus

To help the student recognize indicative language and simplify multi-digit

addition and subtraction problems

Learning
Target

Language: The students will be able to translate data from an informational

map into a number sentence.
Content: The students will be able to calculate the difference between two
different quantities using mental math, estimation, paper and pencil
algorithms, and/or other non-electronic metods.

Academic
Language

Normal high temperature, normal low temperature, QUANTITY (larger

amount), quantity (smaller amount), difference

Lesson Part

Activity description/Teacher does

Instruction
Inquiry

Materials needed:
Math Journals (1 per student)
Student Resource Books (1 per
student or1 per pair of students)

Practice
Activity
Support

Does anyone know how hot it is in here?

Im hearing guesses in the 60s, 70s, and
80s. What would the normal label we use
when we talk about temperature?
I heard degrees, I heard Fahrenheit, and I
heard Celsius. Those are all excellent
answers. In the US we usually talk about
temperature in degrees Fahrenheit, but in
most other parts of the world they
measure in terms of degrees Celsius. The
math exercises we work through today
will be talking about average high
temperatures and average low
temperatures in terms of degrees
Fahrenheit.

Students make
connections to prior
knowledge and
experiences. They
have undoubtedly
spoken about degrees
Fahrenheit in science
and other classes.

Informal

When I say, Go, take 2 minutes to

Students understand

Students do

Assessment

explore page 271 in your Student

Reference Book with a partner. After you
do that, well discuss what the page
shows as a whole group.

that the cue,When I

say Go, means that
they need to listen
closely for instructions.

Practice
Activity
Support

Okay third graders, lets discuss the

information on page 271...
Now Id like you to open your Math
Journals to page 42. Follow along as
Anthony reads the directions in a loud
and clear voice.
Thank you Anthony! If you were following
along, you noticed that we are again
using a question mark to symbolize the
unknown amount. In numbers one and
two that amount is labeled as the
Difference. If were finding the
difference, are we adding or subtracting?
Everyone together; absolutely, were
subtracting. Please work through number
one with the same partner that you had
when you looked at the temperature map.
When you are done with number one,
raise your hand and I will come around to
check it. After that you can quietly
continue with numbers 2 through 4, and
then the Math Boxes on page 44. Only
work with a partner on number one.
Numbers two through 4 and the Math
Boxes are independent work.

Students follow along

with number one and
practice writing in a
question mark in place
of the unknown
amount.

Closure

Thank you for quietly working hard and

respecting your classmates as they learned
today, third graders! As you finish your Math
Journal work and go through your Home Link
related to this section, make sure you are
noticing that the word difference is a great hint
that you will be subtrating to solve the problem.
For now, lets stack the SRBs on the back table
and put our Math Journals away.

A reminder of todays
math language reinforces
the translation of
difference to I need to
subtract. Having closing
instructions aids in making
a smooth transition to the
next part of the day.