Kajsa Thompson

Math Methods
Ebby
Fall 2011

Term III Assignment Ior Math
Scheduled to teach- 11/16/11

Core Decisions oI Lesson Design-

What-
Unit 1 oI the Investigations curriculum Ior third grade covered adding two digit
numbers. A major Iocus oI the unit was using two digit numbers that added up to 100.
This required students to draw on their understanding oI place value as well as part-whole
relationships within the base 10 system oI numbers. There was a group oI students in my
class who struggled with Iinding pairs oI two digit numbers that added up to 100 during
this unit. I spent time working with them to develop the skill but many oI the students
seemed to continue to struggle with developing this skill. We have just begun Unit 3 oI
the Investigation curriculum, which deals with adding three digit numbers that add up to
1,000. This unit builds a great deal on the knowledge and skills developed in Unit 1 oI
the curriculum, particularly drawing on students to use their knowledge oI pairs oI
numbers that make 100. In collaboration with my mentor teacher, we have identiIied a
group oI students who had trouble with this concept during Unit 1 and are targeting them
Ior extra support to continue to work with them to master the skill oI adding pairs that
make 100. Mastery oI this skill is essential Ior Unit 3, which requires students to add
pairs oI three digit numbers to get 1,000. This is due to the Iact that when adding three
digit numbers students will Iocus on adding the hundreds place values and not realize that
the ten`s and one`s digits may in Iact add up to 100 as well. ThereIore, a mastery oI
adding two digit numbers that equal 100 will be beneIicial Ior students to successIully
add pairs oI three digit numbers to 1,000. I will be working with this identiIied group oI
students to continue to develop their skill oI adding pairs oI numbers to 100 as well as
continuing to develop their understanding oI place value, and part-whole relationship in
the base 10 number system.

How-
This lesson will be taught using a variety oI teaching methods and strategies. First
the task will be based around the goal oI building students` understanding oI adding pairs
oI numbers that equal 100 and applying this knowledge to adding pairs oI three digit
numbers to 1,000. This will be done through a progression oI problems that requires
students to build on their previous work. To address the dimension oI discourse this
lesson will be taught with an emphasis on cooperative learning and allowing students to
work together and discuss their thinking and logic with each other and the teacher. The
discussion, which will be Iacilitated by the teacher through the use oI various talk moves,
will require the students to explain and justiIy their work to their peers and the teacher.
This lesson will have a strong emphasis on tools to continue to develop this group oI
students understanding oI the concepts oI place value and part-whole relationships in the
Comment |C1]: what do they need to be able to
do in order to add pairs oI numbers to make 100?
What strategies do you want to see and/or
emphasize?
base 10 number system. The students will be provided with concrete materials such as
manipulatives, 100`s charts, paper and pencil, and whiteboards. As we have discussed in
our methods course, to help students develop their understanding oI addition, place value
and base 10, students need to be able to directly model the problem to be able to progress
to doing these types oI problems through the use oI counting strategies and then through
numerical reasoning. ThereIore, providing students with tools that will help them model
the problems is essential Ior developing these mathematical skills. Finally, through the
collaborative nature oI this lesson I will try to establish norms that make each student Ieel
comIortable with sharing their logic as well as establish norms about the ways the
provided material can be used throughout the lesson.

Why-
I chose to teach a lesson on developing understanding oI pairs oI numbers that
add to 100 because I realized that some students were still struggling with this skill that is
essential Ior success in Unit III oI Investigations which requires students to add pairs oI
three digit numbers to 1,000. I wanted to strengthen this targeted group oI students with
additional support to develop this necessary skill to set them up to succeed in Unit III. In
addition, the ability to add and subtract within 1000 is a skill Iound in the Common Core
Standards Ior mathematics in grade three. The CCSS states that in grade three under the
domain oI Number & Operations in Base 10, students should 'Fluently add and subtract
within 1000 using strategies and algorithms based on place value, properties or
operations, and/or the relationship between addition and subtraction. ThereIore, teaching
a lesson on mastering the skill oI adding numbers to 100 and 1,000 aligns with the CCSS
Ior third grade.
The pedagogical Iocus Ior my math lesson will be to Iacilitate mathematical
discussion which relates to my overarching Term III question oI the impact that diIIerent
group strategies has on student discussion and what role the teacher plays in each
situation. I have chosen to use a low-ability group Ior this lesson because they would
greatly beneIit Irom an additional lesson to support the Ioundational skills that are needed
Ior Unit III oI Investigations. I typically work with a low-ability group during math and I
have noticed that there is not much mathematical discussion t but rather more teacher-
centered talk. ThereIore, I decided to Iocus my math lesson on seeing how to promote
mathematical discussion with a group oI low-ability students and I am interested in
seeing what role I as the teacher have to play Ior discussion to occur.












Comment |C2]: Note that this reIers to solving
contextual or word problems
Comment |C3]: I think what you are getting at is
that the tools will help them Iocus on important
relationships such as the relationship between tens
and ones, place value, and landmarks.
Lesson Plan-
rade- Third
Time- 45-60 minutes
Teaching- 11/16/11

oals/Objectives-
O Students will be able to add pairs oI two digit numbers that make 100
O Students will be able to apply the knowledge oI adding two digit numbers that
make 100 to adding pairs oI three digit numbers to make 1,000
O Students will be able to explain and justiIy their logic and reasoning to the group

Standards (and Assessment Anchors, iI applicable)-
O Common Core State Standards
4 3.NBT.2- F. Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties oI operations, and/or the
relationship between addition and subtraction

Materials and preparation-
O !oster with problems
O Copies oI worksheet Ior each student (4), attached at the bottom oI lesson plan
(adapted Irom Investigation Curriculum Student Activity Book, Unit 3, pg. 9)
O 5 clipboards
O 5 white boards
O 5 dry erase markers
O !encils
O Manipulatives- 100`s block, 10 block and unit blocks
O 100`s chart
O ray workbook

Classroom arrangement and management issues-
O This lesson will take place in room 113 at !enn Alexander using the round table
that is in the room. I have chosen this arrangement because the round table will
hopeIully help to promote discussion because students will be able to look at each
other more easily than iI they were sitting in their traditional desks.
O I will provide the material the students need. I will Iirst pass out the copies oI the
worksheet, pencils and the dry erase boards. I will then place the various
manipulatives and other resources in the center oI the table so all oI the students
can easily access the materials they need.
O The major management concern that I have is that students may get Irustrated iI
they are having diIIiculty with the work they are doing. Since I am only working
with Iour students I will be able to closely attend the individual needs oI the
students I am working with and provide them with the additional support they
may need throughout the lesson.
!lan-
O Introduction- (5 minutes)
Comment |C4]: ou should also list the
appropriate !A Assessment anchors here Ior gr. 3
4 #emind students oI the game we played during the Iirst month oI school
called 'Close to 100 and Iacilitate a discussion oI what we did during that
game
4 This will lead into a transition oI what we will be doing today with
working with pairs oI numbers that add up to 100 and then pairs oI three
digit numbers that add up to 1,000
O Work and Explore (30-45 minutes)
4 Direct Instruction/uided Instruction !airs That Make 100 Worksheet
Work together to Iigure out how to do the Iirst two problems.
Make sure to show how to use the various manipulatives provided
to be able to show how I solved the problem. Each student will be
provided with a worksheet which I will have reprinted onto a
larger poster version that I will write on that everyone can see
Emphasize that I am concerned more with the process and tools
they are using than the actual answers
4 Independent !ractice !airs That Make 100 Worksheet
AIter working together the students will work independently to
complete the Iirst section oI the worksheet
ive me the opportunity to circle around and help students
individually iI they need it
4 Discussion
AIter students complete the !airs That Make 1000 worksheet we
will go through the worksheet together and I will ask the students
not only the answer but use various talk moves to get them to
explain their reasoning. In addition, I will allow Ior students to
respond to each other as they are explaining and not have to wait
Ior me to allow them to talk to one another.
Once we have completed the !airs That Make 100 worksheet, I
will assess iI we need to continue working on this skill or iI we are
able to move onto the next portion oI the worksheet.
II we are NOT ready, we will do a Iew more problems together as
a group to continue to work on the skill
II we are ready, we will move onto the !airs That Make 1000
worksheet where they will have to apply their knowledge oI two
digit pairs that equal 100 to adding three digit pairs that equal
1,000
Throughout the discussion I will be implementing various talk
moves including
O #evoicing
O Asking students to restate someone else`s reasoning
O Asking students to apply their own reasoning to someone`s
else`s reasoning
O !rompting students to Iurther participate
O Using wait time
4 Direct Instruction/uided Instruction !airs That Make 1000
Comment |CS]: ou might also have them list
pairs oI multiples oI ten that make 100 (10 90, 20
80, etc.)
Comment |C6]: This is really part oI the
lessonIntroduction
Comment |C7]: OK, so what strategies do you
expect they might use? e.g., counting up Irom one
number to 100 by tens and ones, adding the tens
places and then the ones places, etc.
Comment |C8]: and these are base 10 blocks and
100 charts?
Comment |C3]: well, you do want them to get
the right answers, but you want them to be able to
explain and justiIy how they know it equals 100
Comment |C10]: Now this is your debrieI/wrap
up
Comment |C11]: This seems like a big jump,
especially iI they are just beginning to learn about
1000 in unit 3
Since this is a new concept, I plan Ior these problems to be done
together as a group with all oI the students discussing their ideas
Use leading questions to get students to see the connection
between what we did in the Iirst part oI the worksheet with second
and how we can use what we did in the Iirst part to help with the
second part
Throughout the discussion I will be implementing various talk
moves including
O #evoicing
O Asking students to restate someone else`s reasoning
O Asking students to apply their own reasoning to someone`s
else`s reasoning
O !rompting students to Iurther participate
4 Independent !ractice !airs That Make 1000
II time allows students will be given time to do problems on their
own Iollowed by a discussion oI their explanations and answers
O DebrieI and Wrap-Up (10 minutes)
4 We will conclude the lesson by constructing a list oI reminders and tips
together through discussion Ior how to add pairs oI two digit numbers to
100 as well as how to use this inIormation to add three-digit numbers to
get 1,000
4 This list will be written on a piece oI chart paper Ior all the students to see
4 I will make a copy oI the list oI reminders and tips Ior each child to put
into their math Iolders Ior them to reIer to throughout their work in Unit 3
Assessment-









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Comment |C12]: what speciIically is the
connection that you want them to see?
Comment |C13]: This dimension can be broken
down Iurther--uses a strategy that is based on place
value understanding, accurately Iinds the total, has
an eIIicient strategy...
Comment |C14]: 1000?





Anticipating students` responses and your possible response-
O Management issues- As mentioned above I do not anticipate any major
management issues however, students could get Irustrated iI they are having
diIIiculty. I plan to deal with this by working one-on-one with the student to help
them overcome their Irustration since we will be in a small group setting I will
have more time to be able to spend with each child.
O #esponse to content oI the lesson- Since I will be working with a small group, I
will be more available to each student to clariIy any conIusion and provide
scaIIolding and support to meet the needs oI the students in the group.

Accommodations-
O Students who Iind the material too challenging- Since I am working only with
Iour children, I will be able to circulate around throughout the listen and work
with students one-on-one when needed to help support their learning.
O Students who Iinish early- II another student has also Iinished early I will have
them pair up and explain their answer to each other while the other students
Iinish. In addition, I will have all oI the students bring their gray work books with
them so iI they Iinish early they can do work out oI their gray books while they
wait.























name________________________ uaLe________________________

alrs 1haL Make 100

ConnecL Lhe palrs of numbers LhaL make 100

30 36

47 70

12 7

64 88

93 33
CompleLe Lhese equaLlons
______________ + 43 100
32 + ______________ 100
17+______________100
______________+ 78100
name________________________ uaLe________________________
alrs 1haL Make 1000
ConnecL Lhe palrs of numbers LhaL make 1000

330 107

347 670

912 433

264 88

893 736
CompleLe Lhese equaLlons
______________ + 443 1000
632 + ______________ 1000
117+______________1000
______________+ 2781000