ISTC 301 Practical Teaching Lesson Plan

Teachers Names: Jennifer Eckley, Taylor Staton, and Kelly Murphy

Date:1/13/2015
Grade Level: 3
Subject Areas: Math Content
Learning Objective(s):
The students will be able to solve an addition problem using assigned number values and round
the sum to the nearest 10.
Standards: Include Common Core and ISTE.NETS for Students
Identify the Common Core Domain: CCSS.Math.Content.3.NBT.A.1

Identify the Common Core Standard(s): Use place value understanding and properties of
operations to perform multi-digit arithmetic.
Cluster: Use place value understanding to round whole numbers to the nearest 10 or 100.

Assessments:
Activity on the promethean board in small groups to assess the students knowledge of
solving addition problems and rounding to the nearest 10.
Individual worksheets that evaluate the students knowledge of solving addition problems
and rounding to the nearest 10.
Teaching Materials:
100s chart
Skip counting by 10s chart
Activinspire (group assessments)
Worksheets (Individual assessments)
Pencils
Scratch paper
Computer
ActivBoard
Key for letters a-z

Identify the specific technologies you/your students will use to enhance this lesson.
o ActivInspire software/download

Anticipatory Set: This is the hook of the lesson.

State the objective to the students

As a whole group, skip count by 10s up to 100, starting at 0. Skip count backwards by
10s from 100 to 0.
Using white boards, students will write an answer (hold it up to show the teacher) to a
given problem by adding numbers and rounding to the nearest 10.
Demonstrate the planned group activity by writing the word snowman on the board.
Using assigned values a-e (1) f-j (2) k-o(3) p-t(4) v-z(5)
Find the sum of the numbers, 4+3+3+5+3+1+3= 22. Then round to the nearest 10, which
is 20.

Procedure: These procedures should be clear and descriptive enough so that another teacher
could deliver this lesson.
Divide the class into predetermined (mixed IEPs, and special consideration students)
small groups of 5. Have groups sit at assigned tables by table number.
Walk around to each group and have a member of the group reach in to a hat and pull out
a word.
Give each group a 100s chart and a chart showing skip counting from 0-100 as well as a
key for their letters.
Allow each group time (10 minutes) using an egg timer to add the numbers in their given
word. Groups may use their charts, pencils and scratch paper.
Walk around to groups and check for understanding. Check the groups answers and offer
assistance as needed.
When the timer rings, call groups by table number to the ActivBoard to present their
word equation.
Other groups will watch each group present their problem.
Groups will then return to their seats for an individual worksheet assessment that is
similar to the group practice.
Students will turn in their worksheets as completed and read a book until dismissed.
TPACK:
We chose to use cooperative learning as the main pedagogical approach in our lesson, therefore
the ActivBoard was chosen as a tool for all students to use. Students that do not like to speak in
front of the class will feel more comfortable showing what they know instead of explaining what

they know. Students with visual impairments have their modifications met through large text and
the activity also engages both auditory and visual learners.

UDL Implementation: Provide specific examples of components in this lesson plan (most likely
part of your procedures) that address the following:

Multiple Means of Representation:

Provide auditory, written, and visual display of information.
Provide explanation of mathematical language and symbols
Promote cross-linguistic understanding by matching letters and numbers
Use background knowledge of addition and the alphabet
Show relationships between letters and number values

Multiple Means of Engagement:

Give students a means of choosing a random word
Show relation of addition to the real world (When would you need to add numbers or
values?)
Reduce threats or distractions by keeping the groups active and engaged in sharing their
work with the class.
Modify words as needed to meet the needs of the learner
Do not time the individual activity to reduce stress
Maintain a quiet classroom and seat students according to distractibility (as needed).

Multiple Means of Action and Expression:

Speaking response
Physical response
Provide charts and a key
Allow manipulatives and paper and pencil for calculations
Monitor progress by checking-in with students and assessing both group and individual
work.

Closure: This is the act of reviewing and clarifying the key points of the lesson.
What will you say or do to bring this lesson to an appropriate conclusion?