EDUC 420A: ELEMENTARY FIELD EXPERIENCE III

LESSON PLAN
Subject/topic: Math - Commutative Property of Addition Grade/class: 3rd, Mrs.
Ciccarelli Time/period: 8:20 Lesson Date: 28 October 2016
SOL: 3.20 The student will a) investigate the identity and the commutative properties for
addition and multiplication; and b) identify examples of the identity and commutative
properties for addition and multiplication.
Content outline: The essential knowledge that will be reviewed is the ability to use
problem solving, mathematical communication, mathematical reasoning, connections,
and representations to recognize the commutative property of addition. The students
should know that changing the order of the addends does not change the sum of the
problem. The students should be able to write their own numerical sentences that
represent these equivalent mathematical relationships.
Rationale: It is important for students to understand this concept because it will be a
foundational piece of knowledge for the future of their math curriculum. Math problems
will continue to build off of this understanding. This fundamental concept will set them
up for further success in math they need to learn later on.
Objective(s) of the lesson: The student will be able to recognize that any given problem
to them is the commutative property. The student will be able to create their own
commutative property of addition problem and explain it to peers and the teacher.
Lesson Opening: Teacher will draw on the board a set of squares that are grouped into
various numbers. For example, one group of 2 plus one group of 3. Written on the board
these would be equal to 5. Below it would be a group a group of 3 plus the group of 2 and
set equal to five. Teacher will ask students what is being shown here. They already have a
very strong ability with this concept so their background knowledge will help them to all
understand what is about to be reviewed.
Connection: The lesson will be working of of the students previous knowledge of this
subject. This lesson will also help the students to understand the whole concept of
properties as a contrast to the commutative property of addition.
Instructional Strategies/Processes:
(5 minutes) Teacher will draw the shapes on the board that represent the
commutative property of addition. The teacher will ask what property of addition
is being shown (call on one student to answer). Then the teacher will have each
student use a mini whiteboard at their desk and a dry erase marker to create a
commutative property of addition problem using 3 numbers on each side. After
each student has had ample time to answer they teacher will ask all students to
show their boards.
(15 minutes) The majority of this lesson will be playing the game I have, who
has. Each student will be given a card with a saying such as I have 3+4 who has
another way to add 9+8. The first student will read their card and write their I

have problem up on the board. The student that has the corresponding card will
then come and write their version of the problem on the board next to the other
and then write their next I have underneath the keep the process continued for
the next student. Once the chain in done then all students will have gone and had
the chance to show their work on the board.
(10 minutes) Students will be given the Commutative Property of Addition and
Fact Family Worksheet. The students will quickly fill this out just as an easy way
to wrap up their full understanding of the commutative property and how it ties
into fact families.

Products: From the in class game the students will exhibit their knowledge verbally and
with their written answers on the board. They will also have the worksheet to turn in at
the end. It is also an option for the student to keep or get back their worksheet so that they
are able to reference it in the future.
Assessment: The majority of assessment will be done by the teacher throughout the
lesson during class. The teacher will be observing student level of understanding and
helping students as needed in this way. The worksheet will be a more tangible piece of
assessment as each student has to fill one out.
Closure: Teacher will call on a student to ask them what they know about the
commutative property of addition. The teacher will then call on another student to ask for
an example of the property. After each question the teacher will ask the rest of the class
for a thumbs up or thumbs down for the response.
Homework: No homework will be assigned.
Differentiation: Because all students learn differently, this lesson has a method for a
large variety of learner types. The lesson incorporates large group and individual work
so that each child has the ability to work and learn in a setting that is comfortable to
them. Furthermore, there will be time throughout the entire lesson for the teacher to
roam around the classroom and address any individual needs.

Materials/Equipment:
Mini Whiteboards and dry erase markers
I have, who has cards
Fact family and commutative property of addition worksheet
Pencils for each student
POST LESSON REFLECTION:
Although this lesson wasnt truly a full lesson I still had a lot of fun with the class! This
was the day of their school Halloween musical performance which was done in the time
of our class period. I knew going into the lesson that I would not have the full time,
which is why I only planned on a small review lesson; but I ended up having significantly
less time than planned. We got back into class with about 20 minutes left, leaving me
with about 15 to play the I have, who has with the class. We ended up having the

perfect amount of time to play this game, which worked out well. From the game I
learned that they are pretty confident in their abilities with the commutative property of
addition. They were able to quickly get through the game with only a few hiccups. It was
really beautiful to see the students helping out one another when there was a pause in the
game, rather than getting frustrated. The students all acted very well and I had no
complaints or issues with their behaviors in any way. There were a couple things that I
still think could have gone better. The first was that I tried making it a little more fun, but
I think the students were tired from the dancing and singing. Because I knew that there
was such limited time I tried making it fun for them instead by having them make their
favorite monster noise when it was their turn. However, I could tell they were all pretty
worn out and after the first few the noises started to wear down. I of course could not be
mad at this, I was happy to see that they were focused! I just hope it was at least a little
fun for them since it was only a review game. One last thing that I think could have gone
a little better was breaking it into smaller sections. With 23 kids in the class it gave a lot
of sitting time for the students who were not actively involved with the sequence. I now
know that they do like the game, I just think it would be much more beneficial in smaller
groups so the students have to stay focused for the whole time.

I have
4 + 12

I have
18 + 24

I have
32 + 56

Who has another

way to add
24 + 18

Who has another

way to add
56 + 32

Who has anothe

way to add
14 +12

I have
12 + 14

I have
6 + 43

I have
23 + 34

Who has another

way to add
43 + 6

Who has another

way to add
34 +23

Who has anothe

way to add
82 + 5

I have
5 + 82

I have
72 + 17

I have
21 + 43

Who has another

way to add
17 + 72

Who has another

way to add
43 + 21

Who has anothe

way to add
62 + 4

I have
4 + 62

I have
54 + 1

I have
32 + 82

Who has another

way to add
1 + 54

Who has another

way to add
82 + 32

Who has anothe

way to add
9 + 37

I have
37 + 9

I have
23 + 43

I have
18 + 72

Who has another

way to add
43 + 23

Who has another

way to add
72 + 18

Who has anothe

way to add
63 + 2

I have
2 + 63

I have
32 + 112

I have
83 + 5

Who has another

way to add
112 + 32

Who has another

way to add
5 + 83

Who has anothe

way to ad
40 + 2

I have
2 + 40

I have
25 + 3

I have
34 + 55

Who has another

way to add
3 + 25

Who has another

way to add
55 + 34

Who has anothe

way to add
27 + 17

I have
17 + 27

I have
23 + 76

I have
17 + 16

Who has another

way to add
76 + 23

Who has another

way to add
16 + 17

Who has anothe

way to add
12 + 4