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Laura Davidson

2/21/17
Professor Strout
ED- 286E
Day: Date:

Subject: Math- Grade 3-

Common Core Standard(s):


CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship
between addition and subtraction.

Objective(s):
Students will be able to add and subtract multi-digit numbers
Students will be able to solve problems using teamwork
Students will be able to create and maintain a budget

Resources/Materials List:
Activity Packet including Planning guide, price list, and supply
catalog
Activity Rubric
Youtube videos: https://www.youtube.com/watch?
v=x6NmXeaehAA and https://www.youtube.com/watch?
v=42mcnZL4bpg
Group Supply List

Procedure:
Day One:
1. To engage students, tell them that they are about to undertake a
project to create a school aquarium. The principal has selected them
to come up with a plan for the new aquarium. He has given the class a
budget of $240 and a week to accomplish this task. They must have a
supply list with prices and a list of fish that would populate the
aquarium. They must also be able to justify their reasons for picking
the supplies and fish, and present a poster of what their aquarium
would look like.
2. Next, show them the two Youtube Videos put together by Animal
Planet and Petco, to give them some background information on
aquariums and fish.
3. Hand out the packets to the students. Go over the Welcome to
the Aquarium page as a class. Make sure to answer all questions that
may arise. Before moving forward, ask the students what the budget is
($240), and how many inches of fish per gallon are allowed in the
aquarium (1 inch of fish per gallon).
4. Remind students that the answer is not complete without a
dollar sign ($).
5. Next, divide the students into groups. Explain that each student
is responsible for filling out their packet to turn in.
6. Once in groups, direct the students to the Planning Guide and
Supply Catalog. This is the point where they begin to work within
their groups to plan.
7. As students are working, the teacher should be circulating
around the room checking that students are on-task and
understanding what is being asked. Teachers can ask questions about
fish and supply choices as students start picking out items. If a group
is stuck in the beginning stages, ask questions like Do you want a
cold water aquarium or a tropical? This will help students focus on
what supplies and fish they will need.
8. With about five minutes of the math block remaining, pause
students and have them head back to their desks. Explain that this
activity will continue into tomorrow. And to see if there are any
questions. To start a discussion, the teacher can ask if there are any
challenges students are facing. Try to let other students help
brainstorm solutions for their classmates, only interjecting when
needed.
Day Two:
1. Have students get immediately into their groups. Inform them
that today they should complete their planning guide and fill out their
group supply list (one per group).
2. During this time, most groups will be adding prices. Teachers
should be circulating making sure that students are performing their
calculations correctly.
3. As groups finish their planning packets, have them get a Supply
and Budget List. Remind them that their handwriting should be neat,
as this could be submitted to the principal and school board.
4. Give a 10 minute warning about 15 minutes before the end of
the class. All groups should be finished with their individual packets
and the group supply list.
5. 5 minutes before math class ends, have students go back to
their desks to discuss their aquariums. Ask for volunteers to tell the
class if they have a cold water or tropical aquarium, the size of their
tank, and the amount of money they used to set it up.
6. Optional extension: Select two students to create a bar graph on
the board for Tropical versus Cold Water tanks as teams discuss what
they did. Also, they can create a line graph to plot what teams spent
on their aquarium.
7. At the end of the class, let the students know that the next step
of the project is creating a poster for their proposed aquarium, which
they will start tomorrow.

Plans for differentiation:


For students who struggle with the order to complete tasks, a
separate instruction sheet can be made with all the steps broken
down.
Students that may have reading comprehension issues may find
it beneficial to highlight important information on the handout such as
the budget and types of fish.
Strategic grouping of students, instead of allowing students to
pick their own groups can help lower achieving students, or students
with difficulty in math succeed at this task.

Assessment:
There is a rubric for this project. The rubric covers the entire unit, including
the final presentation. Assessment will also be done as the teacher circulates
through the room while students work on their projects.

Plans for accommodation/modification:


Prices can be modified for students with lower abilities in
mathematics.
The writing portions can be modified to shorter passages or done
on a computer for students with special needs.

Whats next?
This lesson is the first in a multi-day mathematics project that integrates
science and literacy with mathematics. The second step to this project is
creating a labeled posted with what would be in the aquarium. The following
step would be presenting their proposal for the aquarium, explaining their
decisions, and why their aquarium should be picked for the school. This
covers literacy standards of Speaking and Listening.

STUDENT TEACHER LESSON PLAN FORMAT