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## Subject / Content area: Math

Unit of Study: Adding and Subtracting 3-digit numbers, money, place value, & time
Lesson Title: Math BINGO

## Central Focus for the learning segment: Review Math Center

Content Standard(s): NYS CCLS or Content Standards (List the number and text of the
standard. If only a portion of a standard is being addressed, then only list the relevant
part[s].)

MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies,
using \$ and ¢ symbols appropriately

MGSE2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word
problems

Learning Objectives associated with the content standards: Students will be able to solve
multiple 3-digit addition and subtraction problems. They will also be able to conclude the
value of money and time representation. The students will solve for the answer of the given
problem, and then mark that solution on their game board with a chip. The goal is for the
students to mark four correct answers in a row on their game boards.

Instructional Resources and Materials to engage students in learning: Students will use
game boards and chips to indicate the answers they have found and to illustrate how close
they are to solving 4 correct answers in a row. The students will have white boards and
markers available for them to show their work and model the problem.

Instructional Strategies and Learning Tasks that support diverse student needs. (Include
what you and students will be doing.):
This may be a whole class or small group activity. Teacher will begin by reminding the
students that this game will review the types of problems they already know how to solve.
She/he will give each students a BINGO game board. There are 7 different game board set-
ups with differing and similar answers. Game board set-ups may be repeated, so students
may have the same board. The teacher will then tell the students that the numbers on their
game boards are the ANSWERS to the problems they will solve. Next, the instructor will
pass out white boards and markers for the students to work their problems on. She/he will
also give each student a handful of chips. The teacher will then explain the object of the
game. Students will be told and shown a problem on the teacher’s white board. They will
then individually solve for the answer of that problem. If the student sees the answer to the
given problem on his/her game board, they can mark that number with a chip. The goal is
for them to get four chips in a row and shout “BINGO” when they do. They can have a row
going straight across, up and down, or diagonal. The teacher will then choose one of the
problems from the given list and tell it to the students, as well as write it on his/her white
board. It is best if the teacher randomly chooses a problem from the list and marks the ones
that have already been said. Once the students have had a chance to solve the problem,
the teacher will call on one student and ask him/her to share how they worked the problem
out. The teacher will observe each of the students’ answers and double-check that they
correctly marked their game boards. Play will continue until someone gets 4 in a row, or
BINGO! The students are not required to clear their game boards after someone has won.
Teacher will continue calling out problems and students will solve and share their solving
process until all problems on teacher’s list have been called.

Differentiation and planned universal supports: Manipulatives and teacher support will
be provided.

## Type of Student Assessments and what is being assessed:

 Informal Assessment: Teacher will review the students’ work on their white boards
after solving each problem. Students will also describe how they discovered their
answers to the group. The instructor will also record which students mark incorrect
answers on their game board and get incorrect answers when working out the
problems.
 Formal Assessment: N/A
Evaluation Criteria: Students will be evaluated by the number of correct answers found
when solving addition and subtraction problems. The teacher will also notice if students
mark incorrect spots on their game boards. Students should be able to correctly answer
85% of given problems.

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