UMF Unit-Wide Lesson Plan Template

Name: Makayla Frost Program: ECH Course: Student

Teaching
Lesson Topic / Title: Math Day #3

Lesson Date: 10/11/2018 Lesson Length: 65 minutes Grade/Age: Third Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Brain teasers are a way to incorporate

● Each student will come up with at least one
answer for the brain teaser
● Students will participate in “hands on game”
new ways of thinking and new
strategies. While these problems may
be challenging for many students, I feel
that it is important that they attempt
the problem. Often they are about
perspective and strategy, and all
students are capable of solving them.

A learning objective today is for

students to participate in the hands on
activity because it is a chance for them
to practice a new skill independently.
To do this though, they must be
actively engaged and following the
instructions for the game.

Content Standard(s) Instructional Decisions / Reasoning

3.NBT.A.2 Two out of the four groups are

3.NBT.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.
2.NBT.B.5
2.NBT.B.5
Fluently add and subtract within 100 using strategies
based on place value, properties of operations, and/or
the relationship between addition and subtraction.
perfectly in the middle of working with
this standard. One group needs work
with addition and subtraction and one
group appears to understand the
addition, but needs extra support with
the subtraction.
One group just needs a short review to
prove their mastery and then we can
move on to the fourth grade
application.
The lowest group needs to go back and
check in with this same strand but at
the second grade level. They showed
serious concern with this standard and
 it is important to make sure they have
mastered the second grade standard
before moving on.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
● Observation
● Small group work During the brain teaser students write
● At your seat worksheet their answer on a piece of paper and
check it with me. This way I can make a
note of who attempts the problem. This
is one way to assess.

During teacher time I get the chance to

give the students a problem and watch
them solve it up close, making it much
easier to assess their learning.

When students turn in their “at your

seat work” it is another piece of hard
evidence I have to help evaluate their
knowledge and progress around this
standard.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

● ELMO I like to project the brain teaser on the

● Projector board, this way it seems like more of a
● Whiteboard class problem, and also saves paper. To
● Mini whiteboards do this I need the ELMO, projector,
● Computer whiteboard, and my computer.
● Dice
● Place value chart For small group work I need each
● Base ten blocks student to have their own whiteboard
● Worksheet so that I can give them a problem to
● ipad solve and watch them do it out.

Die, place value charts, and base ten

blocks are for the hands on activity.

Worksheets for at your seat work.

Ipad is needed for fact fluency on

Freckle.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
1:30-1:45 As explained above, the brain teaser is
● Project brain teaser an important piece of our math block.
● Give at least 5 minutes for them to work The students have also come to really
independently enjoy them and often ask for a copy to
● Go over brain teaser on the board bring home.

1:45-1:50 Gonoodle is a chance for students to

● Gonoodle get up and dance and move before
being asked to focus for the rest of the
1:50-2:00 block. It
● Number Talk
Number talks are a new piece of math
2:00-2:35 block. This is a time where we will be
● ROTATIONS working with numbers mentally,
○ Math Facts without pencil and paper. It is a time to
■ Ipad- Fact fluency x2 talk about relationships between
○ At Your Seat numbers, and new strategies for
■ Color by number 3 digit addition solving problems in our heads. The
and subtraction worksheet number talks build on one another.
(groups2-4) They come from book that was
■ 2-digit addition/subtraction “assigned” by the instructional coach.
worksheet (group 1)
Stations give me time to differentiate
○ Teacher Time instruction and target each students
■ Group 1​​- Addtion and needs in relation to the standard.
subtraction within 100
(2.NBT.B.5.) Each station is related to our work
■ Group 2​​- Begin with 3-digit towards the standard, and also reaches
addition -- try at least one each level of learner. Students only stay
subtraction problem at stations for about 15 minutes. This is
■ Group 3​​- begin with 2 addition long enough for student to complete
problems and then focus on meaningful work, but also short
3-digit subtraction(especially enough for them to stay focused.
over 00)
■ Group 4​​- Review 3 digit
subtraction. Try 4 digit.
(​CCSS.MATH.CONTENT.4.NBT.B.
4​ Fluently add and subtract
multi-digit whole numbers using
the standard algorithm.)
○ Hands On
■ 3 Digit addition and subtraction
with die and place value charts
● Students will partner up
and have 1 set of 3 die.
Each partner will take a
turn rolling the 3 die
and making a 3 digit
number. After each
partner rolls and the
numbers are written on
their sheet, the students
 need to add the two
numbers and compare
their answers. Base 10
blocks will be provided
as an addition resource
and manipulative.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)

JC- May only need one or two review problems at teacher

time and then he can be sent to work on things in his
gifted and talented folder at his seat.
DS- Be pulled out by resource during math block, also may
come back halfway through.
JC is working on 4th and 5th grade
math work from GT teacher in the
district. He knows what he needs to do
for her, and he can be sent off to work
from his folder. This way he is not
being held back and he can continue to
progress.

DS- Can join in to stations with his

group if he comes back during the
rotation.

Field Courses Only – Post lesson

Reflection

Unfortunately, we did not have enough time to get through all of our rotations. The
brain teaser took longer than planned, because students were doing a great job
sharing their thinking. It is no problem, and we continue the same centers
tomorrow. The only thing I wish I had done differently would be to start working
with my lowest group, but that okay. Once I get through all of the groups I will
hopefully have a chance to go back to that lowest group to give them more support.

Teaching Standards and Rationale

Standard
2(a) Designs, adapts, and delivers instruction to address each student’s diverse
learning strengths and needs and creates opportunities for students to demonstrate
their learning in different ways.
Rationale
Working with small groups at a time, I am giving each student a chance to
demonstrate what they know. I am able to watch them work to identify where there
may be any problems. They are also able to ask me any questions as we work.
They also have three other stations to give them a chance to work with the standard
in different ways. They have a worksheet, hands on, and technology, as well as the
teacher time. This allows for all types of learners to have a place where they can
excel.

Standards
7 (a) Individually and collaboratively selects and creates learning experiences that
are appropriate for curriculum goals and content standards, and are relevant to
learners

9 (h) Understands and knows how to use learner data to analyze practice and
differentiate instruction accordingly.

10 (b) Works with other school professionals to plan and jointly facilitate learning
on how to meet diverse needs of learners

Rationale
Both of these standards are touch on by the implementation of the math stations
and rotations that begin in this part of the unit. I looked at the students pre
assessment, and assessed strengths and weakness as a group and individually. I
took this information and shared the key points with my mentor. Together we
analyzed the results and came up with meaningful rotations. These stations are
focused and appropriate. They are engaging and self directed. All of the stations are
built around the standard and curriculum, and also the data from the students pre
assessment. Together we looked at how we could differentiate the instruction to
meet the needs of even out outliers. This process shows proficiency with all of
these standards.