Manroocha Singh

11/13/2018
Term 3 Draft

Part 1: “The What”

Lesson goals
● To quickly work on subtracting numbers from a base of 10
● To learn what a budget is and how it applies to the real world
● How repeated addition, repeated subtraction, multiplication and division
● Dividing a starting number into groups that may or may not be equal! Utilizing different factors
of a base number to help with splitting that number up

My main goal for this lesson is to teach students about what it means to have a budget, or a set
amount of money available to spend. This financial context is really important because I think getting
students started early about becoming comfortable with money and what expenses are needed to make a
classroom function, and how one with a budget has control over where that money goes. (Here I
removed the goal to distinguish between crucial expenses(rent) and disposable income with the
toys.) I’m hoping that I can focus my launch on creating a strong, base knowledge about finances that
students can use to inform their decisions in the lesson and beyond. I also want them to be primed and
ready to explore during the explore part of the lesson.
For the first part of the lesson (during the launch), I want students to focus on what a budget is
and why it’s important to have one. What limitations may a budget present, and how one starting budget
could be used in a variety of ways. Not only could this lesson provide financial context, but it can also
provide insight on how a classroom is built and what the process is like for purchasing materials. (Here
the launch was changed to focus on simply what a budget is-I removed the subtraction problem and
the other financial components I had included in my draft. I intend for this launch to be much more
like a discussion rather than solving a problem.)
The second part of the lesson (the explore) is focused on using the money ($60) to spend it on
whatever materials they want for their classroom. The only limit they have is that they can’t exceed
their limit of $60, but they have full control over what toys they want to buy. I want to emphasize in
my launch of this section that it’s important they can explain why they’re selection of toys works. I’m
hoping students here will use repeated addition, repeated subtraction or multiplication to show how the
$60 is broken into different toys. The goal of this part would be to practice explaining our math and
proving our argument. “Why can we afford 40 Lulu dolls? Show me mathematical evidence or talk
me through your process.” “Is there another way we can use this budget? How?” I’m also excited to
see how the students react to being able to split this base number of $60. There have been some
questions like this in the textbook, but mostly students got very confused. I think the visual aspect
of this specific problem and the ability to work with other students would help in making this
problem more accessible .This context is also a lot more realistic than most multiplication problems
that only present consistent price (i.e you have $50, how many $5 pencils could you buy?) This
problem presents a much more realistic context that would be helpful to introduce to students at
this point. (This was included to illicit more higher-order thinking, make it more appropriate for
this age group, and help provide a basis for my discussion.)

Common Core Standards/PA Core Standards:

(Removed the standard for launch since launch shifted to a discussion rather than a subtraction
problem.)

1) DURING THE EXPLORE

CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using
strategies based on place value and properties of operations.

CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with
a symbol for the unknown number to represent the problem.1

PA Core Standards and Eligible Content (3rd Grade):

M03.A-T.1.1.2 Add two- and three-digit whole numbers (limit sums from 100 through 1,000) and/or
subtract two- and three-digit numbers

CC.2.2.3.A.1 Represent and solve problems involving multiplication and division. M03.B-O.1.1.1
M03.B-O.1.1.2 M03.B-O.1.2.1 M03.B-O.1.2.2

CC.2.2.3.A.3 Demonstrate multiplication and division fluency.

Basic Outline of Task:
Much more details are provided in the lesson plan below!

Goal is to do this lesson on 11/26

LAUNCH
● Each of you has saved up $60 in your budget and you need to build a classroom! What’s a
budget? How does it work?
● Now, you have think about spending it.
● Fake money and different denominators

(As noted earlier, change from original problem to support a discussion and introduce the tools
they could use as they worked on the problem!)
EXPLORE

Question 2) With the money you have, what materials do you want to build your classroom?
REMEMBER: You have $60 to spend!

Lulu Dolls Branded Notebooks: $5 each

Beyblade Textbooks: $10 each
Cool Down Slime: $4 each
Fun Pencils: $1 each

(Added one more item, contextualized the task to be that they are all teachers setting up a
classroom, just like Ms. Wraith did at the beginning of the year.)

DISCUSS:
● Different strategies students used?
● How to check their work?
● How to represent these strategies
● What was helpful? What was distracting?

Like I mentioned earlier, I think working with students within this financial context early on is
important. Understanding how a budget works, where more of the money tends to go, and dividing up
what’s left is a very practical and realistic context. Also, while most of what they’ve been working on is
equal groups, I hope that this activity can reiterate what some of the word problems have been saying in
that we don’t always split our starting number into equal groups! We can, and it’s very useful to know
how, but it’s also important to know how to split that starting value based on the prices we’re working
with.
Unpacking the Mathematics

Students have been working on multiplication/division of single digit numbers in math, and have
been thinking about how to add and subtract two digit numbers during number talks, as stated before. I
think both of these instructional contexts will serve them well when it comes to working through both
parts of this problem. Students have also had exposure to different mathematical models, like open
number lines for subtraction and addition as well as models for multiplication much like the ones we have
talked about in class. They’ve also been using and seeing a lot of visual arrays, much like the Equal
Groups in an Array model seen in Early Transitional Strategies, and have been practicing identifying what
each of the dimensions means mathematically (why do we have 4 rows? Why 5 columns? How many in
total?)
For our explore, since the basis of the problem is about breaking down 60 into different sized
groups, I’m thinking their work will model a lot of the diagrams we used to teach multiplication over the
past month. I’m expecting some repeated addition or some repeated subtraction in both the OGAP
Multiplicative Framework and OGAP Division Framework, depending on whether students decide to
work with one material and build up to the $60 (multiplication), or split the $60 into groups from the start
(if equal groups, then we have partitive division.) My hope is to also think about how to connect students’
thinking to focus more on Early Transitional strategies: I’ve seen a lot of them use repeated subtraction to
help with division problems, but like Hulbert says “The focus at the Transitional level is to bridge
students from additive strategies and reasoning(e.g. , counting by ones, counting by equal groups)to
procedural fluency.” I want to spend my discussion doing exactly this: bridging student strategies together
to highlight these connections and development in mathematical thinking.
It would also be interesting to see what sort of additive or subtractive strategies students use if
they decide to opt for those. I could see arrays being very helpful with students visualizing $1 as $1 bill,
and also for making the groups more clearer in a large number like $60. I don’t expect a lot of number
lines, but I would be interested to see if students opt for blocked number lines (like what we saw in
the number talk), especially with the multiples of 10 as students have been exposed to both blocked
number lines and using jumps of 10 in breaking down two-digit numbers.
Aside from instructional content in 3rd grade, students have also been exposed to early financial
work in 1st grade, were there they learn different values of coins and how to form the same value using
different combinations. They also have exposure to playing with fake money during choice time, and I’ve
seen a lot of students sift through and play with different bills.

Specifically, student need to know that…

● 60 is their base number that they’re working with here. $60 is what we have to build our
classroom.
● When they buy one toy, their working amount changes. For example, if they decide to buy one
Lulu Doll notebook, they only have $55 left to spend on toys.
● Each toy has a different price (I may use visual props to help with this!)
Anticipated Student Strategies:
(changed this whole section from original to match new problem!)

Student Strategies Representations

Using Unit of 1 and
splitting into groups
Unitizing with groups of
4 or 5
Using known division or
multiplication facts to
represent solutions
(Multiplicative)

Repeated Subtraction or
Addition (Early
Additive)
Anticipated Confusions:
● Confuse different prices for different toys: can redirect to the props to remind student how much
each toy is
● Computational confusion: what operation to use. Here I’ll redirect to what they’re trying to
accomplish. What are you trying to buy? Should I use addition or subtraction here? Could I use
multiplication? Let’s test it out!
● How much money do I have left after purchasing one or two materials? Keeping track of how
much money I have SPENT vs. how much money I have LEFT (may introduce organizers to help
students with this depending on how they do at the beginning of the explore.)

Materials Available:
● Fake Money
● Pencil
● Paper
● Markers
● Colored Pencils

I’ve been thinking a lot about how to best frame the use of fake money as a constructive tool, and
not a distraction or a crutch students may fall to. Especially after our lesson on tools in our Methods
Course, I want to be very intentional and transparent in what I expect out of students
Since the majority of the “Explore” phase will be on breaking down the $20 dollars, I want to
make sure I have different denominators of money available for students. Specifically, I want to make
sure I have 40 $1 bills, 10 $5 bills, 5 $10 bills (or somewhere around those numbers.) I purposely don’t
want $20 bills because they won’t lend themselves well to having different sized groups . Having only
these denominators will push students to think about how I can use these bills available to me to help with
the task at hand.
I also want to make sure I present this fake money as not the only tools students may use. As
stated by Hiebert, “Students who use one set of tools may develop somewhat different understandings
than students who use another set of tools.” (1997.) This idea is my ultimate goal for the explore. I want
different students to utilize different tools so that in our discussion, we can talk about the different
understandings they’ve constructed and how their tool supported that idea.
I also think fake money could be a unique, kinesthetic way to model the division of our base
number 60. It’ll be interesting to see what denominators they decide to use when splitting up their money:
will they get lots of $1 (using that 1 as their unit) and then count up to the equal groups, or will they
gravitate towards the bigger denominators (using 5 or 10 as their unit.) I think the latter shows a more
conceptual, multiplicative understanding of 60 as “12 groups of 5” or “6 groups of 10”, rather than seeing
$60 as 60 individual dollar bills (lining up with an Early Transitional Strategy on the Framework.) This
can also be seen in visual/written models students may opt for. Do they draw the 60 individual dollars
(which would indicate an Early Additive strategy on the OGAP Framework)? This also lines up with a
core concept outlined by Dosnot & Folk by Hulbert Petit, where they talk about how “counting by groups
shows evidence of unitizing, or the ability to conceptualize a group of individual things as one group, and
is an important step to developing multiplicative reasoning.” It’ll definitely be interesting to see, and I
hope to be able to show these different models from student work and draw connections between
strategies that utilize these same core concepts.

Preparation/Classroom Arrangement and Management:

● This mini lesson is going to be done on the carpet during a version of math centers we’re
trying out , which will have clip boards, pencils, and bean bags for students to sit on (I will
talk much more about this in the task section of my website, but this change in classroom
setting is very different from the original plan.)
● I’m hoping to arrange the 5 students around the back table so that they can face my white board.
During the launch, they’ll be seated quietly, looking at the whiteboard and there will only be one
voice speaking at a time. No materials needed for the launch
● I’ll have fake money, paper, pencils, colored pencils, and white boards available for them to use.
I’ll go over how I expect each of these to be used during my launch.
● During work time, they are free to move around the carpet BUT not around the classroom.

Part 2: “The Lesson Plan”

LAUNCH: 8-10 MINUTES

1) Bring Students into the Library, assign seats so I can best control talking levels and minimize
distraction/conflict
2) All my visual props and tools are covered with a sheet so students just have to focus on me and the white
board for the launch
3) 2 MINUTES: Go over my behavior expectations for the lesson
a) Today we’re going to be doing a math lesson that is all about money and shopping!
However, the same expectations Ms. Wraith and I have for you during whole-group class
apply here. We need to make sure our listening ears are always on so that we can
understand directions and know what to do next.
b) Also, since we’re in the library corner, we have to remember that we’re sharing this space
with other folks in the school. That’s why it’s important we use quiet voices when working
together or sharing our answers.
c) I also expect quiet hands when asking for help!
d) -Have a student repeat my instructions-
4) 3 MINUTES Launch Problem
a) -Write $60 on the board-
b) Each of you has saved up $60 in your budget! (make sure student know what a budget is, go over
if needed. Give students name cards for them to write their teacher names.
5) 5 MINUTES Begin Launching our Explore
a) Now we get to go shopping! Uncover props, but explicitly tell students that I want to go over the
different tools and toys
b) Write Problem on whiteboard: Welcome Mr. or Ms. _____ to your first year of teaching.
With the money you have in your budget, what materials do you want to get for your
 classroom?
c) REMEMBER: You have $60 to spend! Lulu Dolls Note book: $5 each, New Beyblade
Textbook: $10 each, Cool Down Slime: $4 each, $1 pencils
d) Have a student read out the problem, as I point to each of the visual props that represent each toy
and their money value.
e) Explain the different tools, how they should only be used for math specifically to help with their
understanding of the problem.
f) Sharing is Caring! Please be nice in sharing our materials.
g) Remember, I want to see how you got your answer! So think about how you can show me what
you were thinking in your mind.
h) Questions? Are we ready?

EXPLORE (15 MIN):

● Let’s explore! Independently but you may check in with friends or me for help!
● My plan is to float, make sure tools are being used appropriately and ask prompting questions
● Questions I can ask:
○ What’s your plan? Which materials do you want to buy?
○ How do I make sure I have enough money to buy all these toys?
○ What does this (points to a part of the drawing) represent? How can I better show that?
○ How can I check my work? Is there a different collections of toys I can afford with these $20?
(Extension)
○ Is there a mathematical number sentence that we could write to match up with what you just
told/showed me?
○ Are we using that to help with the math or just for fun? (checking that tools are being used
appropriately)
● What I’m looking for:
○ Different combinations
○ What models students are using
○ How they’re connecting tools they’re using to the math
○ How they’re explaining their work (sentences, visuals only, combination of both)

DISCUSS (10-15 MIN):

Questions I could ask:

● What did you all buy? Remember, if you’re raising your hand,I want to hear what you bought and how
you knew you had enough money to buy it!
● Check for similarities: did anyone else have that combination of toys or something a little bit similar?
● How did you show your work? Is there another way we could have shown that?
● How can we check our work and make sure this all falls under $20?

Basic structure of discussion I want to follow:

Start with 1 student’s explanation→ Gather thoughts on this strategy and representations--?see if other people had
a similar way of representing, have them explain→ continue with that

What I’m looking for:

● Bridging different representations and strategies to show underlying mathematical concepts and modes of
thinking
 ● I will definitely try to display the different combinations we get and tie connections between different
answers. This will be a cool point of exploration for students.
● How to connect numeric sentences or math facts to models we see
● Checking our work: how can we do that in this context? In other contexts?
● Areas of confusion: what was challenging about this task?

Timing chunks:
I want to spend at least 10 minutes on going over different ways students solved the problem, and leave at least 1-2
minutes at the end for me to articulate connections and praises for their collaboration, participation and hard work!

Lesson Plan changes: Norms are difference since location of the task changed
and changed actual task as noted earlier.
Gathering Evidence (Formative Assessment):

What students say:

● I plan on recording the lesson so I don’t have to spend too much time taking notes on actual
discourse and can focus on facilitating the discussion
● Will have small notebook to highlight common phrases and interesting points. I want to analyze
when I study the video later

What students have written/made:

● I plan on taking pictures of their use of tools
● Making copies of all student work (so they can keep part of it)
● Pictures of Set-Up and Launch/Explore/Discussion Phases
● Also will have a note taking sheet that has each student’s name on it and a place for me to write
what strategy they’re using, what visuals they’re drawing, confusions they’re having, etc. I will
tell students that this is just for me to keep track of how people are doing and not an evaluation of
any sort!

Accommodations:

● I plan on having the problem written for students on the board

● Will read out problem multiple times if needed!
● For students who may find it too challenging, I may have them pick one toy and think about how
many of that toy they could buy with $20. “Let’s just pick one toy: which toy do you want the
most? Ok so Lulu Dolls. Let’s ignore everything else and just focus on Lulu Dolls. How many
Lulu Dolls can I buy with $20?”
● As stated earlier, students that finish too early will be asked to come up with different
combinations. “Ok, let’s say I give you 20 more dollars. What’s a different set of toys I could
buy?”
NOTE: Our students have been working on multiplication and division for a while now, and are
beginning to develop fluency with both. Most of their word problems in the past have been dealing with
equal groups, and they’re now just starting to think about separating a base value into different sized
groups. I think this would be an interesting lesson to try out because students here have control over the
size of the groups! I think how they decide to unitize and break apart their 20 will not only give us insight
on their interests, but also on how they feel most comfortable breaking apart bigger numbers. Since each
students will want their own combination of toys, we can spend the discussion part of the lesson talking
about how they’re choice of toy may have impacted the math they used. For example, if a student only
wants Beyblades, they may have jumped to doing 20 divided by 2 = 10, drawing 2 groups of 10,or
showing two 10 dollar bills. However, if a student only wants Lulu dolls, they may have jumped to doing
“20 divided by 5 = 4.”

I’m really excited for your feedback! I don’t mind at all changing up the problem to make it more focused
on equal grouping if that’s what you all think would be more beneficial. I could make the price consistent
between all toys (each toy is $5), or only offer one toy. I think this problem here becomes a lot more open
ended and lends itself to a variety of solutions, explanations and representations.