Whole Group Teaching

Lizzie Doster
Student Teaching Lesson Plan Template- Plan 3
(Indirect Instruction / Discovery Learning)
Subject: Adding and subtracting based on place Central Focus: The purpose of this lesson is
value to build upon the students background
knowledge of place value. The students will
learn several strategies for adding and
subtracting while focusing on the different
place values. Students should show
conceptual understanding with using place
value and get 4/5 correct on the worksheet.
Essential Standards/Common Core Objective: Date taught: 2/23/17
NBT.3.2- 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.
Daily Lesson Objective-
Performance: - Students will explore place value within 1000 and be able to explain their place
value knowledge to adding and subtracting numbers.

Conditions: Independently

Criteria: Students are expected to learn 4 out of 5 points on the worksheet

Activity Description of Activities and Setting Time

1. Engage Teacher brings the students to the carpet for the reading. Students will
watch the youtube book being read called Centipedes 100 Shoes.
Starting video at 0:42. 4 min

https://www.youtube.com/watch?v=EsCElWTJirY

-What went on in the book that relates to place value?

-How many shoes did the centipede end up having and socks?
2. Explore Teacher will introduce the make a sum game. Using the Wheel
Decide students will come up to press the wheel to choose a digit.
Each student will draw a game board on a sheet of paper.

The objective of the game is to place digits in the blanks to find the 10 min
largest/smallest possible sum. The teacher spins the spinner and
announces the resulting digit. Each student writes the digit in one
space on his/her game board. This process is continued until the wheel
has been spun 6 times. Once a number is written in a blank, it cannot
be moved. Points are awarded to students who arrive at the
largest/smallest sums.

If the first spin is a 9, where would you place it? Why?

If the first spin is a 1, where would you place it? Why?
What is the general rule you can use to achieve the greatest possible
 sum?
How would this rule change if you want to find the smallest possible
sum? Turn and talk to your neighbor
3. Explain Teacher goes over how to make numbers into expanded notation. To
add 289 + 376 you can change the numbers to
200+80+9+300+70+6= Then the teacher shows on the board how to 15 min
add and subtract using a number line. One student goes up to the
board to show the other students how to use the number line when
adding the same numbers used for the expanded form. If extra time,
teacher will go over the European algorithm strategy giving the
students several options for solving addition and subtraction
problems.

-If I have 289, how am I going to change it to expanded form?

-Why is this important? Turn and talk to your partner.
4. Elaborate/ The teacher will model how to play the guess my number game.
Extend Teacher will say Get out a piece of paper and write the number down
that I am explaining. Try to guess the whole number that I am
thinking of. There is a 2 in the tens place, 1 in the thousands place, 0 15 min
in the hundreds place, and a 5 in the ones place. Whats my number?
(1,025) Now it will be the students turn. The teacher will choose one
person to describe a number like the teacher had modeled to the whole
class and the other students must try to guess the number. Do this at
least 2 times or more if time allots.

After the game the students will receive the worksheet and work
independently at their desk.

-If there is a 2 in the tens place, 1 in the thousands place, 0 in the

hundreds place, and a 5 in the ones place what is my number?
5. Evaluate Formative: Checked through questions and observations
(Assessment
methods) Summative: 4 out of 5 parts on the worksheet assessment
Materials/Technology: White board, white board markers, Wheel Decide website, Motivation Math
Worksheet page 67, Motivational Math Level 3 (Used throughout the lesson for lesson ideas) ,
powerpoint, https://www.youtube.com/watch?v=EsCElWTJirY
Reflection on lesson:
What was the evidence that students learned?
The evidence that the students learned was the worksheet given out at the end and also the continued
questions asked throughout the lesson. Most of the students got the 1st and 4 th problem correct so that
showed me that what we went over in class was understood and learned.

How does students performance influence what you will do in the next lesson?
After the students had finished the worksheet I realized that even though I got the worksheet from a book
with most of these lesson ideas, that what I taught didnt completely help the students answer these
questions. Many were confused, but several surprised me and did really well with the worksheet. For the
next lesson I would go over the worksheet and teach some of the things that I did not cover that were in
the worksheet.