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LessonPlan

Client:TanikaThompson

Date:07/14/2017

Students who lack place value understanding may add and subtract without regard to place value.

Encourage students to use strategies based on place value, properties of operations, and the

Education Standards

Georgia Standards

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

MGSE3.OA.8 Solve two-step word problems using the four operations. Represent these

problems using equations with a letter standing for the unknown quantity. Assess the

1

reasonableness of answers using mental computation and estimation strategies including

rounding. 14

Materials Needed

1.MathJournals(orpaper)

5. Attend to precision.

Objectives

Students will:

Activity

I suggest that the teacher use the ASSURE Model in the lesson plan because teachers can

used it in the classroom. The Instructional System Design can be use to draft and create suitable

learning environment for students. In addition, teachers can use this process in different lessons

such as, writing, and to improving teaching and learning skills. The ASSURE Model includes

A-Analyze Learners

S-SelectStrategies,Technology,Media

U-Utilizetechnology,media&materials

R-Requirelearnersparticipation

E-EvaluateandRevise

Analyze Learners

Students cant complete the word problem, furthermore the students cant solve the answer

correctly. If they did set it up correctly they may have struggled with the actual addition and

subtraction.

(Georgia Standards)

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

MGSE3.OA.8 Solve two-step word problems using the four operations. Represent these

problems using equations with a letter standing for the unknown quantity. Assess the

rounding. 14

(Objectives)

(Select Strategies)

5. Attend to precision.

Artifact I

Part I (SMP 1, 2, 3, 4, 6, 7) I propose that the teacher will begin by asking students to respond

to the following questions in their math journal. Ask one of your students to sort the change in

her piggy bank. They have 122 pennies, 97 nickels, 118 dimes, and 308 quarters. How many

coins did the student sort in all? Once the student are finished, the class will discuss the

strategies they used to determine the answer. There should also be discussion about how

subtraction could be used to verify results. This information may also be used to create an

anchor chart.

Artifact II

Part II (SMP 1, 2, 3, 4, 6, 7, 8) Although students are not formally introduced to decimals in the

standards until 2nd grade, it is acceptable and developmentally appropriate for students to

5

encounter these life skills by adding and subtracting dollars and cents in 3rd grade. Students

should not be expected to add and subtract decimals out of this context.

In small groups, students will complete the Figuring Out Addition and Subtraction recording

sheet. Students should be encouraged to solve their problems in multiple ways, using pictures,

1. Your school cafeteria sells popsicles for seventy-five cents, nutty buddies for eighty five cents,

and ice cream cones for sixty cents. If a student spends ten dollars in the current month for these

The student is saving for a computer that cost $750. He received $123 for his birthday in May

and saved $347 from cutting grass during June and July. How much money does the student still

(Technology)

Class set of copies for the Activity and Primary Source Activity

6

Utilize Technology, Media & Participation

1. Define and explain 8 common mathematics strategies used in print and online media.

3. Create a concept map using the Make-a-Map tool to share their understanding of

mathematics strategies.

In small groups, students will complete the Figuring Out Addition and Subtraction recording

sheet. Students should be encouraged to solve their problems in multiple ways, using pictures,

7

An explanation supported by your own learning in this class as of why you think the

artifact(s) you developed is the right solution. The reason these artifacts is the right

1. Understand the problem. It's important that students understand the nature of a problem

and its related goals. Encourage students to frame a problem in their own words.

2. Describe any barriers. Students need to be aware of any barriers or constraints that may

be preventing them from achieving their goal. In short, what is creating the problem?

3. Identify various solutions. After the nature and parameters of a problem are understood,

students will need to select one or more appropriate strategies to help resolve the

problem. Students need to understand that they have many strategies available to them

and that no single strategy will work for all problems. Here are some problem-solving

possibilities:

pictures of a problem and its potential solutions prior to working on the problem.

preliminary data.

8

Create a table. A table is an orderly arrangement of data. When students have

that they can group and organize most data relative to a problem.

Work backward. It's frequently helpful for students to take the data presented at

the end of a problem and use a series of computations to arrive at the data

because many problems are similar and fall into predictable patterns. A pattern,

behavioral.

quite frequently to map out a plan of attack for defining and solving problems.

4. Try out a solution. When working through a strategy or combination of strategies, it will

procedures. Recording the data collected, the predictions made, and the strategies

9

Try to work through a selected strategy or combination of strategies until it

should feel comfortable rejecting potential strategies at any time during their

Monitor with great care the steps undertaken as part of a solution. Although

a quick answer, encourage them to carefully assess and monitor their progress.

Feel comfortable putting a problem aside for a period of time and tackling it

at a later time. For example, scientists rarely come up with a solution the first

time they approach a problem. Students should also feel comfortable letting a

5. Evaluate the results. It's vitally important that students have multiple opportunities to

assess their own problem-solving skills and the solutions they generate from using those

skills. Frequently, students are overly dependent upon teachers to evaluate their

effectively promoted by asking students questions such as How do you feel about your

progress so far? Are you satisfied with the results you obtained? and Why do you

10

How your plan address one or more of the ACRL Visual and Literacy Competency

Standards? I will address one ACRL Visual and Literacy Competency Standard by using

Standard Two

The visually literate student finds and accesses needed images and visual media effectively and

efficiently.

Performance indicators:

1. The visually literate student selects the most appropriate sources and retrieval systems for

Learning Outcomes:

b. Articulates the advantages and disadvantages of various types of image sources and retrieval

systems

c. Recognizes how the image search process is affected by image rights and use restrictions

d. Uses specialized online or in-person services to select image sources (e.g., online research

e. Selects the most appropriate image sources for the current project

11

Learning Outcomes:

a. Develops a search strategy appropriate to the image need and aligned with available resources

b. Recognizes the role of textual information in providing access to image content, and identifies

types of textual information and metadata typically associated with images (e.g., captions or

other descriptions, personal or user-generated tags, creator information, repository names, title

c. Recognizes that images are often organized differently than text-based information and that

this affects the way images can be accessed (e.g., absence of full-text search, variations in

d. Identifies keywords, synonyms, and related terms for the image needed, and maps those terms

e. Uses images to find other images through exploration, social linking, visual search engines, or

browsing

f. Performs image and topical research concurrently, with each informing the other in an iterative

resource-gathering process

g. Assesses the quality, quantity, and appropriateness of images retrieved, and revises the search

strategy as necessary

3. The visually literate student acquires and organizes images and source information.

12

Learning Outcomes:

a. Retrieves or reproduces the needed image using appropriate technologies or systems (e.g.,

b. Accesses physical objects as needed to support the image research objective (e.g., site visits to

c. Organizes images and the information that accompanies them for personal retrieval, reuse, and

scholarly citation

The challenges i had to complete the assignment was choosing a standard that fit my

lesson plan because through the process to find the right standard they all looked a little similar

in terms of math subjects but i had to make sure it said word problems. As a result, that is why I

had to read each standard carefully so i dont put the wrong standard with my lesson plan.

References

http://www.instructionaldesign.org/models/assure.html

https://www.teachervision.com/problem-solving/problem-solving

13

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