Académique Documents
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Worksheet
(can be attached)
Essential Question(s): How can you break large addition problems into smaller ones?
Over-arching questions of the lesson that will (Topical)
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why? How can you use appropriate tools strategically? (Over-Arching)
Inclusion Activity: Review place number with place number book: use 538
Describe an activity that will ensure that all Ask: what place value is the 5, 3, 8 in?
students and their voices are included at the
beginning of the lesson.
If student(s) disagree, discuss what they did versus what should have
happened.
Instructional Strategies:
Research-based strategies to help students Scaffolding
think critically about the concept/skill
Summary, Integration and Review lesson by breaking down I Can Statement: Students solve
Reflection: 3-digit addition problems using an expanded algorithm.
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Unit: Using Place to Add and Lesson Title: Models for Adding 3- Grade/Period: 3rd
Subtract Digit Numbers (Whole-Group Math
and Guided Math)
CCSS or State Standards:
3.NBT.2 Fluently add and
subtract within 1000 using 10/26/17 Day 2
strategies and algorithms
based on place value, 8:30 9:10 (40
properties of operations, minutes) Whole Group
and/or the relationship
between addition and 9:10 9:40 (30
subtraction. minutes) Guided Math
Essential Question(s): How can you use place value understanding and properties of
Over-arching questions of the lesson that will operation to perform multi-digit arithmetic? (Over-Arching)
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why? How can you use base place value to add 3-digit numbers? (Topical)
Must use both drawing model strategy and place value blocks to find
answer.
Clean up. Put worksheets and loose paper in math folders. Put
blocks away.
Differentiation: Preferential seating: Switch Dawson with Adrianna for the lesson
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could Guided Groups based off of tiers
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Summary, Integration and Students discuss with partners how they used place value blocks and
Reflection: drawing model strategy to add 3 digit problems (possible answers
List the way that you will bring students that should be looked for is regrouping and moving values if
together to integrate and reflect on their
learning from this lesson above 9
Unit: Using Place to Add and Lesson Title: Adding 3 Digit Grade/Period: 3rd
Subtract Numbers (Whole Group and
Guided Math)
CCSS or State Standards: 10/27/17 Day 3
3.NBT.2 Fluently add and
subtract within 1000 using 8:30 9:10 (40 minutes)
strategies and algorithms Whole Group Math
based on place value,
properties of operations, 9:10 9:40 (30 minutes)
and/or the relationship Group Math
between addition and
subtraction.
(can be attached)
Essential Question(s): How can you use addition to solve problems? (Topical)
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the How to reason abstractly and quantitatively? (Over-Arching)
students to learn/know? Why?
1. Have them sit together with one marker board, tissue, and
marker per group. They are to take turns writing on board
and holding up.
2. Show 3 digit addition problem(s) one at a time from
Problems for Game
3. Give groups three minutes to answer using strategy learned
in class
4. Designated writer holds up answer
5. Teacher shows correct answer and then asks one person to
come show what they did to get their correct answer
6. Give groups 30 seconds to discuss what they did right or
wrong
7. Repeat.
Instructional Strategies:
Research-based strategies to help students Teams-Games-Tournaments
think critically about the concept/skill
Assessment: Formative:
List both formative and summative Thumbs up, thumbs down
assessments that you will use to assess student
understanding. Formative assessments are Monitoring/Listening
given during instruction (check for Checking of each problem during game
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation, Summative:
demonstration, etc.).
To come at end of unit.
(can be attached)
Essential Question(s): How can you reason abstractly and quantitatively? (Over arching)
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the Look for and express regularity in repeated reasoning? (Over
students to learn/know? Why? arching)
Inclusion Activity: Tell a story. You are visiting Mt. Rushmore *YAY!* And you
want to measure the size of President Washingtons head but
Describe an activity that will ensure that all heres the problem *GASP* Your tape measure isnt long enough
students and their voices are included at the
beginning of the lesson. to measure all of President Washingtons head at once.
Picture Link
New problem:
On the bean table in front, set out a necklace, coat, and Chrome
book. With sticky notes, put $105 on the necklace, $158 on the coat,
and $421 on the chrome book. On a scrap piece of paper (from back
cabinet) write Station Number 1. Set this next to these items.
On the front carpet, set out a bus ticket, shoes, and hotel reservation
card. With sticky notes, put $152 on the bus ticket, $173 on the
shoes, and $248 on the hotel reservation card. On a scrap piece of
paper (from back cabinet) write Station Number 2. Set this next to
these items.
In the back corner on the floor next to the bathrooms, set out another
chrome book, textbook, and autographed baseball card. With sticky
notes, put $421 on the Chromebook, $268 on the textbook, and $129
on the autographed baseball card. On a scrap piece of paper (from
back cabinet) write Station Number 3. Set this next to these items.
In the back carpeted area next to the reading nook, set out an ipod,
plane ticket, and skateboard. With sticky notes, write $567 on the
ipod, $238 on the plane ticket, and $169 on the skateboard. On a
scrap piece of paper (from back cabinet) write Station Number 4. Set
this next to these items.
Up front next to the teachers desk on the carpet, set out a gift card,
camera, and used car. With sticky notes, write $100 on the gift card,
$284 on the camera, and $937 on the used car. On a scrap piece of
paper (from back cabinet) write Station Number 5. Set this next to
these items.
Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are Thumbs up, thumbs down
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade Monitoring, listening
quiz, test, project, paper, presentation,
demonstration, etc.).
Summative:
(can be attached)
Essential Question(s): Make sense of problems and persevere in solving them. (Over-
Over-arching questions of the lesson that will arching)
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Reason abstractly and quantitatively. (Over-arching)
Sequence of Activities:
Provide an overview of the flow of the lesson. Whole Group Math:
Should also include estimates of
pacing/timing.
1. Mike and Linda are playing a game. How many more points
does Mike have than Linda? Mike has 528 points and Linda
has 341 points.
2. Line up the points:
528
- 341
3. Have students follow along with eyes and ears.
4. Subtract the ones. 8 ones is greater than 1 so you do not
have to regroup. 8-1 = 7
5. Subtract he tens. Since 2 tens is less than 4 tens, you have to
regroup 1 hundred into 10 tens. Show this on the board. =8.
Make sure to show how you cross out the 2 and change it to
12. And change the 5 to a 4.
6. Subtract the hundreds. 4 hundreds 3 hundreds = 1 hundred
7. Total = 187.
8. Mike has 187 more points than Linda.
Another example:
1. Carl has 472 pumpkins in his pumpkin patch. Abby has 284
pumpkins in hers. How many more pumpkins does Carl have
than Abby?
2. Line up the number of pumpkins vertically.
3. Have students solve problem in math notebooks.
4. Monitor, give them about two minutes
5. Choose student who you saw got it right. Ask him or her to
come up and show what they did.
6. Have students show thumbs up or thumbs down.
7. If thumbs down, ask what they did differently. Clarify.
8. Ask questions, did you remember to regroup? Did you cross
off the numbers you used to regroup?
Last problem:
1. Refer back to the Graduated Mathematics Warm-Up
2. Have students solve in math notebooks
3. Ask a brave soul to come up and solve the problem from the
Graduated Difficulty, to show their work and discuss every
step
4. Any questions? Read body language. Who is confused?
Bored?
Pull Courtney, Issyo, Cecily, and Taya up to bean table. Work with
them. Do not worry about problems. Choose one or two of each
category and work through together. Graduate difficulty when ready.
Assessment: Formative:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are Monitoring
given during instruction (check for Graduated Difficulty Assignment
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation, Summative:
demonstration, etc.).
To come at end of unit