Baker College Teacher Prep Lesson Plan Form

Unit: Addition and Subtraction Lesson Title: 512 Ants on Grade/Period: 3rd Grade
Sullivan Street
CCSS or State Standards:

ELA: Lesson Duration: 32

CCSS.ELA-LITERACY.RI.3.1 minutes
Ask and answer questions to demonstrate (include timing for each activity within
understanding of a text, referring explicitly to your plan)
the text as the basis for the answers.

R.CM.03.04 apply significant knowledge from

grade-level science, social studies, and
mathematics texts.

MATH:
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to
solve one- and two-step word problems
involving situations of adding to, taking from,
putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the
unknown number to represent the problem.

CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using
mental strategies.2 By end of Grade 2, know
from memory all sums of two one-digit
numbers.

Resources and Materials:

512 Ants On Sullivan Street
Pencil
Inferring Worksheet (attached)

(can be attached)

Objective: I can: use text to create addition problems adding to

What students will learn and be able to do stated in twenty.
student friendly language (use Bloom’s and DOK levels
for higher level thinking objectives) I can: use pictures and text to infer.

Essential Question(s): How many different groups of ants does it take to get to 20?
Over-arching questions of the lesson that will indicate
student understanding of concepts/skills What is it you
want the students to learn/know? Why? How many different groups of ants does it take to get to 100?

Inclusion Activity: Before reading the text, we will discuss what inferring is and
Describe an activity that will ensure that all students how we could infer by using the images on the cover and
and their voices are included at the beginning of the
lesson.
 Baker College Teacher Prep Lesson Plan Form
Sequence of Activities:
Provide an overview of the flow of the lesson. Should
also include estimates of pacing/timing.
Instructional Strategies:
Research-based strategies to help students think
critically about the concept/skill
Assessment:
List both formative and summative assessments that
you will use to assess student understanding.
Formative assessments are given during instruction
(check for understanding), summative are after
completion of instruction (how will you grade – quiz,
test, project, paper, presentation, demonstration, etc.).
throughout the text. Before reading, we are group to write
down our inferences about the text.
First, we will begin the inclusion activity discussing what
inferring is and how we could infer based of the images used
throughout the book. We will then fill in the first section of
the worksheet. This way students are sure of “good”
inferences to make.
5 minutes
Second, as a whole we will read the book “The 512 Ants on
Sullivan Street.” After every few pages, I will ask students to
make a new inference based on the text.
15 minutes.
Third, we will discuss the different inferences that students
had come up with throughout the book.
ELL: This helps ELL students because they can visually use
the pictures to come up with a conclusion to the book. They
don’t necessarily have to understand the ins and outs of the
English language to be able to infer.
3 minutes.
Fourth, students will flip their worksheet over and use the text
to group together groups of twenty and groups of 100. They
will be required to do two of each.
8 minutes.
Lastly, clean up and putting away materials.
1 minute.
Inferring from the Cover and Illustrations as Well as the Text
pg. 140-141
(Strategies That Work Second Addition by Stephanie Harvey
and Anne Goudvis)
Formative: The formative assessment would be the
inferring worksheet attached.
Summative: In this activity, there would not be a
summative assessment. A summative assessment would
be after the unit.
However, we could create a summative assessment with
their domino addition problems equaling 20.
 Baker College Teacher Prep Lesson Plan Form

Differentiation: Students could work with one other person to create their
Describe who will need additional or different support addition problems adding to 20 and 100.
during this lesson, and how you will support them.
Differentiated instruction could include testing
accommodations, preferential seating, segmented Students could just use the images to infer rather than the
assignments, a copy of the teacher’s notes, assignment
notebook, peer tutors, etc. using both the text and images.

Summary, Integration and

Reflection: After completing the lesson, I would ask students their
List the way that you will bring students together to strategy for inferring and how they came up with their
integrate and reflect on their learning from this lesson
strategy.

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?

Before completing this lesson, we have to know where the child stands with adding numbers. The text
uses a different way to show how to get to different numbers and if students don’t have an understanding
of addition, this would be hard for them to complete. The book provides several different groups of
addition, but they are not up front with stating they continue to add.

Anticipatory Set: What will you do to grab the student’s attention at the start of the lesson?

In order to get the students attention, I will be discussing how to infer based on the images throughout
the text. We will infer based off of the cover together so students know how to infer before moving into
the text.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them?

How are the 512 Ants throughout the text?

How do we infer?

I would answer the first question by reading the book and explain how we got 512 ants at the end. The
second question would be answered by giving the students an example of inferring.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?

We will be discussing the strategy they used to infer throughout the text. This will show me students
understand inferring.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.
 Baker College Teacher Prep Lesson Plan Form

Students will work on the activity discussed above, creating groups of 20 and 100 based on what the ants
took throughout the book. Students will also be working on an inferring worksheet, which shows
students what they have learned about inferring and how they infer based on images and text
throughout a book.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings.

We could create addition problems together if the students are struggling to determine how to make
their addition sentences.

Students could create more than the required number of addition sentences or less if needed.

Students could create sentences adding to numbers exceeding 20.

Students could work in small groups to help better understand.

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented?

Students could work on an addition related app on their iPads.

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught?

Students can work on an addition related app on their iPads.

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?

In the future, we could spend more time on creating different addition sentences. We could also spend
more time working on inferring and how students infer.
 Baker College Teacher Prep Lesson Plan Form

Name: ______________________________

Inferring
Directions: Before reading, please infer based on the cover and the images. During the
reading, please infer based on the text.

What does infer mean? To conclude based on evidence or reasoning.

Inference Evidence/Reasoning

I think the book is about ants that

show up to someone’s picnic.