USF Elementary Education Lesson Plan Template (F 2016)

NAME: Abby Davis

DATE:Nov 14, 2016
GRADE:3rd
CONTENT AREA: Math, Adding
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

State Essential Understanding:

State as a question students can answer:

How do I add within 1000 by place value using regrouping?

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in

MAFS.3.NBT.1.2 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.

Given _________________, the students will be able to ________________with ______________.

Students will be able to solve three digit addition problems by adding up place
values.
Students will be able to regroup place values while adding.

USF Elementary Education Lesson Plan Template (F 2016)

future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

This strategy will is the easiest way for students to add up numbers within 1000..
This lesson is a foundational lesson for the adding of larger numbers.
I am teaching in whole group by scaffolding in order that students can transition
for dependence to independence at a fair rate.

Evaluation Plan- How will

you know students have
mastered your objectives?

Pre-Assessment:
Two problems that assess students knowledge of the break apart method (Monday)
and the regrouping strategy (Tuesday).

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Formatives:
Participation in discussion
Completion of class work
Summative:
Accuracy of homework
Repeat of the preassessment questions as a postassessment

USF Elementary Education Lesson Plan Template (F 2016)

What Content Knowledge
is necessary for a teacher
to teach this material?
What do you need to know in
order to teach this concept?
What vocabulary/terms are
necessary?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

-Break Apart Method

-Regrouping
-Place Value

Place Value
Basic Addition
Foundational knowledge of regrouping
Break Apart method

Student may not know where to regroup the tens place digit to.
Students may have trouble when one of the place values is equal to zero.
Students may have trouble adding the numbers up without lining them up vertically.
Lesson Implementation

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct

I do, we do, you do

USF Elementary Education Lesson Plan Template (F 2016)

instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Have students get out their fat math book and math notebook.

Give the first two tables ready and quiet 10 and 5 table points.
Yesterday we broke apart our three digit numbers in order to add
them together. Today we are going to keep them together and add
using place values. We are going to regroup the numbers like we
started to do yesterday. We are adding up using place values and
regrouping today because it is a much faster way of adding larger
numbers together.
o Place the place value magnet on the board.
o Write the equation 523+239 underneath the magnet, but leave
room to regroup.
o Line it up and down according to place value. Emphasize the
importance of lining the numbers up correctly. If they are not
lined up correctly, mistakes could be made.
o Draw three lines underneath each place value in order to fill in
your answer.
o Add place values together starting with the ones place.
Emphasize that we will always start adding from the ones
place. ALWAYS!
o
1
o
523
o + 239
o
2
o Because we end up with a sm of twelve, we need to regroup

USF Elementary Education Lesson Plan Template (F 2016)

because we are only allowed to how one digit in each place.

We need to regroup 10 from this number to the tens place and
leave whatever is left which is 2.
o Remind them that the 2 from the twelve goes under the ones
place and they need to regroup the 1 which has a value of 10
to the tens place.
o Next add the numbers in the tens place (1+2+3)
o
1
o
523
o + 239
o
62
o Next add the numbers in the hundreds place.
o
1
o
523
o + 239
o
762
o Use the break apart strategy in order to compare how much
faster this strategy can be. You get the same answer and add
the same numbers together just using an easier strategy.
o 523 = 500 + 20 + 3
o 239 = 200 + 30 + 9
o
700 + 50 + 12
o
700 + 60 + 2 = 762
o The break apart strategy we learned yesterday helped us
visualize what place values were being added up individually,
but it took a little while to break apart the number then add it
back together.
Do one more problem as a class, but make it a we do, allowing
students to think and provide the steps that need to be taken.
o Have students turn to the next blank page in their math
notebooks while writing the equation on the board under the
place value magnet.
o 750+193=
o Have students tell their shoulder partner what our first step will
be.
o Go through lining up numbers vertically.

USF Elementary Education Lesson Plan Template (F 2016)

Have students tell their shoulder partner what place they need
to add first?
1. Ones place
o Then have students add up the ones place.
o Then have students work with their shoulder partner to add up
and regroup the tens and hundreds place.
o Review answer.
o
1
o
750
o +193
o
943
Have students go step by step through two examples individually.
Write the problem 491+124 and 377 + 428 on the board.
Circulate the room checking answers (615/805)
Check and see how they interpreted the instruction through their work
Depending on their success do one more step by step, having the
students chunk more steps without checking.
o 672+301
Have students split up and do independent work
Write the page numbers 31 & 32 on the board. Remind students to
use the place value strategy while solving the problems.
Some questions have you adding up 3 different numbers, just use the
same regrouping strategy for those questions.
For questions 10-17 you may not have enough room in your book to
write out your strategies, so use a scrap piece of paper and number
your work.
For any equation written horizontally, you ALWAYS want to rewrite it
vertically so you can line up your place values.
Have students who normally visit the table, come over.
o Noah
o Cole
o Willy
o Aiden
o Edwin
o Jonah?
Check the other students work or have Victoria check it.
After students finish, administer the postassessment. If students do
o

ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.

xiii.
xiv.

USF Elementary Education Lesson Plan Template (F 2016)

xv.

not finish, still leave time to administer the post assessment. Start post
assessment at 1:43.
When/If students finish early, will play I Have, Who Has Place Value.
Have at least three people finished in order to start play, then add on
players as students finish if needed.

What will you do if

a student struggles with the content?

If a student struggles with the content, they will join me at the kidney bean table for a
more one on one small group.

What will you do if

a student masters the content quickly?

If students understand and master the standard, they will be challenged to more higher
order thinking questions on page 32.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

Adding is a basic life skill that will help any student with any interest in any culture.
If applicable, how does this lesson connect to/reflect the local community?
If the school wants to throw a pizza party, the students may need to add up the people
from the community who will be attending, which will entail the addition of larger
numbers.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Process
Product
Content
Learning Styles
X Readiness
Interest

USF Elementary Education Lesson Plan Template (F 2016)

Explain-
These students will have longer access to my teaching of the we do of my scaffolding.
These students will only be released to work independently when they are deemed ready.
How will you differentiate instruction for students who need additional
language support?
Process
X Product
Content
Learning Styles
Readiness
Interest

ExplainThese students will be expected to produce answers that are leveled to their specific
ability. If the answer says explain, I would expect these students to explain to the best of
their ability even if it does not involve using words.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

o
o
o
o
o
o

Noah
Cole
Willy
Aiden
Edwin
Jonah?

Postassessment
Math textbooks
Student math notebooks

USF Elementary Education Lesson Plan Template (F 2016)