UMF Unit-Wide Lesson Plan Template

Name: Makayla Frost Program: ECH Course: Student

Teaching
Lesson Topic / Title: Intro to new math group (3.NBT.2) TWS#1

Lesson Date: 10/9/2018 Lesson Length: 65 minutes Grade/Age: 3rd grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

● Students will show what they know on the pre
assessment.
● Students who are new to the group will gain
exposure to the math routine.
● Students will show that they understand the
stations by completing their work
This is the first day of math with a new
group. It is important that all students
understand the routine and
expectations for math.
It is also important to gather is much
data as possible. This way I can help to
group the students by certain skills
they need to work on during their
teacher time.

Content Standard(s) Instructional Decisions / Reasoning

3.NBT.2 Students have just finished working

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.
with 3.NBT.1.
Where this is a new group it is
important that we begin with grade
level material. Groups will be
differentiated after learning about each
students strengths and weaknesses
with this strand.

Students will have some type of

assessment in math each day that can
be used as evidence of their
knowledge.

Assessment used above is used to

directly assess their knowledge around
3.NBT.2

This assessment will give Mrs. Sayre

and I knowledge of each child’s
 experience with this standard. From
here we will begin to form groups to
deliver appropriate instruction to each
child in small group work.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

● 3.NBT.2 pre assessment As we begin a new strand/unit it is

● “At your seat worksheet” important to pre assess and collect
data. One is a formal assessment and
one is informal.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

The pre assessment is necessary to

● 3.NBT.2 pre assessment help to see each students prior
knowledge with the standard. It will
● 3-digit addition/subtraction worksheet show which students are familiar with
borrowing and regrouping.
● Student Ipads
As we begin math rotations, students
will have a chance to also complete a
3-digit addition and subtraction
worksheet that is also a color by
number. This gives me a chance to see
their work when they are given a
formal assessment compared to an
informal one.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
(1:30-2:35)
1:30-2:00 Math group would usually with a brain
● 3.NBT.2 Pre assessment teaser. These are short little problems
that require new ways of thinking.
2:00-2:05 Math group begins with these two help
● GoNoodle warm up students brains in a fun and
2:00-2:05 new way each day.
● Explain and demonstrate MATH centers
● Review for majority, but a big chunk of the group It is also important to explain and go
will be new over the brain teaser as a class. Most
● Show students “at your seat” worksheet brain teasers have more than one way
● Divide class into two groups of getting to the answer. I feel that is
2:05-2:20 important for students to hear one
 ● Group 1 is on ipads
○ Math practice fact fluency x2
○ Other math app when finished
● Group two is working on “at your seat” worksheet
2:20-2:35
● Groups switch and complete other task
2:35
● Math ends
● Pack up to go home
Meeting students’ needs (differentiation, extensions,
modifications, accommodations)
LMc/JS-- These students often take longer than the rest of
the group to complete things. Give them frequent
reminders about how much time is remaining. It should
not take them more than 30 minutes to complete the eight
problems, but give them the whole time if needed.
RM-- May hand in her paper with blank answers. These
math concepts are above where she has been receiving
instruction in flex grouping.
AD-- Make sure he is wearing his glasses.
JC-- Will most likely finish quickly. He may work on work
from his gifted and talented teacher.
anothers alternate way of thinking.
Today, we are not going to do a brain
teaser because I want them to have
plenty of time to take their pre
assessment.
GoNoodle is a chance for the students
to get up and move before they sit
down for the rest of the period.
The students would normally be split
into four groups for their MATH
rotations, but groups have not been
made yet. For today, they will be split
into two, just to help with the
distraction of the whole class
completing one task.
Instructional Decisions / Reasoning
It is important that these students have
adequate time to complete the
assessment. They often work more
slowly because they are thorough and
they check their work. They take pride
in their work when they are finished,
and I want them to continue to work
hard on assignments.
RM-- It is okay that she has not been
instructed at all on this standard
before. She tests well below average in
math, so this will most likely be
difficult for her. I don’t want her to
stress about it if she really does not
know the answer.
AD--We have been informed by a
parent that he needs to be wearing his
glasses all the time.
Field Courses Only – Post lesson

Reflection

Overall, this lesson went fairly well. It was clear that some students were distressed
during the pre assessment. They were afraid of not knowing the answer. It was
important that I stressed to them that this was new information and it is okay not to
know the answer YET. It took constant reminders of this to ease some students’
minds.

I can already tell that I am going to have a lot of work to do with some students. We
are jumping back into math with our homeroom students. Up until this point we
have had them grouped by ability. Honestly, it was much easier that way for the
group in our classroom. All of the students in our P5 (priority 5) group were at or
above benchmark.

I am looking forward to going through their pre assessment to see where our
strengths and weaknesses are as a whole class.