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10/1/14 Lesson Plan Form

Subject: Math

Activity: Multi-Digit Whole Number Addition

Statement of Objective:

Setting: Mixed Classroom

# of Students: 23
Approximate Time

Given an addition problem, students will be able to solve the problem

using the standard addition algorithm, as well as show a tape diagram
to model the problem, with zero errors on the following homework


Fluently add and subtract multi-digit whole numbers using the standard
*Prepared and organized
*Available for all
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare for
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what, how,
and when
for strategies
*Clear directions
*Variety of learning (T/S, S/S, S/T)
*Organizational framework
~construct, clarify, and link
concepts in a
meaningful context
*Present visually, verbally,
real world (e.g. LESH)
*Model and think aloud to make
~language practices/processes
~learning strategies and
adaptations (how,
when and why)
~organization, relationships, and
*Transfer of control
~students explain, justify, clarify,
*Clear directions
*Check for understanding
~appropriate feedback: praise,
probe/question (in ZPD)
~assess/error drill
~monitor and adjust instruction
~overt and active
~instructional dialogue, think

Teacher supplies needed: whiteboard, dry erase marker, eraser,

pencil/pen, practice problems, Engage NY workbook,
Student supplies needed: individual whiteboard, dry erase marker, eraser,
Engage NY workbook, pencil


Daily Fluency Practice (~5-8 min)

I canadd numbers using the standard addition algorithm and model
problems using tape diagrams.
Standard addition algorithm sounds scary show example raise your
hand if you have seen a problem written like this better question, who can
solve this problem? This is the standard addition algorithm, you all have
been using it for years but now it has a name. So what is this called?

15 mins

Show 3,134 + 2,493 vertically. Say this problem with me.

What is this called again? (Standard addition algorithm)
What are the two parts that make up the whole? (3,134 and 2,493)
Show on a tape diagram.
Can anyone tell me what this is? Hint* look back at our I canstatement
What is the unknown here? What are we looking for? (The whole)
Show the unknown whole on the tape diagram
Where do we start when using the standard addition algorithm? (Right)
Good! Now stay with me. Go through the problem, find solution, show
solution on tape diagram
With a neighbor I want you to try this problem. (40,762 + 30,473) Be sure
to draw a tape diagram to model your problem. When you are finished I
want you to show me your answer. After I check it you may work on some
of our challenge problems until we come back together.
Check together.
Okay, now alone try 207,426 + 128,744. Make sure you draw a tape
diagram to model your problem. When you are finished, show me. After I
check it you may work on our challenge problems until we come together.
Check together.

20 mins

explain, justify, evaluate, etc.

Guided Practice:
*Activity related to
*Active student participation
~provide rationale for assignment
~multi-sensory and real world
~instructional dialogue
*Transfer of control
~students explain, justify, clarify,
*Check for understanding
~ensure high success rate
~appropriate feedback: praise,
probe/question (in ZPD)
Individual Practice:
~assess/error drill
~monitor and adjust instruction
~scan, circulate, assess, support,

*Adequate time
*Students summarize content and
*Assess/identify new goals
*Link to future learning

If Extra Time:

Okay, when I say go, you are going to head back to your seats and turn in
your workbook to lesson 11 problem set. For number 1 (the front side), I
want you to do the vowels, j, and k. Then I want you to turn the page and do
number 2. When you are finished raise your hand and get it checked by Mrs.
van Biljon or myself and then you may work on the challenge sheet until we
come back together.

15 mins

Check problem set together.

Assign homework (lesson 11 homework, 1 vowels, 2)

Go through word problems.


10 mins