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Elementary Lesson Plan Template

**UNLV Student: Lily Garcia PSMT Name: Caitlin Tomassetti /
**

Julie Reynolds

**Lesson Plan Title: Everyday Math Lesson Plan Place Value and
**

Lessons Topic: Estimation

Date: 1/23/17 - 1/27/17 Estimated Time:

Grade Level: Grade 3 School Site: Vegas Verdes

1. State Standard(s):

● 3.OA.D.8 - Assess the reasonableness of answers using mental computation and

estimation strategies including rounding. (This standard is limited to problems posed with

whole numbers and having whole-number answers)

● 3.NBT.A.1 - Use place value understanding to round whole numbers to the

nearest 10 or 100.

● 3.NBT.A.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.

● 3.MD.C.5ab - Recognize area as an attribute of plane figures and understand

concepts of area measurement. a. A square with side length 1 unit, called “a unit square,”

is said to have “one square unit” of area, and can be used to measure area. b. A plane

figure which can be covered without gaps or overlaps by n unit squares is said to have an

area of n square units.

● 3.MD.C.6 - Measure areas by counting unit squares (square cm, square m, square

in, square ft, and improvised units)

● 3.MD.C.7a - Relate area to the operations of multiplication and addition. Find the

area of a rectangle with whole-number side lengths by tiling it, and show that the area is

the same as would be found by multiplying the side lengths.

2. Teaching Model(s):

● Teacher Centered - Direct Instruction

● Student Centered - Cooperative Learning

3. Objective(s):

● SWBAT

○ evaluate and explain reasonableness of answers using mental,

computation and estimation strategies

○ explain that rounding is a form of estimation

○ identify place value positions up to 1000

○ use different strategies based upon place value to add and subtract.

○ explain and model their strategies

○ explain that area is the space inside of a plane figure and that the

area of a plane figure can be measured by counting unit squares that do not

overlap and have no gaps.

**4. Materials and Technology Resources:
**

● Shuffle to 1,000 number cards

● Whiteboards

● Math journals

● Base-10 blocks

● ELMO/Smartboard

● Partial sums and column addition anchor chart

● Student Reference Books

● 1-foot squares for Explorations

● Pattern blocks

● Centimeter cubes

5. Instructional Procedures

MONDAY:

a. Motivation/Engagement:

● TW review writing numbers in expanded form

● SW write numbers in expanded form on their whiteboards

○ Ex: 189 → 100 + 80 + 9

b .Developmental Activities or Learning Experiences:

● TW direct students to read the objectives and Math Message

○ For each problem, round or use close-but-easier numbers to make

an estimate, then solve. Use your estimate to check whether your answer is

reasonable.

○ Ex: 44 + 77 = ? → Estimate: 40 + 80 = 120

● TW highlight vocabulary within objectives and Math Message

● SW independently solve Math Message

● SW turn and talk ( Lemove - 43) to their shoulder partners to discuss (Lemov -

Habits of Discussion - 42) their estimation strategies

● TW cold call (Lemov 33) on pairs to share their strategies aloud

● TW review and model partial-sums addition

○ Ex: 44 + 77 = ?

○ What is the expanded form of each addended (DoK 1)

○ I can add the tens and ones in any order. 40 + 70 = 110, 4 + 7 =

11. Now I can add the tens and ones together. 110 + 11 = 121.

○ How can we check to see if our answer is reasonable? (DoK 1)

○ Does 121 seem like a reasonable answer? (DoK 2)

● TW model another example using partial-sums addition

● SW practice partial sums with partners

● SW complete math journal page 69

c. Closure:

● TW review journal page 69 and review partial sums addition

d. Extension:

● TW introduce Shuffle to 1,000

○ SW read and discuss directions from their Student Reference

Books

○ TW model how to play Shuffle to 1,000

● In pairs or groups of 3 play Shuffle to 1,000 to practice estimating sums and

making combinations close to 1,000

**7. Assessment and Evaluation of Learning:
**

a. Formative: TW circulate during peer discussion / practice to formatively assess students

b. Summative: Students’ completed journal will serve as a summative assessment

8. Homework Assignment: SW practice partial sums addition using Math Masters page 84

TUESDAY:

5. Instructional Procedures

a. Motivation/Engagement:

● TW review rounding numbers

● SW orally round numbers

○ Is 42 closer to 40 or 50?

○ Is 210 closer to 200 or 300?

b .Developmental Activities or Learning Experiences:

● TW direct student to read the objectives and Math Message

○ Use partial sums to add. Show your work.

○ 47 + 68 = ?

○ 248 + 187 = ?

● SW solve Math Message and turn and talk (Lemov - 43) to their shoulder

partner to explain how they solved the Math Message

○ Does 115 make sense? 435? Why? (DoK 2)

● TW invite students to model how they solved the Math Message

● TW explain that students will continue to use estimates to check their answers as

well as use a new method for adding called column addition

● TW explain and model column addition using the examples from the Math

Message

● TW ask students to compare and contrast partial sums addition and column

addition with their partners

○ How are partial sums addition and column addition alike? (Dok 2)

○ How are they different? (Dok 2)

● SW share similarities and differences aloud

● TW model another example of column addition and invite students to explain

each step

● SW practice column addition with a partner using math journal page 71

● SW trade math journals and explain their partner’s work for Problem 3

● SW share partner’s strategies aloud

c. Closure:

● TW display two anchor charts with two methods: partial sums and column

addition

● Anchor charts will be placed in two different areas of the classroom

● SW stand by the addition strategy they prefer

● SW explain why they prefer the addition strategy

d. Extension:

● SW use Plickers to review vocabulary

**7. Assessment and Evaluation of Learning:
**

a. Formative: TW circulate during peer discussion / practice to formatively assess students

b. Summative: Students’ completed journal will serve as a summative assessment

8. Homework Assignment: SW practice column addition using Math Masters page 87

WEDNESDAY:

5. Instructional Procedures

a. Motivation/Engagement:

● TW review rounding and estimation

● Using whiteboards, SW round numbers to estimate sums and differences

○ 99 + 49 → 100 + 50 = 150

○ 49 - 21 → 50 - 20 = 30

b .Developmental Activities or Learning Experiences:

● TW direct students to read the objectives and Math Message aloud

○ Subtract. Show your work and explain it to a partner.

○ 56 - 24 = ?

● SW solve the Math Message and share their subtraction strategies

○ Number grids, number lines, open number lines, etc.

○ Which strategy did you use to solve the math message? (DoK 1)

● TW highlight and model counting up on an open number line

○ Why do we need to add the jumps when we use an open number

line (DoK 2)

● SW practice counting up and explaining their strategies to a partner

● TW model another way to record counting up subtraction

● TW explain that using number sentences and open number lines are similar and

different

○ How do you choose the size of your jumps (Dok 2)

● TW ask students to turn and talk (Lemov - 43) to their shoulder partners to

discuss the similarities and differences between the two strategies (Lemov - Habits of

Discussion - 43)

● SW work in pairs to complete math journal page 73

●

c. Closure:

● TW review math journal page 73 and ask students to discuss whether they prefer

using open number lines or number sentences to solve subtraction problems

d. Extension:

● If students complete subtraction problems, they must find another strategy to

solve the same problems

**7. Assessment and Evaluation of Learning:
**

a. Formative: TW circulate during peer discussion / practice to formatively assess students

b. Summative: Students’ completed journal will serve as a summative assessment

8. Homework Assignment: SW practice counting-up subtraction using Math Masters page 89

THURSDAY:

5. Instructional Procedures

a. Motivation/Engagement:

● TW review estimation

● TW display a set of problems

● SW use whiteboards to estimate the sums to solve the problem

○ Ex: Which of these has a sum of about 200?

■ 153 + 52 75 + 63 198 + 71

b .Developmental Activities or Learning Experiences:

● TW display a set of problems

● SW use whiteboards to estimate the sums to solve the problem

○ Ex: Which of these has a sum of about 200?

■ 153 + 52 75 + 63 198 + 71

● TW direct students to read the objectives and Math Message aloud

○ Solve using base-10 blocks. Be ready to show and explain what

you did.

○ 71 - 46 = ?

● SW solve the math message with a partner and explain how they used the base-10

blocks to solve

● SW explain their strategies for solving the math message aloud

● TW review and model expand-and-trade subtraction

○ 71 - 46 → 70 + 1, 40 + 6

● TW point out that the expanded form of our numbers shows tens and ones, similar

to base-10 blocks

● TW guide students through several examples of expand and trade subtraction

● For each example, TW ask: Do we need to make any trades? (DoK 1) How do I

make the trades? (Dok 2)

● SW practice expand and trade independently using journal page 75

● SW share their responses with a partner as they finish and discuss the strategies

they used

c. Closure:

● SW compare and contrast counting-up and expand-and-trade strategies

● Which method would take less time for a problem such as 1,000 - 996? Why?

(Dok 2)

d. Extension:

**7. Assessment and Evaluation of Learning:
**

a. Formative: TW circulate during peer discussion / practice to formatively assess students

b. Summative: Students’ completed journal will serve as a summative assessment

8. Homework Assignment: SW practice expand and trade subtraction using Math Masters p. 90

FRIDAY:

5. Instructional Procedures

a. Motivation/Engagement:

● TW review estimation and rounding

● TW display a set of problems

● SW use whiteboards to estimate the differences to solve the problem

○ Ex: Which has a difference of about 100?

■ 115 - 49 362 - 258 329 - 111

b .Developmental Activities or Learning Experiences:

● TW direct students to read the objectives and Math Message aloud

○ Read journal page 78 with a partner. Talk about how you might set

up the graph. Be ready to share your ideas about what scale to use.

● SW discuss parts of the graph that are already labeled

○ What parts of the graph do we still need before graphing our data

(Dok 1)

○ What intervals could we use to graph the data? Would intervals of

1 work? Why? (Dok 2)

● TW guide discussion of explaining bar graphs before students complete the bar

graph on page 78

● TW introduce Explorations A, B, and C (Students will rotate between

explorations)

● Exploration A: Creating a Scaled Bar Graph

○ SW sort their set of pattern blocks by shape and create a scaled bar

graph to show their data

● Exploration B: Measuring Area

○ TW review area and square units with students

○ SW use 1-foot squares to measure the area of a rectangular surface

(i.e. a desk)

○ SW record the area of different rectangular surfaces

○ SW compare the areas of the surfaces they measured

● Exploration C: Partitioning Rectangles

○ TW review the term partition

○ TW explain that we can find the area of a shape by partitioning it

into equal parts

○ SW practice partitioning rectangles and measuring area

c. Closure:

● SW compare and contrast Explorations B and C

○ How are Explorations B and C similar? How are they different?

(DoK 2)

d. Extension:

● SW review and play Shuffle to 1,000

**6. Accommodations, Modifications and Differentiations for Diverse Learners:
**

● Accommodations:

○ Students who have difficulty seeing may move closer to the front

of the classroom.

○ Time: Students will be allotted more time (if needed) to complete

specific tasks

○ Students who struggle with English may work with a peer who can

translate from Spanish to English.

● Modifications:

○ Students who struggle with English may write in their native

language.

○ Students who cannot demonstrate understanding in writing may do

so orally.

● Differentiations:

○ Teacher will model how to complete tasks throughout the lesson

○ Students who struggle with place value may use base-10 blocks

○ Students who struggle with base-10 blocks will be provided with a

place-value mat

**7. Assessment and Evaluation of Learning:
**

a. Formative: TW circulate during peer discussion / practice to formatively assess students

b. Summative: Students’ completed journals for each exploration will serve as a summative

assessment

**8. Homework Assignment: None
**

9. Reflection:

a. Strengths:

b. Concerns:

c. Insights:

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