!
MS 2016-2017 edTPA and CAT UCI LESSON PLANNER
LESSON 1
! Part 1: Classroom Information

!
Content Area: Mathematics

Group Size: 27 Lesson Length: 52 minutes
! Part 1: Planning for the Lesson
!A: Standards
! i. Key Content Standard:
CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method. Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
! ii. Related ELD Standard (must be included when using an ELA Standard):
!B. Objectives
! i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
The students will investigate the pattern of multiples of 100 being added to a fixed number of tens
or ones in order to understand that the total is simply the hundreds and tens or ones written using
place value because a multiple of 100 has zero tens and ones.
! ii. Language Objective (transfer this from "Incorporating Academic Language"):
The students will explain the pattern of adding a multiple of 100 to a fixed number of tens or ones
using the syntax: When adding a multiple of 100 to some tens, _____, because_____; When adding a
multiple of 100 to some ones, _____, because_____.
!C. Assessments:
! i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning
Students are completing the worksheet,
Walk around and monitor students as appropriately adding multiples of 100.
they complete the addition problems Students are doing an appropriate quick
on their worksheet. draw, drawing the correct amount of
hundreds, tens, and ones.
Facilitate a discussion to get the Students are recognizing that they are
students to recognize the pattern and working with multiples of 100, the sums in
come to the conclusion that when each problem have the same amount of tens
adding a multiple of 100 to a fixed and ones but a different amount of
number of tens or ones, the total is hundreds, the second addend remains the
simply the hundreds and tens or ones same in each problem, and the conclusion.
written using place value because a Students are able to explain the conclusion
multiple of 100 has zero tens and ones. to a partner orally.
! ii. Written assessment you will use to determine, for each individual student, to what
extent they have met your learning objectives. (What evidence will you collect?)
!The written assessment is titled Adding Multiples of 100, and consists of various addition problems,
including adding multiples of 100 to a fixed number of tens or ones. The students will have met the
learning objective if they have drawn appropriate quick draws to solve these addition problems,
including the correct amount of hundreds, tens, and ones drawn. The students also need to have an
equation that shows the correct amount of hundreds, tens, and ones added together to get a
correct sum.
!D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:
• Adding Multiples of 100 Worksheet
• Math Talk anchor chart (academic language)
• base ten blocks
• place value mats
! Part 2: Instructional Sequence - Engaging Students in the Learning Process
!Optional: Starter and/or Homework Discussion (___ min.)
N/A
!Introduction (_5_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a “hook”, AND 2) let students know what the objective of
the lesson is.
! Remind the students that they have been working with the multiples of 10 and today they are

going to work with the multiples of 100.
• Ask the students what they think the multiples of 100 might be.
• Prompt a think-pair-share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
• Tell the students that the multiples of 100 are 100, 200, 300, 400, 500, 600, 700, 800, 900, and
1000.
• Tell the students that they are going to work with the multiples of 100 as they solve addition
problems today.
!Body of the Lesson (_45_ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
! Direct students to the practice problem: 100 + 40.

• Ask the students which base ten block represents a hundred. (Answer: the square) (ELL support -
Use wait time for processing questions/information.)
• Show the students a hundred base ten block. (ELL and Struggling in Math support - Provide
visuals.)
• Model how to do a quick draw by drawing a place value chart with hundreds, tens, and ones and
draw a square under the hundreds. (ELL and Struggling in Math support - Provide visuals.)
• Ask the students how to represent 40 using the base ten blocks (Answer: 4 sticks)
• Model how to represent 40 with base ten blocks and how to do a quick draw by drawing 4 sticks
under the tens in the place value chart. (ELL and Struggling in Math support - Provide visuals.)
• Ask the students what the total is. (ELL and Struggling in Math support - Use wait time for
processing questions/information.)
• Pass out the worksheets, base ten blocks, and place value mats.
• Guide the students to do the first two problems just as the practice problem and then let the
students work alone or with a partner for the remaining two problems.
• Tell the students if they finish, they can check their answers with a partner, explain how they
solved the problems using Math Talk (academic language), or create their own word problem.
(Talented/Gifted support - Create opportunities for enrichment.)
• Walk around and monitor students as they work, assisting struggling students as needed.
• Select a student to share their work for a problem on the document camera.
• Direct students to the Summary 1 on the worksheet.
• Facilitate a discussion to get the students to come to the conclusion that when adding a multiple
of 100 to some tens, the total is simply the hundreds and tens written using place value because a
multiple of 100 has zero tens.
• Prompt think-pair shares for each question. (ELL and Struggling in Math support - Use wait time
for processing questions/information.)
• Ask the students what they notice about each of the totals or sums. (Answer: The sums all
have the same amount of tens and ones, but a different amount of hundreds.)
• Ask the students what they think the total of 700 + 40 would be and why. (Answer: 740
because you can just add the tens to the multiple of 100.)
• Ask the students how to complete the sentence frame on the board to come to a conclusion:
When adding a multiple of 100 to some tens_______, because_______. (Answer: the total is
the hundreds and tens written using place value, because a multiple of 100 has zero tens.)
(ELL and Struggling in Math support - Provide sentence frames.)
• Model how to explain the conclusion to a partner using the sentence frame.
• Have the students explain the conclusion with a partner.
• Guide the students model problem 6 using the base ten blocks, getting out a hundred and 4 ones,
drawing a quick draw and fill in the addition sentence, 100 + 0 + 4 = 104.
• Let the students solve the remaining 4 problems independently or with a partner.
• Walk around and monitor students as they work, assisting struggling students as needed.
• Direct students to the Summary 2 on the worksheet.
• Ask the same questions as in Summary 1 but for the ones and prompt think-pair-shares for each
question to get the students to come to the conclusion: When adding a multiple of 100 to some
ones, the total is simply the hundreds and ones written using place value because a multiple of
100 has zero ones.
questions.)
• Let the students complete problems 11-20 independently.
• Walk around and monitor students as they work, assisting struggling students as needed.
!Homework (if you are assigning homework, what will it be?):
N/A
!Closure (___2___minutes): Describe how you will prompt the students to summarize the lesson
and restate the learning objective.
! Ask the students what they learned today.

• Prompt a think-pair-share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
• Restate the learning objective that the students added multiples of 100 to some tens or ones and
found that the total is the hundreds and tens or ones written using place value, since a multiple
of 100 has zero tens and ones.
!
(to be completed after you have planned the content part of your lesson plan)
!1. Describe the rich learning task(s) related to the content learning objective.
!The students will engage in a whole class discussion where they will answer various questions
about the addition problems they solved on the worksheet to come to the conclusion that when
adding a multiple of 100 to some tens or ones, the total is simply the hundreds and tens or ones
written using place value, because a multiple of 100 has zero tens and ones. The students will
also engage in a partner discussion to explain these conclusions to each other.
!
2. Language Function: How will students be communicating in relation to the content in the
learning task(s)? Identify the specific function (purpose or genre) you want to systematically
address in your lesson plan that will scaffold students to stronger disciplinary discourse. The
language function will always be a verb. Some examples are: describe, identify, explain, justify,
analyze, construct, compare, or argue.
Explain
!
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: multiple of 100, addend, addition sentence, equation, hundreds, tens,
ones, place value, total, sum
Symbols: +, =
!
Syntax1: When adding a multiple of 100 to some tens, _____, because_____; When adding a
multiple of 100 to some ones, _____, because_____.

Discourse2: The students will engage in oral discussions including whole class and partner
discussions using this syntax.

!4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top
of the lesson planner.
The students will explain the pattern of adding a multiple of 100 to a fixed number of tens or ones
using the syntax: When adding a multiple of 100 to some tens, _____, because_____; When adding a
multiple of 100 to some ones, _____, because_____.
!!
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?

Instruction Guided Practice Independent Practice

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
Model how to explain the Prompt think-pair-shares to answer Students will explain the
conclusion when speaking. whole class discussion questions. conclusion to a partner.
Provide sentence frames for
partner discussion of the
conclusions.
Provide Math Talk anchor chart of
!!
LESSON 2
!
Part 1: Classroom Information

!
Content Area: Mathematics

Group Size: 27 Lesson Length: 55 minutes
! Part 1: Planning for the Lesson
!A: Standards
! i. Key Content Standard:
CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method. Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
!B. Objectives
! i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
The students will solve three-digit word problems using strategies with concrete models or drawings
in order to understand place value in adding three-digit numbers that one adds the hundreds and
hundreds, tens and tens, and ones and ones.
! ii. Language Objective (transfer this from "Incorporating Academic Language"):
!The students will explain one of their strategies to show how they solved a three-digit addition
problem using the syntax: First I____; Then I_____; Last I_____.
!C. Assessments:
! i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning
Students are writing an addition sentence for
Walk around and monitor students each word problem, solving each word problem
as they complete their worksheet, with two different strategies that show their
taking note of student strategies understanding of place value by adding hundreds
and listen in on student and hundreds, tens and tens, ones and ones, and
conversations. finding the correct sum. Students are discussing
their strategies to each other.
Ask the students to guide you in Students are able to set up an equation for this
solving the two-digit addition word word problem, and explain each step in using a
problem to scaffold three-digit number bond, expanded form, and quick draw to
! ii. Written assessment you will use to determine, for each individual student, to what
extent they have met your learning objectives. (What evidence will you collect?)
The written assessment is titled Three-Digit Word Problems, and consists of two word problems
involving three-digit addition. The students will have met the learning objective if they have solved
each word problem using two different strategies that shows their understanding of place value.
They also need to write an addition sentence for each word problem as well as the total. The
students also need to write an explanation of one of their strategies using Math Talk (academic
language).
!D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:
• Three-Digit Word Problems Worksheet
• Math Talk anchor chart (academic language)
• Sentence Frames anchor chart
• base ten blocks
• place value mats
! Part 2: Instructional Sequence - Engaging Students in the Learning Process
!Optional: Starter and/or Homework Discussion (___ min.)
N/A
!Introduction (_2_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a “hook”, AND 2) let students know what the objective of
the lesson is.
! Remind the students that yesterday they working with adding multiples of 100 to some tens and

ones.
• Ask the students what the multiples of 100 are.
• Prompt a think-pair-share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
• Tell the students that today they are going to solve three-digit addition word problems.
!Body of the Lesson (_50_ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
!Launch (15 minutes)
• Direct the students to the practice problem: Davin read 52 pages of his book. Then he read 23
more pages of his book. How many pages did he read altogether?
problems.
• Prompt a think-pair-share. (Possible answers: number bonds, quick draws, expanded form.) (ELL
and Struggling in Math support - Use wait time for processing questions/information.)
• Ask the students what equation should be written for this word problem. (Answer: 52 + 23 = ___)
• Walk the students through each strategy, having them guide you on each step in solving this word
problem. Ask questions like what the first step, next step and last step is.
• Model how to explain one of the strategies in writing for a quick draw: First I drew 5 tens and 2
ones to represent the first addend. Then I drew 2 tens and 3 ones to represent the second
addend. Last I added by place value to get a sum of 75.
• Change the word problem on the board to: Davin read 152 pages of his book. Then he read 123
more pages of his book. How many pages did he read altogether?
• Tell the students that now they are going to solve addition problems with three-digit numbers
• Tell the students to think about how their strategies for two-digit addition would change for
lesson to help them today.
• Explain that they are solving two word problems on their worksheet and using Math Talk to
explain any one of their strategies. Remind the students that there is a Sentence Frames anchor
chart and a Math Talk anchor chart for them to use to help them in their explanation. Remind the
students there are also base ten blocks and place value mats available if they wish to use them.
(ELL and Struggling in Math support - Provide sentence frames.)
• Tell the students they may work alone or with a partner and they may work at their desk or on
the floor.
• Tell the students if they finish early they can check answers with a partner, explain how they
solved a problem to a partner using Math Talk, create their own word problem, or work on ST
Math (an educational computer program involving math). (Talented/Gifted support - Create
opportunities for enrichment.)
• Pass out the worksheets.
!Explore (25 minutes)
• Walk around and monitor student learning as they complete the Three-Digit Word Problems
Worksheet and assist struggling students as needed. Take note of different student strategies and
discussions on any piece of paper or scratch paper from any of the two word problems on the
worksheet.
• Anticipated strategies for the first word problem: 252 + 134 = ___.
• Number bond, expanded form, quick draw
• The anticipated strategies remain the same for the second word problem but with the
addition sentence: 332 + 165 = ___.
• Possible student misconceptions:
• Students might forget to decompose three-digit numbers into each place value of hundreds,
tens, and ones when using a number bond or expanded form. For example, they might
decompose 252 into 25 and 2, 2 and 52, 200 and 52, or 250 and 2, because they have only
had experience decomposing two-digit numbers into tens and ones.
• Students might subtract instead of add, because they have been working with subtraction in
previous lessons.
• Students might do a quick draw with only tens and ones, and forget to draw the hundreds.
For example, they might draw 25 tens and 2 ones, or 5 tens and 2 ones, forgetting the
hundreds entirely for 252.
• Possible questioning to make student thinking more visible and/or to guide students from
misconceptions:
• Can you explain how you solved this problem?
• Why did you solve it this way?/Why did you do that?
• What is the word problem asking you to find?
• What is an equation you could write for this word problem?
• What place values are in ____?/ How many place values are there in ____?
• How can you represent the hundreds in the number bond/expanded form/quick draw?
• Select student work and sequence student strategies to be presented to the whole class.
!Summarize/Orchestrate Discussion (10 minutes)
• Prompt the students selected to share their strategies to present and explain their strategy on
the document camera.
• Clarify and restate each student’s explanation of their strategy to make sure the whole class
understands.
• Make sure to point out that in each strategy, three-digit addition involves adding hundreds and
hundreds, tens and tens, and ones and ones.
• Ask the students if they have any questions about each strategy.
!Homework (if you are assigning homework, what will it be?):
N/A
!Closure (_3_minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
• Ask the students what they learned today.
• Prompt a think-pair-share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
• Restate the learning objective for the students that they solved three-digit addition word
problems to understand how to add by place value.
! Part 3: Incorporating Academic Language
(to be completed after you have planned the content part of your lesson plan)
!1. Describe the rich learning task(s) related to the content learning objective.
!The students will write an explanation of how they solved one of the word problems on he
written assessment. The students are encouraged to use the sentence frames as well as Math
Talk (academic language) to help them explain their strategies.
!
2. Language Function: How will students be communicating in relation to the content in the
learning task(s)? Identify the specific function (purpose or genre) you want to systematically
address in your lesson plan that will scaffold students to stronger disciplinary discourse. The
language function will always be a verb. Some examples are: describe, identify, explain, justify,
analyze, construct, compare, or argue.
Explain
!
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
total, sum, place value, decompose
Symbols: +, =
!
Syntax3: Cue words: First, Then, Next, Last

• Quick draw: First I drew __ hundreds, __ tens, and __ ones to represent the first addend.
Then I drew __ hundred, __ tens, and __ ones to represent the second addend. Last, I
added by place value to get a total of ___.
• Number bond or expanded form: First I decomposed the first addend into __, __, and __.
Then I decomposed the second addend into __, __, and __. Last I added by place value to
get a sum of ___.
• Other strategies: First I_____. Then I_____. Last I_____.
Discourse4: The students will complete a written response on the Three-Digit Word
Problems worksheet using this syntax.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top
of the lesson planner.

3 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

4Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
!The students will explain their strategies to show how they solved a three-digit addition problem
using the syntax: First I____; Then I_____; Last I_____.
!5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?

Instruction Guided Practice Independent Practice
Model how to explain a Provide sentence frames. Students will write an
strategy in writing.
! !Provide Math Talk anchor chart explanation to explain one of
their strategies using Math
of academic language. Talk on their worksheet.

!
!LESSON 3
Part 1: Classroom Information
!!

Group Size: 27 Lesson Length: 55 minutes
! Part 1: Planning for the Lesson
!A: Standards
! i. Key Content Standard:
Add and subtract within 1000, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method. Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
ii. Related ELD Standard (must be included when using an ELA Standard):
!!
B. Objectives
! i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
The students will solve a two-step word problem involving three-digit addition using strategies with
concrete models or drawings in order to understand place value in adding three-digit numbers that
one adds the hundreds and hundreds, tens and tens, and ones and ones.
! ii. Language Objective (transfer this from "Incorporating Academic Language"):
The students will explain their strategy in solving a two-step word problem involving three-digit
addition using the syntax: First I_____. Next I_____. Then I_____. Last I_____.
!C. Assessments:
! i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning
Students are writing an addition sentence for the
Walk around and monitor students word problem, solving the word problem with a
as they complete their worksheet, strategy that shows their understanding of place
taking note of student strategies value by adding the hundreds and hundreds, tens
and listen in on student and tens, ones and ones, and finding the correct
conversations. sum. Students are discussing their strategies to
each other.
Walk around and monitor students Students are writing an addition sentence for the
as they complete the practice word problem, solving the word problem with a
word problem involving three-digit strategy that shows their understanding of place
addition on their white boards. value, and finding the correct sum.
! ii. Written assessment you will use to determine, for each individual student, to what
extent they have met your learning objectives. (What evidence will you collect?)
!The written assessment is titled Three-Digit Word Problem, and consists of a two-step word
problem involving three-digit addition. The students will have met the learning objective if they
have solved the word problem using a strategy for both steps that shows their understanding of
place value. They also need to write an addition sentence for the word problem as well as the
total. Additionally, the students need to write an explanation of their strategy using Math Talk
!D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:
• Three-Digit Word Problem worksheet
• PowerPoint
• White boards and Dry erase markers
• Base ten blocks and place value mats
• Math Talk anchor chart
• Sentence Frames anchor chart
! Part 2: Instructional Sequence - Engaging Students in the Learning Process
!Optional: Starter and/or Homework Discussion (___ min.)
N/A
!Introduction (_2_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a “hook”, AND 2) let students know what the objective of
the lesson is.
• Remind the students that yesterday they solved a word problem that involved adding three-digit
numbers like the word problem on the board: Kameron saved up 123 Cool Koalas. Then she got
146 more Cool Koalas. How many Cool Koalas does Kameron have in total? (ELL and Struggling in
Math support - Provide visuals.)
• Tell the students that today they are going to solve another three-digit word problem that is a
little more challenging.
!Body of the Lesson (_50_ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
!Launch (15 minutes)
• Pass out the white boards and dry erase markers to each student.
• Ask the students to read the word problem chorally: Kameron saved up 123 Cool Koalas. Then she
got 146 more Cool Koalas. How many Cool Koalas does Kameron have in total?
• Ask the students what the equation would be for this word problem. (Answer: 123 + 146 = ___)
• Prompt a think-pair-share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
• Tell the students they may solve this problem using any strategy on their white board and they
can also talk to a partner if they need help.
• Give the students 5-7 minutes to solve this word problem on their white boards.
• Walk around and monitor students as they complete this problem.
• Select 3-4 students to share their strategies to the whole class. Select students who used a
number bond, expanded form, and quick draw.
• As students share their strategies to the whole class, guide them to use Math Talk and the
sentence frames anchor charts when explaining their strategy orally. (ELL and Struggling in Math
support - Provide sentence frames.)
• Ask the students how these strategies are different from adding two-digit numbers.
• Prompt a think-pair-share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
• Tell the students that now they are adding three-digit numbers, so there is another place value
they have to consider when adding. Now they are working with the hundreds place.
• Tell the students if they finish early they can check answers with a partner, explain how they
solved a problem to a partner using Math Talk, or work on ST Math (an educational computer
program involving math). (Talented/Gifted support - Create opportunities for enrichment.)
!Explore (25 minutes)
• Display and read the word problem for today from the PowerPoint: Eddie found 213 beetles in the
forest. The next day, he found twice as many beetles in the forest. How many beetles did Eddie
• Direct the students to notice the wrote problem has the word twice in it.
• Ask the students what twice means.
• Prompt a think-pair share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
• Give the students the example that you have 5 pencils and a student has twice as many pencils as
you.
• Ask the students how many pencils the student would have and why. (Answer: 10 because twice
as many as 5 is 10) (ELL and Struggling in Math support - Use wait time for processing questions/
information.)
• Tell the students to pay close attention to what the word problem is asking them.
• Explain to the students that they can solve the word problem using any strategy and they may
work alone or with a partner. There are also base ten blocks and place value mats available to
them if they would like to use these tools.
• Tell the students they must explain their strategy just like yesterday. Remind the students to use
the Math Talk and Sentence Frames anchor charts to help them explain their strategies. (ELL and
Struggling in Math support - Provide sentence frames.)
• Pass out the Three-Digit Word Problem worksheet.
• Walk around and monitor student learning as they complete the Three-Digit Word Problem
Worksheet and assist struggling students as needed. Take note of different student strategies and
discussions on any piece of paper or scratch paper.
• Anticipated strategies for the word problem: 213 + 213 = ___ and 213 + 426 = ___ or 213 + 213 +
213 = ___.
• Number bond, expanded form, quick draw
• Note that the students might use two different strategies for the two-step word problem.
For example, a student might use a number bond for the first step and then use a quick
draw for the second step.
• Possible student misconceptions:
• Students might not do both steps of this word problem and only add 213 and 213 to get a
sum of 426 and think this is the final total.
• Students might subtract instead of add, because they have been working with subtraction in
previous lessons.
• Students might use a number bond, expanded form, or quick draw strategy with only tens
and ones, and forget to draw the hundreds, because they have been working with two-digit
numbers in previous lessons.
• Possible questioning to make student thinking more visible and/or to guide students from
misconceptions:
• Can you explain how you solved this problem?
• What is the word problem asking you to find?
• Is there another step to this word problem?
• What is an equation you could write for this word problem?
• What are the place values are in ____?/ How many place values are there in ____?
• How can you represent the hundreds in your strategy?
• How can you find out how many beetles Eddie found on the first day and the next day?
• How can you find twice as many as 213?
• Select student work and sequence student strategies to be presented to the whole class.
!Summarize/Orchestrate Discussion (10 minutes)
• Prompt the students selected to share their strategies to present and explain their strategy on
the document camera.
• Clarify and restate each student’s explanation of their strategy to make sure the whole class
understands.
• Make sure to point out that in each strategy, three-digit addition involves adding hundreds and
hundreds, tens and tens, and ones and ones.
!Homework (if you are assigning homework, what will it be?):
N/A
!Closure (_3_minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
• Ask the students what they learned today.
• Prompt a think-pair-share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
• Restate the learning objective for the students that they solved a three-digit addition word
problem to understand how to add by place value.
! Part 3: Incorporating Academic Language
(to be completed after you have planned the content part of your lesson plan)
!1. Describe the rich learning task(s) related to the content learning objective.
!The students will write an explanation of how they solved this problem using a strategy on the
written assessment. The students are encouraged to use the sentence frames as well as Math
Talk (academic language) to help them explain their strategies.
!
2. Language Function: How will students be communicating in relation to the content in the
learning task(s)? Identify the specific function (purpose or genre) you want to systematically
address in your lesson plan that will scaffold students to stronger disciplinary discourse. The
language function will always be a verb. Some examples are: describe, identify, explain, justify,
analyze, construct, compare, or argue.
Explain
!
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
total, sum, place value, decompose
Symbols: +, =
Syntax5: Cue words: First, Then, Next, Last

• Quick draw: First I drew __ hundreds, __ tens, and __ ones to represent the first addend.
Then I drew __ hundred, __ tens, and __ ones to represent the second addend. Last, I
added by place value to get a total of ___.
• Number bond or expanded form: First I decomposed the first addend into __, __, and __.
Then I decomposed the second addend into __, __, and __. Last I added by place value to
get a sum of ___.
• Other strategies: First I_____. Next I_____. Then I_____. Last I_____.
!
Discourse6: The students will complete a written response on the Three-Digit Word Problem
worksheet using this syntax.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top
of the lesson planner.
!The students will explain their strategy in solving a two-step word problem involving three-digit
addition using the syntax: First I_____. Next I_____. Then I_____. Last I_____.
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?

Instruction Guided Practice Independent Practice
Students explain their Provide sentence frames. Students will write an
strategies to the whole class in
solving the practice problem
!
Provide Math Talk anchor chart
explanation to explain one of
their strategies using Math
using Math Talk and the of academic language. Talk on their worksheet.
sentence frames.

5 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

6Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.