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Math and Guided Math)

CCSS or State Standards:

3.NBT.2 Fluently add and 10/25/17 Day 1

subtract within 1000 using

strategies and algorithms 8:30 9:10 (40

based on place value, minutes) Whole Group

properties of operations, and Math

or/ the relationship between

addition and subtraction. 9:10 - 9:40 (30

minutes) Guided Math

Resources and Materials:

Review of Notes

Worksheet

(can be attached)

What students will know and be able to do algorithm. (Understand and Apply)

stated in student friendly language (use

Blooms and DOK levels for higher level

thinking objectives)

Essential Question(s): How can you break large addition problems into smaller ones?

Over-arching questions of the lesson that will (Topical)

indicate student understanding of

concepts/skills What is it you want the

students to learn/know? Why? How can you use appropriate tools strategically? (Over-Arching)

others? (Over-Arching)

Inclusion Activity: Review place number with place number book: use 538

Describe an activity that will ensure that all Ask: what place value is the 5, 3, 8 in?

students and their voices are included at the

beginning of the lesson.

Provide an overview of the flow of the lesson.

Should also include estimates of

pacing/timing. 1. Write 243 + 179 on board

2. Explain that each digit in each number can be broken down

by thinking about place value of each number

3. Make a Hundred column:

Underline or bold the hundred value of each number

Place Value of 243 = 200

Place Value of 179 = 100

Add 200 + 100 = 300 *

Star 300 so that the students know this is an important

number to keep track of

4. Make a Tens column:

Underline or bold the tens value of each number

Place Value of 243 = 40

Place Value of 179 = 70

Add 40 + 70 = 110 *

Star 110 so that the students know this is an important

number to keep track of

5. Makes a Ones column:

Underline or bold the ones value of each number

Place Value of 243 = 3

Place Value of 179 = 9

Add 3 + 9 = 12 *

Star 12 so that the students know this is an important

number to keep track of

6. Add the sum of all the places

Look for starred numbers

300 + 110 + 12 = 422

7. Complete the same steps with 375 + 412, breaking the large

number into smaller numbers using place value categories:

hundreds, tens, ones

Students should follow along in their notebooks

Do thumbs up, thumbs down between every place

value

Discuss accordingly if students have a thumbs down

1. Courtney

2. Issyo

3. Jayden

4. Ryan

1. Lionel

2. Olivia

3. Taya

4. Josiah

5. Landen

1. Sophia

2. Chelsea

3. Lily

4. Roy

5. Maverick

6. Sydney

7. Dawson

8. Riley

9. Cole

10. Cecily

independently were chosen because they are capable of working on

own. This does not mean that they will understand the concept 100%

every time. However, be careful to help them too much because they

often just want to get it done quick and easy, expecting the answer to

be given to them. If this begins to be the case, encourage them to try

the first three on their own and then check in again.)

volunteers to show their work and answer the problem

overhead) have students give thumbs up or thumbs down if they

agree or disagree.

If student(s) disagree, discuss what they did versus what should have

happened.

Instructional Strategies:

Research-based strategies to help students Scaffolding

think critically about the concept/skill

Assessment: Formative:

List both formative and summative Thumbs up, thumbs down

assessments that you will use to assess student

understanding. Formative assessments are

given during instruction (check for Monitoring in groups

understanding), summative are after

completion of instruction (how will you grade

quiz, test, project, paper, presentation, Summative:

demonstration, etc.).

To come at end of unit.

Differentiation:

Describe who will need additional or different Separate Dawon and Josiahs desks so that they cannot kick each

support during this lesson, and how you will

support them. Differentiated instruction could other under the desks during Whole-Group Math.

include testing accommodations, preferential

seating, segmented assignments, a copy of the

teachers notes, assignment notebook, peer Working in guided small groups by tiers.

tutors, etc.

Summary, Integration and Review lesson by breaking down I Can Statement: Students solve

Reflection: 3-digit addition problems using an expanded algorithm.

List the way that you will bring students

together to integrate and reflect on their

learning from this lesson

Unit: Using Place to Add and Lesson Title: Models for Adding 3- Grade/Period: 3rd

Subtract Digit Numbers (Whole-Group Math

and Guided Math)

CCSS or State Standards:

3.NBT.2 Fluently add and

subtract within 1000 using 10/26/17 Day 2

strategies and algorithms

based on place value, 8:30 9:10 (40

properties of operations, minutes) Whole Group

and/or the relationship

between addition and 9:10 9:40 (30

subtraction. minutes) Guided Math

Place Value Blocks

worksheet

(can be attached)

What students will know and be able to do pictures and record the results using the standard addition

stated in student friendly language (use

Blooms and DOK levels for higher level algorithm. (Application)

thinking objectives)

Essential Question(s): How can you use place value understanding and properties of

Over-arching questions of the lesson that will operation to perform multi-digit arithmetic? (Over-Arching)

indicate student understanding of

concepts/skills What is it you want the

students to learn/know? Why? How can you use base place value to add 3-digit numbers? (Topical)

Describe an activity that will ensure that all Review place value blocks. How much is each value? Draw your

students and their voices are included at the

beginning of the lesson. own (without detail): a box (100), skinny rectangle (10), and small

box (1)

Provide an overview of the flow of the lesson.

Should also include estimates of

pacing/timing. 1. Write 143 + 285 onto overhead.

2. Model with place value blocks. Show 143 with 1 hundred

block, 4 ten blocks, and 3 single blocks. Show 285 with 2

hundred blocks, 8 ten blocks, and 5 single blocks.

3. Regroup: IF ABOVE 9, THEN REGROUP, IF BETWEEN

0-9, THEN DO NOT REGROUP

Start with ones Count them = 8 (Nothing to

regroup as it is between 0-9)

Regroup tens Count them = 12 (Must regroup

because above 9. Take 10 of the ten place value

blocks and exchange them with 1 hundred block. Will

have 2 extra 10 value blocks.)

Regroup hundreds, including the new one from the

previous regroup Count them = 4 (Nothing to

regroup as it is between 0-9)

Add place value blocks: 4 hundreds + 2 tens + 8 ones

= 428

4. Do another example.

5. Write 148 + 276 onto overhead

6. Have students follow along with groups with their own place

value blocks: Just modeling, do not regroup yet

7. Have adult helpers travel around, observing and assisting

when necessary through remainder of lesson

8. Scaffold what you did with place value blocks: Show 148

with 1 hundred place value block and 4 ten value blocks and

8 single blocks. Show 276 with 2 hundred place value blocks

and 7 ten value blocks and 6 single blocks

9. Have students regroup, starting with ones

10. Scaffold for students: Count ones = 14 (Regroup because

over 9. Exchange 10 one blocks with 1 ten value block.

Should have 4 single blocks left over.

11. Have students regroup with tens

12. Scaffold for students after a minute: Count ten place value

blocks = 12 (Regroup because over 9. Exchange 10 ten place

value blocks with 1 hundred block. Should have 2 ten value

blocks left over.)

13. Have students regroup with hundreds

14. Scaffold for students after a minute: Count hundred place

value blocks = 4 (Do not regroup because between 0 and 9)

15. Have students add blocks

16. Scaffold for students: Add blocks 4 hundreds + 2 tens + 4

ones = 424

17. Show model without blocks: draw hundred block, ten block,

one block (for when you do not have blocks on hand to use)

Transition: Introduce three groups designated with myself, co-

teacher, and paraprofessional and independent group Guided

Math Lesson

5. Courtney

6. Issyo

6. Lionel

7. Olivia

8. Jayden

9. Ryan

10. Taya

11. Josiah

12. Landen

11. Sophia

12. Chelsea

13. Lily

14. Roy

15. Maverick

16. Sydney

17. Dawson

18. Riley

19. Cole

20. Cecily

on their own if that is their designated area

Must use both drawing model strategy and place value blocks to find

answer.

work paper (will be stapled to worksheet)

between 0-9, do NOT regroup. If above 9, REGROUP. (NOTE:

The students who were carefully chosen to work independently were

chosen because they are capable of working on own. This does not

mean that they will understand the concept 100% every time.

However, be careful to help them too much because they often just

want to get it done quick and easy, expecting the answer to be given

to them. If this begins to be the case, encourage them to try the first

three on their own and then check in again.)

When finished: Use a variety of recognition techniques:

1. Volunteering (raised hands): Ask for volunteers to come and

show their work

2. Surveying: Everyone shares a response at once through a

thumbs up or thumbs down to show if they agree or disagree

on the answer

3. Round Robin: Students share what they agree or disagree

with

Clean up. Put worksheets and loose paper in math folders. Put

blocks away.

Research-based strategies to help students

think critically about the concept/skill

Variety of Discussion Strategies

Assessment: Formative:

List both formative and summative Monitoring tables to check if students are following along

assessments that you will use to assess student

understanding. Formative assessments are

given during instruction (check for Thumbs up, thumbs down

understanding), summative are after

completion of instruction (how will you grade

quiz, test, project, paper, presentation,

demonstration, etc.).

Summative:

To come at end of unit.

Differentiation: Preferential seating: Switch Dawson with Adrianna for the lesson

Describe who will need additional or different

support during this lesson, and how you will

support them. Differentiated instruction could Guided Groups based off of tiers

include testing accommodations, preferential

seating, segmented assignments, a copy of the

teachers notes, assignment notebook, peer

tutors, etc.

Summary, Integration and Students discuss with partners how they used place value blocks and

Reflection: drawing model strategy to add 3 digit problems (possible answers

List the way that you will bring students that should be looked for is regrouping and moving values if

together to integrate and reflect on their

learning from this lesson above 9

Unit: Using Place to Add and Lesson Title: Adding 3 Digit Grade/Period: 3rd

Subtract Numbers (Whole Group and

Guided Math)

CCSS or State Standards: 10/27/17 Day 3

3.NBT.2 Fluently add and

subtract within 1000 using 8:30 9:10 (40 minutes)

strategies and algorithms Whole Group Math

based on place value,

properties of operations, 9:10 9:40 (30 minutes)

and/or the relationship Group Math

between addition and

subtraction.

Michigan Real World Application

Place Value Blocks (just in case)

Problems for Game

(can be attached)

What students will know and be able to do and use addition to solve problems.

stated in student friendly language (use

Blooms and DOK levels for higher level

thinking objectives)

Essential Question(s): How can you use addition to solve problems? (Topical)

Over-arching questions of the lesson that will

indicate student understanding of

concepts/skills What is it you want the How to reason abstractly and quantitatively? (Over-Arching)

students to learn/know? Why?

Arching)

Describe an activity that will ensure that all Michigan Real World Application

students and their voices are included at the

beginning of the lesson.

After this lesson, we will be able to answer this and learn how many

miles it will take to go from St. Johns to Mackinac City.

250. We will come back to this.

Provide an overview of the flow of the lesson.

Should also include estimates of

pacing/timing. 1. Step 1: Add the ones and then regroup.

(From Michigan problem)

161

+ 47

_______

Add the ones = 8 (Do not have to regroup because less than

9)

Add the tens = 10 (Have to regroup because more than 9)

Regroup 10 tens = 1 hundred and 0 tens

Add the hundreds = 2 (Do not have to regroup because less

than 9)

They drove 208 miles in total

Refer back to Inclusion Activity we got 210

Were we reasonably close? Yes! Only 2 away.

This is just like that! But with columns.

minutes

down where they get confused

Team Two Dawson, Chelsea

Team Three Sydney, Roy

Team Four Lily, Adrianne

Team Five Issyo, Josiah

Team Six Jayden, Lionel

Team Seven Courtney, Sophia

Team Eight Cole, Riley

Team Nine Kristina, Cecily

Team Ten Taya, Ryan

1. Have them sit together with one marker board, tissue, and

marker per group. They are to take turns writing on board

and holding up.

2. Show 3 digit addition problem(s) one at a time from

Problems for Game

3. Give groups three minutes to answer using strategy learned

in class

4. Designated writer holds up answer

5. Teacher shows correct answer and then asks one person to

come show what they did to get their correct answer

6. Give groups 30 seconds to discuss what they did right or

wrong

7. Repeat.

Instructional Strategies:

Research-based strategies to help students Teams-Games-Tournaments

think critically about the concept/skill

Assessment: Formative:

List both formative and summative Thumbs up, thumbs down

assessments that you will use to assess student

understanding. Formative assessments are Monitoring/Listening

given during instruction (check for Checking of each problem during game

understanding), summative are after

completion of instruction (how will you grade

quiz, test, project, paper, presentation, Summative:

demonstration, etc.).

To come at end of unit.

Describe who will need additional or different

support during this lesson, and how you will

support them. Differentiated instruction could Rotate Ryans desk so that it faces the overhead and away from

include testing accommodations, preferential Landen.

seating, segmented assignments, a copy of the

teachers notes, assignment notebook, peer

tutors, etc.

Reflection:

List the way that you will bring students

together to integrate and reflect on their

learning from this lesson

Unit: Using Place to Add and Lesson Title: Adding 3 or More Grade/Period: 3rd

Subtract Numbers (Whole Group and Guided

Math) 10/30/17 Day 4

CCSS or State Standards:

3.NBT.2 Fluently add and 8:30 9:10 (40 minutes)

subtract within 1000 using Whole Group Math

strategies and algorithms

based on place value, 9:10 9:40 (30 minutes)

properties of operations, Group Math

and/or the relationship

between addition and

subtraction.

Picture Link

Stations to print

work

(can be attached)

What students will know and be able to do and pencil methods and use addition to solve problems.

stated in student friendly language (use

Blooms and DOK levels for higher level (Remember and Apply)

thinking objectives)

Essential Question(s): How can you reason abstractly and quantitatively? (Over arching)

Over-arching questions of the lesson that will

indicate student understanding of

concepts/skills What is it you want the Look for and express regularity in repeated reasoning? (Over

students to learn/know? Why? arching)

(Topical)

used to solve the problem. (Topical)

Inclusion Activity: Tell a story. You are visiting Mt. Rushmore *YAY!* And you

want to measure the size of President Washingtons head but

Describe an activity that will ensure that all heres the problem *GASP* Your tape measure isnt long enough

students and their voices are included at the

beginning of the lesson. to measure all of President Washingtons head at once.

Picture Link

the nose and then measure nose to eyes, measure separately

Provide an overview of the flow of the lesson.

Should also include estimates of

pacing/timing. 1. Lets divide his face into three parts Discuss (strategy)

How should we divide his face? Think-Share with partner

2. Answer: Chin to nose, nose to eyes, eyes to forehead (could

have switched up a couple of them, but as a class, do what is

mentioned so that it is all the same)

3. Show division on overhead

4. Numbers for each are:

Chin to nose: 20 feet

Nose to eyes: 21 feet

Eyes to forehead: 19 feet

5. Write numbers on marker board on top of each other to add

6. Draw model to the right of it: three boxes attached with

number in each. Line above from start to finish with ? Feet

in all

7. Line up ones, tens, and hundreds.

8. Add the ones. Regroup.

9. Add the tens.

10. In all, Washingtons face is ____ feet long. (Answer: 60)

New problem:

2. Have students follow along in math notebooks

3. Write these steps on board (Do not have to write in

notebooks)

4. Line up ones, tens, hundreds

5. Add the ones.

6. Add the tens.

7. Add the hundreds.

8. Where do we have to regroup?

9. Total?

10. Students do problem in notebooks.

11. Give them three minutes (plus minus time, just observe. Who

is still working?

12. Students share with table partner.

13. Bring attention back to front of room.

14. Students follow along while teacher shows how to solve

problem.

15. Thumbs up, thumbs down.

16. Thumbs down where did they get lost? Ask them! Discuss

as class.

17. Have students draw model of their work.

1. 483 + 259 + 142 ____ = 989 (Missing number = 105)

2. Have students draw model

3. Share with partner

4. Teacher walk around the monitor Scaffold with questions:

what piece of information are we missing? Are we looking

for the total? Will we be adding or subtracting? Both?

5. Ask student to come up and show their model

6. Classmates agree or disagree? Thumbs up or thumbs down.

7. Thumbs down, what did you do differently? Vocal or come

up and show.

8. (If wrong, make sure to show right work)

9. Now solve in notebooks.

10. Follow the same steps as previous problem add first. Then

subtract to find missing piece.

11. Share with partner.

12. Check your work: Add 483 + 259 + 142 + 105 = 989. Does it

equal 105?

13. Teacher picks student to come up and show what they did.

14. Agree or disagree?

15. Thumbs down, what did they do differently?

16. Teacher agrees or disagrees (show right work in need be)

17. Ask questions such as did you regroup? Did you remember

to carry?

This pdf has the images of the following items to print off and cut

out: Stations

On the bean table in front, set out a necklace, coat, and Chrome

book. With sticky notes, put $105 on the necklace, $158 on the coat,

and $421 on the chrome book. On a scrap piece of paper (from back

cabinet) write Station Number 1. Set this next to these items.

On the front carpet, set out a bus ticket, shoes, and hotel reservation

card. With sticky notes, put $152 on the bus ticket, $173 on the

shoes, and $248 on the hotel reservation card. On a scrap piece of

paper (from back cabinet) write Station Number 2. Set this next to

these items.

In the back corner on the floor next to the bathrooms, set out another

chrome book, textbook, and autographed baseball card. With sticky

notes, put $421 on the Chromebook, $268 on the textbook, and $129

on the autographed baseball card. On a scrap piece of paper (from

back cabinet) write Station Number 3. Set this next to these items.

In the back carpeted area next to the reading nook, set out an ipod,

plane ticket, and skateboard. With sticky notes, write $567 on the

ipod, $238 on the plane ticket, and $169 on the skateboard. On a

scrap piece of paper (from back cabinet) write Station Number 4. Set

this next to these items.

Up front next to the teachers desk on the carpet, set out a gift card,

camera, and used car. With sticky notes, write $100 on the gift card,

$284 on the camera, and $937 on the used car. On a scrap piece of

paper (from back cabinet) write Station Number 5. Set this next to

these items.

Team one: Anarah, Maverick, Dawson, Chelsea

(Start at Station 1)

Team two: Sydney, Roy, Lily, Adrianne (Start at

Station 2)

Team three: Issyo, Josiah, Sophia, Riley (Start at

Station 3)

Team four: Josiah, Cecily, Jayden, Lionel, Kristie

(Start at Station 4)

Team five: Courtney, Cole, Taya, Ryan, Olivia (Start

at Station 5)

2. Show Student Example as scaffolding. Student example of

Guided Math work Go over directions. Hand out worksheet

to each station. Worksheet for Guided Math. Each student

gets one. They are all expected to do work and share what

they did.

3. Use a timer to keep track of time. Each station time is five

minutes. Then they must switch, even if not done.

4. Teacher and Parapro are expected to walk around and

monitor.

5. At 9:30, ask groups to clean up their station. They can all go

in trash.

6. Go over answers together as class. Ask for volunteers to

show their work for stations.

7. Students: thumbs up or thumbs down? If thumbs down,

where do you disagree? Where did you get lost?

Research-based strategies to help students

think critically about the concept/skill

Direct Instruction Modeling, directed, guided, independent

stations

Assessment: Formative:

List both formative and summative

assessments that you will use to assess student

understanding. Formative assessments are Thumbs up, thumbs down

given during instruction (check for

understanding), summative are after

completion of instruction (how will you grade Monitoring, listening

quiz, test, project, paper, presentation,

demonstration, etc.).

Summative:

Describe who will need additional or different

support during this lesson, and how you will

support them. Differentiated instruction could Student example of Guided Math work

include testing accommodations, preferential

seating, segmented assignments, a copy of the

teachers notes, assignment notebook, peer

tutors, etc.

Reflection:

List the way that you will bring students

together to integrate and reflect on their

learning from this lesson

Unit: Using Place to Add and Lesson Title: Spooky Subtraction of Grade/Period: 3rd

Subtract 3-Digit Numbers (Whole Group and

Guided Math) 10/31/17 Day 5

CCSS or State Standards:

3.NBT.2 Fluently add and Halloween

subtract within 1000 using

strategies and algorithms 8:30 9:10 (40 minutes)

based on place value, Whole Group Math

properties of operations,

and/or the relationship 9:10 9:40 (30 minutes)

between addition and Group Math

subtraction.

Video to Subtract without and with

Regrouping

Math

(can be attached)

What students will know and be able to do methods and use subtraction to solve problems.

stated in student friendly language (use

Blooms and DOK levels for higher level (Understand and Apply)

thinking objectives)

Essential Question(s): Make sense of problems and persevere in solving them. (Over-

Over-arching questions of the lesson that will arching)

indicate student understanding of

concepts/skills What is it you want the

students to learn/know? Why?

Reason abstractly and quantitatively. (Over-arching)

(Over-arching)

Describe an activity that will ensure that all Show the Graduated Warm-Up on overhead. In notebooks, have

students and their voices are included at the

beginning of the lesson. students copy each problem. Have them start with level one. Walk

around and monitor as they share with partners.

sharing with partner may help students. Walk around and monitor.

Who is struggling?

Sequence of Activities:

Provide an overview of the flow of the lesson. Whole Group Math:

Should also include estimates of

pacing/timing.

1. Mike and Linda are playing a game. How many more points

does Mike have than Linda? Mike has 528 points and Linda

has 341 points.

2. Line up the points:

528

- 341

3. Have students follow along with eyes and ears.

4. Subtract the ones. 8 ones is greater than 1 so you do not

have to regroup. 8-1 = 7

5. Subtract he tens. Since 2 tens is less than 4 tens, you have to

regroup 1 hundred into 10 tens. Show this on the board. =8.

Make sure to show how you cross out the 2 and change it to

12. And change the 5 to a 4.

6. Subtract the hundreds. 4 hundreds 3 hundreds = 1 hundred

7. Total = 187.

8. Mike has 187 more points than Linda.

Another example:

1. Carl has 472 pumpkins in his pumpkin patch. Abby has 284

pumpkins in hers. How many more pumpkins does Carl have

than Abby?

2. Line up the number of pumpkins vertically.

3. Have students solve problem in math notebooks.

4. Monitor, give them about two minutes

5. Choose student who you saw got it right. Ask him or her to

come up and show what they did.

6. Have students show thumbs up or thumbs down.

7. If thumbs down, ask what they did differently. Clarify.

8. Ask questions, did you remember to regroup? Did you cross

off the numbers you used to regroup?

Last problem:

1. Refer back to the Graduated Mathematics Warm-Up

2. Have students solve in math notebooks

3. Ask a brave soul to come up and solve the problem from the

Graduated Difficulty, to show their work and discuss every

step

4. Any questions? Read body language. Who is confused?

Bored?

2. In math notebooks, solve five problems of the regrouping in

ones place, 4 in the tens place, and 3 in hundreds.

Pull Courtney, Issyo, Cecily, and Taya up to bean table. Work with

them. Do not worry about problems. Choose one or two of each

category and work through together. Graduate difficulty when ready.

Research-based strategies to help students

think critically about the concept/skill

Assessment: Formative:

List both formative and summative

assessments that you will use to assess student

understanding. Formative assessments are Monitoring

given during instruction (check for Graduated Difficulty Assignment

understanding), summative are after

completion of instruction (how will you grade

quiz, test, project, paper, presentation, Summative:

demonstration, etc.).

To come at end of unit

Describe who will need additional or different

support during this lesson, and how you will

support them. Differentiated instruction could Segmented Assignment with Teacher

include testing accommodations, preferential

seating, segmented assignments, a copy of the

teachers notes, assignment notebook, peer

tutors, etc.

Summary, Integration and Put math notebooks away. Share with partner if you like adding or

Reflection: subtracting with 3 digit numbers and why.

List the way that you will bring students

together to integrate and reflect on their

learning from this lesson

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