Instructional Plan Format

Teacher Educational Department

Name of Teacher Wanda Martinez

Subject Area Math
Grade 3
Date August 2, 2010
Time

Lesson Title How is addition and subtraction related

Standards (coded and written)
Sunshine State Standard
Benchmark
National Subject Area
Standards and Expectations
MA.3.A.6.1 -- Represent, compute, estimate, and solve
problems using numbers through hundreds.
Understand numbers, ways of representing numbers,
relationships among numbers, and number systems:

Pre-K–2 Expectations:

 count with understanding and recognize "how many"

in sets of objects;
 use multiple models to develop initial
understandings of place value and the base-ten
number system;
 develop understanding of the relative position and
magnitude of whole numbers and of ordinal and
cardinal numbers and their connections;
 develop a sense of whole numbers and represent and
use them in flexible ways, including relating,
composing, and decomposing numbers;
 connect number words and numerals to the
quantities they represent, using various physical
models and representations;

Grades 3–5 Expectations:

 understand the place-value structure of the base-ten

number system and be able to represent and compare
whole numbers and
 recognize equivalent representations for the same
number and generate them by decomposing and
composing numbers;
National Subject Area
Standards and Expectations:
Continued
Florida Performance Standards
for English for Speakers of
other Languages (ESOL)
Standards
Intended action or process from
Understand meanings of operations and how they relate
to one another
Grades K–2 Expectations:
 understand various meanings of addition and
subtraction of whole numbers and the relationship
between the two operations;
 understand the effects of adding and subtracting
whole numbers
Compute fluently and make reasonable estimates
Grades 3–5 Expectations:
 students should– develop and use strategies for
whole-number computations, with a focus on
addition and subtraction;
 develop fluency with basic number combinations for
addition and subtraction;
 use a variety of methods and tools to compute,
including objects, mental computation, estimation,
paper and pencil, and calculators.
Grades 3–5 Expectations:
 develop and use strategies to estimate the results of
whole-number computations and to judge the
reasonableness of such results;
 select appropriate methods and tools for computing
with whole numbers from among mental
computation, estimation, calculators, and paper and
pencil according to the context and nature of the
computation and use the selected method or tools.
Standard 12: Apply content-based ESOL approaches to
instruction
Standard 18: Create a positive classroom environment to
accommodate the various learning styles and cultural
backgrounds of students
Bloom’s Taxonomy of Cognitive Goals – Synthesis – The
a designated taxonomy students will be able to combine elements into a new whole
Curriculum sources Scott Foresmann Grade 3 Text book and Teachers Edition
Rationale This is important for the students to learn because numbers
enable students to count, measure, compare, and make
predictions, something that is used in everyday life.
Teaching Task The teaching of the concept of place value and regrouping.
Purpose Statement The students will be able to represent numbers with
flexibility.
Objectives The students will be able to hypothesize, plan, compose,
combine, estimate, build upon, solve, and predict using
place values, addition, and subtraction by the end of a six
week period.
Assessment Students will be assessed using multiple choice items and
observation of math game.
Evaluation Students will be evaluated by answers on multiple choice
questions and by how well they do on the math game.
Technical Materials and Scott Foresmann Grade 3 Text and Teachers Edition.
Preparation Transparency to explain the game. Teacher made laminated
game place mats, game pieces (2 packs of smartie candies, 5
half pieces of Twizzlers, and a bite size chocolate candy
bar) per student.
Accommodations for special ESOL & ESE Accommodations -- Provide individualized
needs students instruction and assistance. Encourage peer tutoring, role-
playing, and interaction. Use small group instruction and
cooperative learning groups. Encourage students to
verbalize the steps involved in solving a problem as they
work through it on paper. Use manipulatives to help
students visualize the math concepts. Teach math concepts
and computation procedures through games and kinesthetic
activities.
High ability students Accommodations – Challenge with
online interactive place value and regrouping games.

Vocabulary Standard form, expanded form, place value, least to greatest,

greater than, less than, equal to, greatest to least,  estimate,
difference, sum, equation

Anticipatory Set Provide students with a visual with transparency explaining

Teacher Activities, Strategies,
Behaviors (Direct Instruction,
Guided Practice, Independent
Practice, the Accomplishment
of the objective, and Real Life
Application)
concept and procedure of the game.
Start by reviewing previous knowledge. Guide students
through math problem activities on pg. 10 of the Scott
Foresmann Grade 3 Text book. Call on students to answer
questions to review and gain a better understanding of math
concept. Show Transparency game board and go through the
steps. Have minimum of two students come up and show

Student Activities (direct
Instruction, Guided Practice,
Independent Practice, the
Accomplishment of the
objective, and Real Life
Application)
Check for understanding
Opportunities for application of
the session
Teacher’s reflection on this
session
understanding of instructions. Give groups of 4 students’
game boards and candy pieces to play game. Move around
classroom checking for understanding and provide
assistance when needed. After game, practice vocabulary
words to understand association to the math concept being
learned and review with questions the teacher puts on the
board.
Guide the students through math problem activity on pg.10.
Students will answer verbal questions provided by teacher.
After teacher explains game with transparency, minimum of
2 students will come up to the front of class and show
understanding of the game steps explained by teacher. The
students will play, we can eat 100, regrouping game.
Groups of four students’ get game place mat and candy. For
every ten smarties they gain, they can cash it in for one
twizzler, for every 10 twizzlers, they can cash it in for an
eatable miniature chocolate candy (e.g. Snickers), which
teacher will hold until group has total of 4 100’s gained.
Then teacher will give each student their miniature
chocolate bar to eat. After game, practice vocabulary words
to understand association to the math concept being learned.
Review questions given by teacher by going to the board to
answer.
Move around classroom checking for student understanding.
Practice associated vocabulary words. Review after activity
and game with questions on the board that students will
answer.
Student goes to the store and wants to buy a toy that cost
$1.29, student has 80 cents in dimes and 49 cents in pennies,
and student can combine 20 pennies with the 80 cents in
dimes to make a $1.00 leaving him with 29 cents. Student
should now understand that they have a total of $1.29.
I assessed all my students prior to the specific lesson plan in
order to identify any weaknesses in this area. The
procedural arrangements were affective. All the materials
and equipment were ready to use. Sufficient time was
allowed to practice skill. Met the needs of all students.
Provided verbal, written, and hands on instruction to
provide a better understanding of the material.