UNLV Student: Bria Clark PSMT Name: Mrs.

Aguila

Lesson Plan Title: Math Unit Plan Lesson Plan Topic: Lesson 2-1 through
2-5

Date: August 2019 Estimated Time: Five days

Grade Level: 3rd School Site: Snyder Elementary

Wednesday
1. State Standards:
3.NBT.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.
2. Teaching Model(s): ​Direct
3. Objective(s): ​SW use basic addition and subtraction facts to solve problems with larger
numbers.
4. Materials and Technology Resources:
a. Math Journals, [spiral notebooks], and pencils.
5. Instructional Procedures:
a. Motivation/Engagement​:
https://learnzillion.com/lesson_plans/8182-solve-addition-problems-with-numbers-up-to-1
-000-regrouping/
b. Developmental Activities or Learning Experiences: ​SW solve and record their
answers from Math Message part. 9 – 7 = ? ​2​? ​16​ = 7 + 990 – 70 = ? ​20​? ​160​ = 70
+ 90900 – 700 = ? ​200​? ​1,600​ = 700 + 900 .
c. TW call on students help solve each problem.
d. DOK 1: Can you identify patterns?​TW then have students share solution
strategies and describe any patterns they noticed.
e. TW ask “In each set, how are the problems related?”
f. TW will let 3-5 students answer. SW remind children that another way to think of
90 is nine 10s ​tens, or nine [10s], and 700 is seven hundred, or seven [100s].
Model how to rewrite these problems:
9 [1s] – 7 [1s] = ​2​ [1s] 16​ [1s] = 7 [1s] + 9 [1s]

9 [10s] – 7 [10s] = ​2​ [10s] 16​ [10s] = 7 [10s] + 9 [10s]

 9 [100s] – 7 [100s] = ​2​ [100s 16​ [100s] = 7 [100s] + 9 [100s]

g. TW ask if students can point out the basic fact in each problem.
h. TW explain that the ​he other problems in each set are called ​fact extensions.
Children use their knowledge of basic facts to calculate with the larger numbers in
fact extensions.
i. TW Explain ​multiples​ of 10 and 100 as products of counting numbers and 10 or
100.
j. TW give example that 90 is a multiple of 10 because 90 is 9 groups of 10, or 9 ×
10. And 900 is a multiple of 100 because 900 is 9 groups of 100, or 9 × 100.
k. TW ask: “How does knowing addition and subtraction facts help you add and
subtract multiples of 10 and 100?”
l. TW call on 3 to 5 students to answer.
m. TW have students open their Math Journals to page 32.
n. DOK 1 Can you recognize basic math facts? ​TW do questions 1 and 4 with
students.
o. TW call on students to explain how they used a basic fact to help solve problem 4.
p. TW tell students they will do questions 2 and 3 on their own.
q. TW do question 6 with students.
r. TW tell students to answer questions 7 and 8 on their own.
s. TW let students work with their shoulder partners for fifteen minutes.
t. Closure: ​TW go over the answers together as a class. TW have students do exit
ticket : 13-6=7 130-60=70 1,300-600=700 7+6=13 70+60=130 700+600=1,300
u. Extension: ​Students can work with math facts using t-charts.
6. Accomodations: ​Addends for 8, 10, 12 can include ______. For students who are
finished, have students solve higher-decade fact extensions.
7. Modifications: ​Students who finish first can work on fact extensions page 47.
8. Differentiations:​ ELLs-Sentence models and sentence frames.
Have children who struggle to solve fact extensions involving multiples of 10 and 100
work with a 3 digit place value mat.
9. Assessment and Evaluation of Learning:
a. Formative: [Math Journal pg 32 (1-5)]
b. Summative: Checking for student understanding throughout the lesson.
10. Homework Assignment: ​Page 46
11. Reflection:
a. Strengths: Breaks down math facts.
b. Concerns: Students becoming confused.
c. Insights: How to explain the basics.

Thursday
12. State Standards: ​3.OA.8 , 3.NBT.2 Use diagrams or pictures to help solve number
stories.
13. Teaching Model(s): ​Direct
14. Objective(s): ​SW​ use diagrams or pictures to help solve number stories. SW solve
problems using models, pictures, words, numbers, use a variety of problem solving
strategies including restating the problem, making models, drawing pictures, to represent
their thinking, explain how they solved the problem using vocabulary.
15. Materials and Technology Resources: ​Math journals and pencils. Vocabulary:
parts-and-total, change, and comparison diagrams.
16. Instructional Procedures:
a. Motivation/Engagement:​ Reading the pages 266-267 about animal clutches.
b. TW read with students following along first, then with the whole group.
c. TW have students share their observations about the animal clutches with their
table groups for 1 minute.
d. TW Display a unit box with “eggs” as the label and pose the following:
e. Two pythons each laid a clutch of eggs. There were 59 eggs in all. One clutch had
36 eggs. How many eggs were in the other clutch?
f. DOK 2 What do you notice about the eggs? ​TW say ​Think​. ​What do you know 
from reading the story? ​And have 3-5 students answer.
g. TW ask ​What do you want to find out? ​And have 3-5 students answer. 
h. TW tell children ​What do you have to do to find the number of eggs in the other
clutch?
i. Developmental Activities or Learning Experiences:
j. DOK 2 How could you organize your work for number stories? ​TW then
explain that we can use ​parts-and-total, change, ​and ​comparison diagrams.
k. TW create an anchor chart labeled Solving Number Stories.
l. TW start with ​parts-and-total ​and write one known part, one unknown part, and
known total.
m. TW draw
n. TW ask for a volunteer to complete the diagram.
o. TW ask ​Where might you write 59? 36? 
p. TW explain that we know these numbers from the story.
q. TW write a question mark in the blank Part box to represent what we want to find
out, or the ​unknown.
r. TW will have students solve the missing part.
s. TW then move onto ​comparison ​and ask how many more eggs they need in order
to get from 36 to 59 eggs.
t. TW draw the diagram and ask up to five volunteers ​What is the largest quantity?​
u. TW write 36 in the small box, write out 59-36= ?, and ask up to five students
What is the difference​?
v. TW write 23.
w. TW ​ ​have a volunteer compare the quantities of eggs and identify which is more
and which is less, and then complete the diagram.
x. TW will ask students ​Which number goes in the long Quantity box? Why?
y. TW ask students ​Short Quantity box? Where does the ? go?  
z. TW write ​number models ​and label that number models are numbers and
symbols that fit a number story or situation.
aa. TW ​What number models might we write for this problem? ​Sample answers: ? =
​ he number of eggs in the other
59 – 36; 36 + ? = 59​ ​What does the ? represent? T
clutch
bb. TW ask students to solve the problem and share their strategies with their
shoulder partners and have two minutes to share.
cc. TW call on students to share.
dd. TW discuss strategies for checking answers.
ee. TW ask what strategies could you use to check your answer? And allow up to 5
students to answer.
ff. TW ask ​Does your answer make sense? How do you know?
gg. TW write a number model to summarize the story ​59=36+23
hh. TW write ​José had $76. He spent some money. Now he has $47. How much did
he spend?
ii. TW draw the last ​Change ​diagram by drawing the start box with ​76 i​ nside
connected by a blank line to a box labeled end with ​47 ​in it.
 jj. TW ask up to 5 students ​Does the amount change by adding more or less?
kk. TW say ​Because the end amount is less than the start amount, this is a
change-to-less ​diagram.
ll. TW write 76- ? =47 and leave it blank.
mm. TW tell students to use a strategy to help solve the problem for ten minutes.
nn. TW call on students to show how they solved the problem.
oo. Closure​: ​TW have students transition into getting out their Math Journals.
pp. TW do 1 and 2 with students.
qq. TW have students solve 3 and 4 with number 4 being their exit ticket.
rr. Extension​: Students can do page 48 problems for writing number models and
solving number stories.
17. Accomodations:​ ​A strategy I can use to solve ____ is _____. My answer makes sense
because ____.
18. Modifications: ​Taking one math problem away in their Math Journals. Using easier
numbers.
19. Differentiations: ​For ELL use visual aids, graphic organizers. 3-Digit-Place-Value Mat.
20. Assessment and Evaluation of Learning:
a. Formative: Walking around listening to partner discussion and seeing how they
use diagrams for lesson.
b. Summative: Exit ticket problem 4.
21. Homework Assignment: ​Math journal page 37.
22. Reflection:
a. Strengths: Anchor charts and visual aids.
b. Concerns: Time.
c. Insights: Observing how students solve the same problem using different
methods.

Friday
23. State Standards:
3.OA.8 Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including
rounding.
3.NBT.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.
24. Teaching Model(s):
Direct Instructions
25. Objective(s):
 SW use a variety of strategies to solve addition and subtraction within 1000, ask
themselves if answers make sense, explain their strategies and make sense of the
strategies of others, solve problems using models, pictures, words, numbers, use a variety
of problem solving strategies including restating the problem, making models, drawing
pictures, to represent their thinking, explain how they solved the problem using
vocabulary.
I can use situation diagrams and other representations to help solve number stories.
26. Materials and Technology Resources:
a. Vocabulary: Equation - number sentence, number model, problem
27. Instructional Procedures:
a. Motivation/Engagement: Problem and Solution video
https://www.flocabulary.com/unit/problem-solution/
b. Developmental Activities or Learning Experiences:
c. TW have students transition by grabbing their spiral notebooks and pencils.
d. TW have a number story on the board that says ​Trung had $15 in his piggy bank. 
He earned money by walking his neighbor’s dogs for two weeks. Now he has $60 in 
his bank. How much money did he earn? Fill in the unit box and solve the number 
story. 
e. TW give students five minutes to solve.
f. TW call students to help solve and show how they solved it.
g. TW remind students ​of the Guide to Solving Number Stories and the
parts-and-total, change, and comparison diagrams they used in Lesson 2-2 to help
organize information from number stories.
h. DOK 3 Construct a number diagram. ​TW t​ ​ell children they will continue to
use the Guide to Solving Number Stories and diagrams as well as other
representations in today’s lesson. And ask children to describe what they know
about the Math Message story.
i. TW ask ​What do we want to find out?​ ​Did Trung have more or less money after
walking the dogs?
j. TW call on students and show how they used diagrams or other representations of
the story.
k. TW ​explain that these number sentences are called ​equations​ because they have 
equal signs. 
l. TW ask ​What does the question mark represent in each number model?  
m. TW call up to 5 students to answer. 
n. TW tell children that they will see number sentences written horizontally and 
vertically.  
o. TW explain that in horizontal equations it does not matter what is on the left or right 
of the equal sign as long as the left side has the same value as the right side. 
p. TW explain In vertical number sentences the bar acts as the equal sign, there is 
always something written above it, and the solution is usually written below the bar. 
q. DOK 3 How are these diagrams related to number stories? -​TW represent the 
math message story with a change-to-more diagram. 

 
r. TW explain The End amount is more than the Start amount, so this is a 
change-to-more diagram. 

s. TW use a comparison diagram  

t. TW have children discuss how they can check their answers and whether their 
answers make sense with their shoulder partner for a minute. 
u. TW ask: ​Should your answer be more or less than $15? Why? 
v. TW ask Will it be more than $60?  
w. TW ask ​Does your answer make your number model true?  
x. TW write the number story ​There are 43 children in the soccer club and 25 children 
in the science club. How many fewer children are in the science club? 
y. TW ask ​What do we need to find out? What should we write in the unit box?  
z. TW have students work on the number story and solve with a partner by
share-and-pair for ten minutes.
aa. T​W encourage students to use their ​Guide to Solving Number Stories on ​Student
Reference Book, ​page 30 and to use pictures or diagrams to help organize
information from the story.
bb. TW remind children to write a number model with a question mark for the
unknown, to include a unit with their solution, and to write a summary number
model.
cc. TW circulate as children work and ask guiding questions ​How will you organize
the information from the story?​ ​And ​What do you know already?
dd. TW call attention of the class to share and compare their number models,
strategies, and summary number models.
ee. TW use up to six groups to show their models. 
ff. Closure: TW have students transition to their Math Journals.
gg. TW work with students to solve 1 and 2 on page 38.
 hh. TW have students complete 3 and 4 as exit tickets.
ii. Extension: TW have students work on Math Masters page 51.
28. Accomodations:
A strategy I can use to solve ______ is ______.
My answer makes sense because ______.
29. Modifications: ​Changing numbers, small group for Math Journals, or providing more
examples from Math Masters 51.
30. Differentiations: ​Provide scaffolding for ELL students. Visuals, diagram boxes, and 3
Digit-Place mat.
31. Assessment and Evaluation of Learning:
a. Formative: Use a diagram to solve a number story.
b. Summative: Exit ticket
32. Homework Assignment: ​Number stories from page 51 of Home-Links.
33. Reflection:
a. Strengths: Visuals, repetition, and partner work.
b. Concerns: Time.
c. Insights: Seeing what number models students are comfortable using.

Monday
34. State Standards:
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40/5 = 8 or
properties of operations. By the end of Grade 3, know from memory all products of two
one-digit numbers.
3.OA.8 Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including
rounding.
3.NBT.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.
35. Teaching Model(s)​:
Direct instruction
36. Objective(s):
SW solve problems with multiplication and division facts, use a variety of problem
solving strategies including restating the problem, making models, drawing pictures,
relate to written equations, use a variety of strategies to add and subtract within 1000, ask
themselves if their answers make sense, explain how they solved a problem using
vocabulary.
 I can make sense of and solve two-step number stories.
37. Materials and Technology Resources:
38. Instructional Procedures:
a. Motivation/Engagement: ​Two Step Word Problems - 3rd Grade Math Videos
https://www.youtube.com/watch?v=Sm8_tEKm_5c
b. TW pause video at 1:57 to ask what the students think?
c. TW pause video at 3:15 to ask for volunteers to tell us what do we do next?
d. TW stop video at 3:55 and tell students that we will be learning how to master
two step word problems.
e. Developmental Activities or Learning Experiences:
f. TW have students transition and grab their Student Reference Book and turn to
page 269.
g. TW read ​You have 80¢ in your pocket. Estimate. Do you have enough money to
buy two packages of the same snack? Which snack? Write your answer in your
math journal.
h. TW ​ ​have children share the names of the snacks they could buy.
i. TW ask How did you decide if you could buy two packages with 80¢?  
j. TW model using 40¢ as a benchmark to estimate whether 2 packs of a single snack 
will cost more or less than 80¢. (if no one mentions it). 
k. TW ask ​hat is half of 80?​ ​If a snack costs less than 40¢, can you buy 2 of them for 
80¢? How do you know? 
l. TW ask about a snack that costs more than 40¢, for example: Do you have enough 
to buy 2 packs of pretzels? Why? 
m. TW ask How many cents are in 1 dollar? 
n. TW tell children to imagine they have 100¢ and ask them to determine whether they 
have enough money for each of the following purchases.  
o. TW Have children share their reasoning. 
p. TW ask Why could we estimate the cost of the snacks instead of finding their exact 
cost?  
q. TW ask How could estimation help you solve money problems?
r. DOK 4 Connect what you’ve learned about number strategies and diagrams
to the math story. ​TW Have children refer to the Snacks Vending Machine
Poster and solve the following number stories in their math spiral notebooks.
s. TW give them time ten minutes to record their thinking and then share their
strategies with the class.
t. TW remind children that they can use drawings, words, number models, situation
diagrams, and other representations to help them organize the information in
number stories and in their solutions.
u. TW walk around the class to check for understanding.
v. DOK 4 Prove your answer with a number model. ​TW ​have students share their
thinking and model how to record their steps using number models.
 w. TW ask students What do you know from the story? What do you want to find out?
Does your answer make sense? How do you know?
x. TW​ work on problem 2 with the class by calling volunteers to help solve.
y. TW ask What costs more: 2 packages of mints or 3 packages of cheese sticks?
How much more?
z. TW work on problem 3 with the class by calling volunteers to help solve.
aa. TW ask You buy 5 packs of crackers. There are 2 crackers in each pack. You eat 3
crackers. How many do you have left?
bb. Closure:
cc. TW have students transition to turning their math journals to page 41.
dd. TW work with students to do problem 1.
ee. TW then have students work with their shoulder partners to solve 2 and 3 for their
exit tickets for 10 minutes.
ff. TW ha​ ve them record their thinking and solve number stories.
gg. TW remind them to refer to the Guide for Solving Number Stories on ​Student
Reference Book,​page 30.
hh. Extension: ​Math Masters page 53.
39. Accomodations:
The first step to answering the number story is _______.
The Second Step to answering the number story is ______.
My answer makes sense because ______.
40. Modifications: ​Using easier numbers to solve. Small groups for problems.
41. Differentiations: ​Help them make sense of each part and choose the appropriate
operation. ELL will have visual aid and scaffolding. Ask: ​What happened first? Next?
​ uring number stories.
Lastly? D
42. Assessment and Evaluation of Learning:
a. Formative: Highlight using different colors to identify two steps before solving.
b. Summative: Exit ticket.
43. Homework Assignment: Home-Links page 30-31.
44. Reflection:
a. Strengths: Repetition of number stories.
b. Concerns: Use of diagrams.
c. Insights: How students grasp the concepts and how to form small groups.
Tuesday
45. State Standards:
3.OA.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40/5 = 8 or
properties of operations. By the end of Grade 3, know from memory all products of two
one-digit numbers.
3.OA.8 Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including
rounding.
3.NBT.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.
46. Teaching Model(s):
Direct instruction
47. Objective(s):
SW solve problems with multiplication and division facts, use a variety of problem
solving strategies including restating the problem, making models, drawing pictures,
relate to written equations, use a variety of strategies to add and subtract within 1000, ask
themselves if their answers make sense, explain how they solved a problem using
vocabulary.
I can solve number stories using two operations.
48. Materials and Technology Resources:
49. Instructional Procedures:
a. Motivation/Engagement:​Two Step Word Problems - 3rd Grade Math Videos
https://www.youtube.com/watch?v=Sm8_tEKm_5c
b. TW play video until 1:27 and skip to 3:55 so students see another example of
these two step word problems.
c. Developmental Activities or Learning Experiences:
d. TW have students transition to grabbing their math spiral notebooks out.
e. TW have ​James shares 10 grapes equally with his sister. Then he eats 3 of his
grapes. How many grapes does James have left? Use pictures, words, or numbers
to show your work in your math spiral notebook.
f. TW let students solve it for five minutes.
g. TW call on students to show their model and answer.
h. TW tell​ children that today they will use number models to help make sense of
and keep track of their steps while solving number stories.
i. TW students transition to grabbing their ​Student Reference Book and open to
Guide to Solving Number Stories and the Snacks Vending Machine Poster on​,
pages pp. 30 and 269.
 j. DOK 4 What information can you gather to support your answer?​TW
Explain that they can use number models to help keep track of their thinking as
they solve number stories.
k. TW have students record number models that represent each step involved in
solving this story: ​You have 75¢. You buy a package of crackers and eat them.
You are still hungry, so you buy a package of cheese sticks. How much money do
you have left?
l. TW ask students ​What is your plan? What will you do first?
m. TW allow up to five students answer each question.
n. TW Have children write a number model for the first step.​ Sample answers: 75 –
30 = 45; 30 + 25 = 55
o. TW ask ​Are you finished? How do you know? What will you do next?  
p. TW ask up to five students to answer each question.  
q. TW ask Does your answer make sense? Explain. 
r. TW guide students through the next number story:  
s. TW ask ​Are you finished? How do you know?  
t. TW ​have students write a number model for the second step.​You buy 2 packages of 
granola and a package of mints.How much do you spend in all?​ 115¢; Sample 
number models: 2 × 40 = 80 and 80 + 35 = 115; 40 + 40 = 80 and 80 + 35 = 115
u. Closure:
v. DOK 4 Apply information from the past lessons to develop a number story
for the equations. ​TW have students transition to grabbing their Math Journals
and turning to page 44.
w. TW do number 1 with students.
x. TW call on students to help solve.
y. TW have students pair-and-share with a partner to solve problems 2 and 3.
z. TW have students work for ten minutes.
aa. TW walk around to check for collaboration and understanding.
bb. TW have students turn in the two problems as an exit ticket.
cc. Extension​: Students can do Math Masters page 56 with table groups.
50. Accomodations:
One of the operations to solving this problem is ______.
Another operation to solving this problem is ______.
I know this because ________.
51. Modifications: ​Changing the numbers, having partners solve just one, and have small
groups.
52. Differentiations: ​Allowing students to use words or drawings,
53. Assessment and Evaluation of Learning:
a. Formative: Use correct representation and number models to show thinking.
b. Summative: Exit ticket
54. Homework Assignment:
55. Reflection:
a. Strengths: Builds on the last lesson and repetition.
b. Concerns: Understanding and time.
c. Insights: Student understanding and better idea of math groups.