Name: Ashleigh Best Content or Math Today’s 10/02/2020

Subject: Date:
10/12/2020 3 22 (10-15 join
No. of
Date to be Taught: 10:40-11:40 (1 hour) Grade: Zoom daily)
Students:
TSW name and define the three TSW name and identify the 1 of 1
Central Focus of
properties of addition. TSW Lesson properties of addition by Lesson
Learning Segment
complete equations/number Focus: completing and/or of :
or Unit of sentences for each property and will identifying clues within
Instruction: identify clues in the number number sentences.
sentence that determine its property.
Connection to In prior lessons, the students have learned how to find the sum in addition problems. They have also utilized strategies such as
Prior Learning or counting up, number lines, place value charts, and using thousands, hundreds, tens, and ones blocks to add two numbers
Previous Lesson together. The students have also learned about comparing and ordering numbers and rounding to the nearest 10 and 100.
During the second week of school, the students were assessed using the NWEA math assessment. On this assessment, the students
Data Used to Inform
were assessed on various mathematics concepts. Results from this assessment will be able to be accessed 10/3/2020. Students
Instruction: will be grouped based on these results. The students will also be assessed using a Google Slides. On this Google Slides, the
students will explain what each property of addition is, provide an example, and a non-example. Teachings at the beginning of
the lesson will be adjusted based on what the students have mastered and what they are struggling to with.
Formative or How will feedback be
Learning objectives stated
Content Standard: Summative Assessment provided to the
behaviorally including criteria:
Strategy: students:
Alignment of When placed in breakout groups, 3.NBT.2 Fluently add and TSW complete the Feedback will be
Learning TSW collaborate to search for and subtract within 1,000 detective addition provided to the students
Objectives, circle hints of each addition property, using strategies and properties task cards throughout the detective
Content while also identifying the correct algorithms based on place utilizing Pear Deck. The activities in breakout
Standards, and property at least 4 out of 5 tries. value, properties of students’ responses will be rooms and when all
Related operations, and/or the recorded and are able to be students return to the
Assessments: relationship between viewed by the teacher main session for review.
addition and subtraction. during the lesson and after Positive reinforcement
the lesson is finished. will be used, and
feedback will be
provided immediately.
Academic Language Academic Learning objective Formative or Summative How will feedback be
Objective: stated behaviorally including Content Standard: Assessment Strategy: provided to the students:
criteria:
When prompted to provide a definition 3.NBT.2 Fluently add and TSW use Pear Deck to Feedback will be provided to
and example of an addition property, subtract within 1,000 using respond to prompts the student immediately
TSW accurately respond using strategies and algorithms throughout the lesson. The throughout the lesson. Feedback
vocabulary such as commutative, based on place value, students’ responses (through will be verbal. Feedback will
identity, or associative, at least 5 out of
properties of operations, text boxes, drawings, also be provided through
6 tries.
and/or the relationship dragging dots, or multiple private comments on Google
between addition and choice) will be recorded for Classroom after the lesson is
subtraction. the teacher to view during and completed.
after the lesson is completed.
Previously Taught & Continuing with this Lesson:
Description of • Addition strategies
Academic Language • Properties of addition
Demands • Collaborating in small groups with students of similar ability
Bloom’s Functions:
• TSW define the properties of addition (commutative, identity, and associative).
• TSW identify the clues (addends, sum, parentheses) in a number sentence and the type of addition property of each number sentence.
• TSW demonstrate their ability to turn a number sentence into a property of addition (e.g. adding parentheses to a number sentence to
make it associative).
Expressive Language Support:
• TSW be able to type, draw, drag dots, and answer multiple choice questions within the Slides on Pear Deck to show their
understandings of the content.
• TSW be able to type their answers and questions into the chat box on Zoom if they are not able to be heard.
• EL students will be able to respond to questions on Pear Deck in their native language.
Receptive Language Support:
• Each Google Slide document will be bilingual- the content will be presented in both English and Spanish.
• TTW share her screen on Zoom, where images and text will be presented for the students to reference if they cannot hear the teacher.
• TTW type any discussion questions into the chat box for instances when the students may not hear the teacher speaking.
Vocabulary Definitions:
• Commutative Property: Changing the order of the addends does not affect the sum
• Identity Property: If zero is added to a given number, the sum is the same as the given number.
• Associative Property: The sum stays the same when the grouping of addends is changed.
 • Properties of Addition Song
Resources and
• Addition Properties Google Slides (English and Spanish)
Materials Required:
• Pear Deck Slides (English and Spanish)
• Detective Task Cards (Struggling- English and Spanish)
• Detective Task Cards (On-track)
• Detective Task Cards (Advanced)
• Zoom
• Chromebooks
• Exit Slip Card for Google Classroom (English and Spanish)
Accommodations Speech IEP Student: Students will be provided the option to either unmute their microphone for discussions or to type their answers into the
for IEP/504 chat box on Zoom. They will also be provided sentence frames to participate in discussions, if needed.
Students
Struggling/MTSS Students: Students will be provided additional time to complete activities and to participate in discussions. When completing
the exit slip, a teacher will work with them in a small group or one-on-one, if needed, to ensure they are on-track and following the correct
directions.

English Learners: Student will be provided most, if not all, materials in Spanish (her native language). She will also be provided additional
time to complete activities. The student will be able to respond to questions and prompts in her native language, if she is not able to answer in
English.
Candidate and/or Teacher ISTE Standards:
Student Use of • 2b: Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all
Technology students.
• 5a: Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner
differences and needs.
Student ISTE Standards:
• 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations,
models or simulations.
• 7b: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues
and problems from multiple viewpoints.
Teacher Use of Technology:
• Screen sharing on Zoom with Google Slides documents and video
• Using Pear Deck to view students’ responses to prompts
Student Use of Technology:
• Using Zoom to watch, listen, and interact with teachers and peers
• Using Pear Deck to respond to questions and prompts
• Accessing Google Classroom to respond to an exit slip
 Lesson Hook, To hook the students into the lesson, TTW share her screen on Zoom and will play a video. This video is a song about the three
Motivation, and/or properties of addition. The song describes the difference between each property, while also providing lyrics that are highlighted as
Instant Activity: they are sung. This video may be played twice, to ensure students can hear the song and are paying attention to the lyrics.
Process/Instructional Strategies/Learning
Content Information: Tasks/Planned Supports (including Targeted Differentiation: Product:
academic language supports):
Addition Properties: 1. After the students have watched and listened to
Commutative, the song about addition properties, TTW post a
Identity, and link to the Pear Deck slides in the chat box.
Associative TTW instruct the students to click on the link to
access Pear Deck.
Addition Properties: 2. Once all students have accessed Pear Deck, TTW Content: TTW provide the students with an TSW type in the text
Commutative move to slide 3 in instructor mode. TTW ask the example number sentence from the box to define the
students, “What is the commutative property? What commutative property, if needed. commutative
does it mean?” TTW instruct the students to respond property of addition.
in the text box on the right-hand side of the screen. Process: TTW guide the students in utilizing the
Once the students have answered, TTW access the Pear Deck tool while she is teaching by
student responses and share some of the results. explaining how to use the product (for those
who have not used it previously). TTW review
the answers the students provide to ensure they
understand the concept.

Product: TSW be able to answer in their native

language if an English answer cannot be
provided.
Addition Properties: 3. TTW move to slide 4. In this slide, TTW explain that Content: TTW remind the students that the TSW drag the circles
Commutative the commutative property is changing the order of addends are what is added together, and the sum appropriately to the
the addends does not affect the sum. TTW then is the answer or total, if further explanation is addends and sum in
instruct the students to drag the red circles to the needed. the provided number
addends in the equation, 5+6=11. TTW then instruct sentence.
the students to drag the blue circle to the sum in the Process: TTW review the answers the students
equation. TTW review the answers with the students provide to ensure they understand the concept.
after they complete the question.
Addition Properties: 4. TTW move to slide 5 and will prompt the students, Content: TTW model how to provide an TSW select a
Commutative “Which of these is an example of the commutative example of the commutative property, if multiple-choice
property?” TTW explain that the students will select necessary. answer to provide an
one answer from the multiple-choice answers on the example of a number
side of their screen. TTW review the answers with Process: TTW guide the students in how to sentence from the
the students after they complete the prompt. select an answer from the multiple-choice commutative
questions on the side of the screen. TTW review property.
the answers the students provide to ensure they
understand the concept.
Addition Properties: 5. TTW move to slide 6 and will ask, “What is the
Identity identity property? What does it mean?” TTW, again,
instruct the students to type their response in the text
box on the side of their screen. TTW review the
answers with the students once they have all
responded to the questions.
Addition Properties: 6. TTW move to slide 7 and will explain that the
Identity definition of identity property is, If zero is added to a
given number, the sum is the same as the given
number. TTW instruct the students to fill in the blank
in the equation to correctly make an identity number
sentence. TTW review the answers with the students
after they have finished responding.
Addition Properties: 7. TTW move to slide 8 and will complete the same
Associative steps as in steps 2 and 5. After the students have
responded, TTW review the answers with the
students.
Addition Properties: 8. TTW move to slide 9, where she will explain that the
Associative definition for associative property is, the sum stays
the same when the grouping of addends is changed.
TTW instruct the students to use the drawing tool on
Pear Deck to draw parentheses in the number
sentence to correctly show the associative property.
TTW review the answers with the students and will
explain why the answers are correct or how they
could be fixed.
Addition Properties: 9. TTW move to slide 10, where she will demonstrate (I
Commutative, Identity, do) how to determine if the number sentences are
and Associative commutative, identity, or associative. TTW think
aloud in the following way: “Hm, I’m looking at this
number sentence. If it were commutative, the
numbers would be in a different order. But they are in
the same order, so it’s not commutative. There are no
zeroes in the number sentences, so it can’t be identity.
There ARE parentheses in the number sentences,
though. That means it is associative.” TTW then
move to slide 11 to show that she circled associative
on the slide.
Content: TTW provide the students with an TSW type in the text
example number sentence from the identity box to define the
property, if needed. identity property.
Process: TTW review the answers the students
provide to ensure they understand the concept.
Product: TSW be able to answer the question in
their native language, if needed.
Process: TTW repeat the definition of the TSW type a number
identity property for the students, if needed. in the number box to
TTW review the answers the students provide to fill in the blank to
ensure they understand the concept. complete an identity
addition problem.
Content: TTW provide the students with an TSW use the text
example number sentence from the associative box to type a
property, if needed. definition of the
associative property.
Process: TTW review the answers the students
provide to ensure they understand the concept.
Product: TSW be able to answer the question in
their native language, if needed.
Process: TTW guide the students on how to TSW use the
draw parentheses and where they normally go in drawing tool to draw
an associative addition problem, if necessary. parentheses within a
number sentence to
show an
understanding of the
associative property.
Process: TTW demonstrate how to solve the
problem and determine the addition property by
performing a think-aloud. TTW answer
students’ questions if they come up during this
process.
Addition Properties: 10. TTW move to slide 12 and will prompt the students
Commutative, Identity, to find the property that matches the equation (We
and Associative Do). TTW guide the students in think alouds; for
example, TTW ask, “Do the addends change order?
Is there a 0 in this number sentence? Are there any
parentheses?” TTW instruct the students to use the
drawing tool on Pear Deck to circle the property
name that matches the number sentence. This
continues until slide 16.
Addition Properties: 11. On slide 16, TTW read the directions aloud to the
Commutative, Identity, students. TTW explain that everyone will join a
and Associative breakout group, they will collaborate to complete 5
task cards, and they will look for clues in each
Collaboration number sentence, circling the ones they find utilizing
the drawing tool on Pear Deck. (You Do)
Addition Properties: 12. TTW split the students into 3 breakout groups based
Commutative, Identity, on ability level. Each group will have a teacher in the
and Associative room to guide their collaboration and problem-
solving. Each teacher in the groups will be provided a
Collaboration Pear Deck link to share on their screen. Each Pear
Deck link will be differentiated based on the groups’
ability levels and native languages.
Addition Properties: 13. In breakout groups, the teachers will guide the
Commutative, Identity, students through the task cards in the same way they
and Associative did with the whole group lesson. TSW discuss what
they believe is the correct property, while explaining
Collaboration why. TSW be respectful and will collaborate with
their peers to determine an answer for each card.
Addition Properties: 14. After 10 minutes, the students and teachers in each
Commutative, Identity, group will return to the main session. Once all
and Associative students have returned, TTW discuss with the
students how they found their answers and how they
Collaboration collaborated with their peers to determine an answer.
TTW provide feedback to the students in each group
throughout the discussion.
Process: TTW prompt the students by asking TSW respond to the
them questions she used in the think-aloud with teacher’s prompts to
the previous problem. decide if the number
sentence is
Product: TSW be able to choose whichever commutative,
drawing tool they would like to use from Pear identity, or
Deck to complete the questions. associative.
Process: TTW present the information that she
is reading aloud while utilizing screen sharing,
so students who may not understand or be able
to hear can read in their native language.
Content: Each group will be provided different
task cards, based on their ability level
(struggling, on-track, advanced).
Process: TTW present the Pear Deck slides for
their group while using screen sharing, so the
students can see what she is circling.
Environment: TSW be placed into breakout
rooms based on their ability level (struggling,
on-track, advanced).
Content: Each group will be provided different TSW collaborate in a
task cards, based on their ability level group to determine
(struggling, on-track, advanced). the type of property
of each number
Process: TTW present the Pear Deck slides for sentence and the
their group while using screen sharing, so the clues in each number
students can see what she is circling. TTW also sentence.
guide the students through their discussion and
provide prompting when necessary.
Environment: TSW be placed into breakout
rooms based on their ability level (struggling,
on-track, advanced).
Process: While discussing the collaborative TSW participate in a
groups and how the students came to their discussion about
answers, TTW repeat what they have said and how they
may post key details in the chat if students are collaborated in their
unable to hear. group and how they
found their answers
to the task cards.
 Connection to According to the Ellen Levy (2007), “the gradual release model is broadly recognized as a successful approach for moving
Research/Theory: classroom instruction from teacher-centered, whole-group delivery to student-centered collaboration and independent practice.”
The gradual release model is also often referred to as the “I do, we do, you do” teaching strategy (Levy, 2007). Levy (2007)
explains that when new material is being introduced, the teacher plays a prominent role in the delivery content. This is the “I do”
stage. In the “We do” stage, the teacher continues to model, question, prompt, and cue students. In the “You do” stage, the students
rely more on themselves and less on the teachers to complete tasks (Levy, 2007). This method is utilized heavily in the mentor
teacher’s lessons each day and are also implemented during the teacher candidate’s mini lessons. In this lesson, it was important to
ensure students saw the teacher thinking aloud to solve the problems (I do), then providing time for all students to work in the
whole group to complete the problems (We do). In doing so, the students could ask additional questions to better understand the
concepts. Finally, working in collaborative groups to meet the “You do” stage, or the “You do it together” stage (Levy, 2007), the
students reinforced their knowledge about working collaboratively with others, while also practicing their skills in addition
properties. In these groups, each student was at a similar ability level, which helps prevent certain students from answering the
questions for each task card. This requires all students to communicate and collaborate to find the answer, which is one of the big
ideas for this class of third graders.
Lesson Closure: To close the lesson, TSW log on to Google Classroom. Once they are in Google Classroom, they will select the exit slip question
for mathematics for the day. The exit slip will read: Name the three properties of addition and give an example of each. TSW
respond to the question by commenting on the post in Google Classroom. After they have responded to the exit slip, TSW return to
Zoom, where TTW explain that they will transition to Science.

References

Levy, E. (2007). Gradual release of responsibility: I do, we do, you do. Washoe County School District. Retrieved from
https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/257/Certified%20Hiring/GradualReleaseResponsibilityJan08.pdf

Materials

Properties of Addition Song: http://studyjams.scholastic.com/studyjams/jams/math/addition-subtraction/prop-of-addition.htm (Click on the green Sing

Karaoke button)

Addition Properties Google Slides (English and Spanish): https://docs.google.com/presentation/d/12K_qa9iOcyD4-

vxcyg0DPd74cY6zmZ6Tx2WTT0XTfng/edit?usp=sharing

Pear Deck Slides (English and Spanish): https://app.peardeck.com/student/toxnbsnpc

Elephant Detective Task Cards (Struggling- English and Spanish):

https://docs.google.com/presentation/d/134TlZfi0iutqneyCXrK0Nl6SATNjCumOTUaOWfc-9P8/edit?usp=sharing
Elephant Pear Deck: https://app.peardeck.com/student/tjpaylkod

Shark Detective Task Cards (On-track):

https://docs.google.com/presentation/d/1kqV3K_nK6aX3WG7e4DFDuAMfDxNBVoWYo9_iusHbJOs/edit?usp=sharing
Shark Pear Deck: https://app.peardeck.com/student/twwviakcp
Dinosaur Detective Task Cards (Advanced): https://docs.google.com/presentation/d/1OOyzC9J-EM8b5JwVBmVMiCWswH-
orKylYCz1lMJmiaE/edit?usp=sharing
Dinosaur Pear Deck: https://app.peardeck.com/student/tbhmxfbvd

Exit Slip: