GENEVA COLLEGE

BEAVER FALLS, PA
LESSON PLAN

NAME: ABBIE MANGES DATE: SEPTEMBER 28, 2021

SUBJECT: MATH GRADE LEVEL: 3RD GRADE

I. TOPIC AND GENERAL GOAL

USE REGROUPING FOR 3-DIGIT ADDITION PROBLEMS.

II. REFERENCE TO PA OR COMMON CORE STANDARDS

CC.2.1.3.B.1 APPLY PLACE VALUE UNDERSTANDING AND PROPERTIES OF OPERATIONS TO PERFORM MULTI-DIGIT
ARITHMETIC.

III. LESSON OBJECTIVES

TSWBAT ADD 3-DIGIT NUMBERS USING THE STANDARD ALGORITHM OR DRAWING STRATEGIES.

IV. MATERIALS
CHROMEBOOK, ONE PER STUDENT
SMARTBOARD
NEARPOD APPLICATION
WHITEBOARD/MARKER, ONE PER STUDENT
“ENVISION MATH” TEXTBOOK, PG. 481-484
“VISUAL LEARNING” VIDEO ON SAVVAS
“PRACTICE BUDDY” QUESTIONS
GOOGLE CLASSROOM

V. A. INTRODUCTION
T SAYS, “WE’VE BEEN DOING A LOT OF PRACTICE WITH ADDITION. WE TALKED ABOUT THE PROPERTIES,
WE’VE ROUNDED TO ADD, AND WE’VE WORKED WITH PARTIAL SUMS. TODAY, WE ARE GOING TO
PRACTICE ADDING THREE DIGIT NUMBERS.”
B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)
1. T INSTRUCTS S TO GET OUT CHROMEBOOKS AND ACCESS THE NEARPOD LESSON 9-2 IN THE GOOGLE
CLASSROOM.
2. T PROJECTS SOLVE AND SHARE PROBLEM ON THE BOARD.
3. T MODELS USING CUBES.
CIRCLE 276 MILES AND 248 MILES.
UNDERLINE “HOW MANY MILES DOES THE BUS TRAVEL?”
BOX “AND”.
4. T ASKS, “WHAT ARE YOU ASKED TO DO TO SOLVE THE PROBLEM?”
5. S SHOULD IDENTIFY THE TOTAL NUMBER OF MILES THE BUS TRAVELS ON MONDAY AND TUESDAY.
 6. T SAYS, “USE YOUR WHITEBOARDS OR DRAW A PICTURE TO SOLVE THE PROBLEM. TYPE YOUR
RESPONSE INTO THE BOX ON THE SCREEN.”
7. T DISPLAYS SAMPLING OF S RESPONSES, HIGHLIGHTING ACCURATE SOLUTIONS AND ALLOWING S TO
SHARE THEIR STRATEGIES.
8. T SHOWS SAMPLE S WORK FROM TEXTBOOK, NOTING HOW S USED DRAWING AND PARTIAL SUMS TO
SOLVE.
9. T ASKS, “WHY MIGHT IT HAVE BEEN HELPFUL TO USE ROUNDING?”
10. S TYPE RESPONSES ON CHROME BOOK TO SUBMIT THROUGH NEARPOD.
11. T EXPOUNDS ON S RESPONSES, MAKING IT CLEAR THAT S CAN USE ROUNDING TO CHECK THEIR
ANSWERS.
12. AFTER, T SAYS, “YOU CAN USE MODELS OR DRAWINGS TO HELP YOU ADD 3-DIGIT NUMBERS, OR YOU
CAN USE THE STANDARD STRATEGY OF REGROUPING TO FIND THE SUM OF 3-DIGIT NUMBERS.”
13. T DISPLAYS VISUAL LEARNING VIDEO, PAUSING TO HIGHLIGHT IMPORTANT ASPECTS OF REGROUPING
(I.E. ALIGNMENT OF DIGITS, MEANING OF PLACE VALUES, ETC.).
14. T DISPLAYS ONE GUIDED PRACTICE PROBLEM, INSTRUCTING S TO SOLVE ON WHITEBOARDS AND
SUBMIT RESPONSES THROUGH THE NEARPOD.
15. T DISCUSSES S RESPONSES WITH THE GROUP.
16. T DISPLAYS MATH ANTICS VIDEO ABOUT REGROUPING.
17. T DISPLAYS 3-5 SAMPLE PROBLEMS FROM “GUIDED PRACTICE” IN S TEXTBOOK AND GUIDES S TO
COMPLETE ON WHITEBOARDS AND SUBMIT RESPONSES THROUGH NEARPOD.
18. T PROJECTS S RESPONSES ON BOARD, DISCUSSING ACCURATE SOLUTIONS AND EXPANDING S
STRATEGIES.
19. S MOVE TO INDEPENDENT PRACTICE IN “TIME TO CLIMB” GAME THROUGH NEARPOD.
20. ONCE COMPLETED, S RETURN TO GOOGLE CLASSROOM TO COMPLETE THE “PRACTICE BUDDY”
QUESTIONS.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, LEARNING

ENVIRONMENT)
PROCESS: S WHO EXPERIENCE DIFFICULTY WILL BE PROVIDED WITH PLACE VALUE BLOCKS TO TANGIBLY
MOVE THE MANIPULATIVES AS THEY REGROUP AND SOLVE THE ADDITION PROBLEMS.
LEARNING ENVIRONMENT: S MAY BE GROUPED BY LEVELS AND GIVEN PROBLEMS TO SOLVE IN AN EFFORT
TO PROVIDE EXTRA SUPPORT IN ADDING 3-DIGIT NUMBERS.

D. CLOSURE (SUMMARY)
T SAYS, “GOOD WORK, FRIENDS. TOMORROW WE WILL CONTINUE PRACTICING ADDITION WITH 3-DIGIT
NUMBERS.”

VI. ASSESSMENT/EVALUATION
T WILL COLLECT S “PRACTICE BUDDY” PROBLEMS AND ASSESS FOR ACCURATE S RESPONSES. T WILL CIRCULATE
DURING THE LESSON TO INFORMALLY ASSESS S STRATEGY FOR ADDING 3-DIGIT NUMBERS, EVALUATING WHETHER
DRAWING OR THE STANDARD ALGORITHM IS USED. WHEN DISPLAYING S WORK ON THE BOARD, T WILL ALSO
ASSESS S UNDERSTANDING OF REGROUPING WHEN ADDING 3-DIGIT NUMBERS BY ASKING S TO PROVIDE
RATIONALE FOR THEIR RESPONSE.
VII. MODIFICATIONS AND/OR ACCOMMODATIONS
COOPER (GIFTED): IF FINISHED EARLY, COOPER MAY CHOOSE FROM THE ENRICHMENT FOLDER IN THE GOOGLE
CLASSROOM.
EVA (ASD): FOR QUESTIONS REQUIRING EXPLANATION, PROVIDE EVA WITH EXTENDED TIME TO COMPLETE THE
RESPONSES.

VIII. INTERDISCIPLINARY CONNECTIONS

N/A
IX. SELF EVALUATION
AS STATED IN THE PRIOR OBSERVATION, I HAVE CONTINUED TO WATCH THE STUDENTS FLOURISH WHEN
RECEIVING INSTRUCTION IN THE SMALL GROUP FORMAT. BECAUSE OF SCHEDULE CONSTRAINTS, WE ONLY HAVE 20

MINUTES ALLOTTED FOR THE GUIDED MATH TIME. THAT SAID, BECAUSE I ROTATE BETWEEN TWO GROUPS, EACH

GROUP IS ONLY GIVEN 10 MINUTES OF DIRECT INSTRUCTION ON THE TOPIC. INITIALLY, I WAS DOUBTFUL AS TO

HOW BENEFICIAL THIS WOULD BE FOR THE STUDENTS. IN MY MIND, 10 MINUTES DOES NOT SEEM LIKE AN

EFFECTIVE AMOUNT OF TIME TO MAKE MUCH OF A DIFFERENCE IN STUDENT PERFORMANCE. MY OBSERVATIONS

HAVE PROVEN QUITE CONTRARY TO MY INITIAL ASSUMPTIONS.

I AM AMAZED AT HOW GREAT OF AN IMPACT CAN BE MADE DURING SUCH A SHORT PERIOD OF TIME. THE
TEACHERS COMMUNICATED TO ME THAT THE DATA COLLECTED FROM THEIR GUIDED MATH LAST YEAR ALSO

SHOWED THE STUDENTS MADE HUGE IMPROVEMENTS. AT A TIME IN WHICH MANY STUDENTS NEED TO GET BACK

INTO THE ROUTINES OF IN-PERSON SCHOOLING, SHRINKING THE LEARNING ENVIRONMENT TO SMALLER GROUPS IS

HIGHLY INFLUENTIAL AND IMPACTFUL ON LONG-TERM STUDENT SUCCESS IN THE CLASSROOM. AFTER THE

BENCHMARK QUIZ ON FRIDAY, I AM EAGER TO SEE IF THE STUDENTS PERFORM SIGNIFICANTLY BETTER THAN THEY

DID ON THE PREVIOUS BENCHMARK QUIZ.

ONE CHANGE I MADE FOR THIS LESSON WAS IN REGARDS TO THE ASSIGNED INDEPENDENT WORK. WHEN THE
STUDENTS ENTER THE CLASSROOM, THE FIRST GROUP I MEET WITH SITS IN THE FRONT, AND THE SECOND GROUP

SITS IN THE BACK OF THE CLASS WORKING INDEPENDENTLY ON ASSIGNED PROBLEMS FROM THE BOOK. YESTERDAY,

IN ASSIGNING THOSE PROBLEMS, I VERBALLY TOLD THE STUDENTS THE NUMBERS AND LEFT THEM TO SIT DOWN,

TAKE OUT THEIR BOOKS, AND COMPLETE THE WORK. ONCE THE GROUPS SWITCHED, I SOON FOUND OUT THAT

TWO OF THE STUDENTS DID NOT GET THE INSTRUCTIONS CORRECTLY, AND THEREFORE HAD SPENT THE

INDEPENDENT PERIOD DOING NOTHING. AS A RESULT, TODAY, I CHOSE PROBLEMS FOR INDEPENDENT PRACTICE

AHEAD OF TIME. ADDITIONALLY, I WROTE THE PROBLEMS DOWN ON STICKY NOTES AND HANDED ONE TO EACH

STUDENT AS THEY WALKED TO THE BACK OF THE CLASSROOM FOR INDEPENDENT WORK. WHEN IT CAME TIME TO

SWITCH, ALL OF THE ASSIGNED PROBLEMS HAD BEEN COMPLETED. GIVING VERBAL AND TANGIBLE INSTRUCTIONS

INCREASES THE PROBABILITY OF THE STUDENTS UNDERSTANDING THE EXPECTATIONS AND EXECUTING ACCURATELY.