STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Kayla Weekley Grade: 3 Topic: Addition and Subtraction – SOL 3.3a
Brief Lesson Description: The student will estimate and determine the sum or difference of two whole numbers. They will apply their
prior and learned knowledge to plan and budget a family vacation.

This lesson will take 6 days and each day we will spend 30 minutes working on it. We will spend 30 minutes each day on one of the 5E’s,
except elaborate, we will spend 2 days working on this section. Additional time may be added if it is determined that students need it.

Specific Learning Outcomes:

The student will use problem solving, mathematical

communication, mathematical reasoning, connections, and
representations to:
• Estimate the sum of two whole numbers with sums to 9,999.
• Estimate the difference of two whole numbers, each 9,999 or less.
• Apply strategies, including place value and the properties of addition, to add two whole numbers with sums to 9,999.
• Apply strategies, including place value and the properties of addition, to subtract two whole numbers, each 9,999 or less.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)

In my lesson plan, students will be provided with opportunities to work alone and with their peers. Students will be provided autonomy
in their assignments; this will allow them to feel in control of their learning and therefore they will engage in their learning and activities.
This lesson takes into consideration the diverse needs of students with varying learning disabilities and needs.

Narrative / Background Information

Prior Student Knowledge:

When assessing students’ prior knowledge, I will use diagnostic assessments by identifying the prerequisite knowledge linked to the 3.3a
bridging the standards. I will then use questions from the prerequisite knowledge sections from 1st and 2nd grade. This will allow me to
assess if students have prior knowledge that they need to be successful in the 3.3a standard.

Math VA SOL: VisualArts VA SOL: NCTM Standard:

Standard of Learning (SOL) 3.3a SOL 3.16 Computation - Grades 3–5 Expectations:
In grades 3–5 each and every student
The student will estimate and determine The student will use subtractive and should:
the sum or difference of two whole additive processes in various media,
 numbers. including clay  Develop fluency in adding and
subtracting, whole numbers;

 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.

Specific Problem Solving Strategy being used:

UPS Check – attached below

Possible Preconceptions/Misconceptions:

 Students who use partial sums to find the exact sum (300 + 400 = 700, 50 + 60 = 110, 5 + 4 = 9, 700 + 110 + 9 = 819) may have
difficulty adding the sums together.
 Students who find the exact difference and then round that number to produce an estimate, would benefit from further
exposure to a variety of estimation strategies. Opportunities for students to use valid estimates to determine the
 reasonableness of the result of computation may also be beneficial.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

On Google Jamboard, students will each respond to the question: What do we need to plan a vacation? There are no wrong answers.
Students can respond that we need money, a place to go, luggage, a place to stay, etc. The whole point is to lead the conversation to the
fact that we need to budget for our vacation. What we do, where we go, where we stay, who we bring, what we buy, all depends on the
amount of money we have to spend.

Following this Jamboard discussion, the teacher, with the responses from students, will fill out a schema map. This map will be left on
display in the classroom.

The open-ended questions we will be asking are:

 How do we find the sum of two whole numbers?

 How do we find the difference of two whole numbers?
 How would you add 3 or more whole numbers?
 What is a budget?
 How can we make sure that we do not go over our budget?

Below are the instructions on filling out the schema section on a schema map:

 Schema: Before the teacher proceeds or begins teaching the new topic, they will identify students’ prior knowledge. Make sure
to write all their prior knowledge on sticky notes, even when you know the statement is incorrect (misconceptions are
addressed during teaching).

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

In this lesson, students will be completing an activity which asks them to plan their own vacation with a budget of $9,999. Before
beginning that activity, students will be divided into partners. Each partner group will be given a set of base-10 blocks (a cube, flats, rods,
and units) and a set of fake currency. Students will take turns; one student will set out a certain number of base-10 blocks, their partner
will set out an equal amount of the number of base-10 units in their currency. For example: if the first student puts out 7 flats, 3 rods,
and 9 units then their partner will set out seven $100 bills, three $10 bills, and nine $1 bills.

Students who excel or need a further challenge from their partners can have the base-10 blocks stacked on top of each other, the person
with the cash will them estimate the amount based on their knowledge of the blocks.

Materials: Computer with access to the Internet, SmartBoard, pencil and/or coloring utensils, paper, Vacation Planning
Worksheet/Project, calculator, base-10 blocks, fake currency (such as Monopoly money), teacher created brochure.

Probing Questions:

1. How did you make sure that your partner gave you the correct amount of money?
2. How did you know that when your partner gave you 7 flats, that you had to give them 7 $100 bills?
3. How many $100 bills equals a base-10 cube?
4. When you partner stacked the base-10 blocks on top of each other, how were you able to estimate the sum?

EXPLAIN: Concepts Explained and Vocabulary Defined:

Explain that a $100 bill and a flat base-10 block are equal in value. A $10 bill and a rod base-10 block are equal in value. A $1 bill and a
single unit are equal. Ask students what they would do if they were presented with a cube base-10 block which is equal to $1000? There
is no $1000 bill, so how do we show its value in dollars?

The teacher will take the time to explain any areas which students had trouble during the activity.

Vocabulary:

Add, addend, difference, estimate, place value, regroup, round, strategy, subtract, sum, and value.
Add – To bring two or more numbers (or things) together to make a new total.
Addend – Any of the numbers that are added together.
Budget – A budget is an account of the money to be spent on a project, or by a person or organization in a time period.
Difference – The result of subtracting one number from another. How much one number differs from another.
Estimate – To find a value that is close enough to the right answer, usually with some thought or calculation involved.
Place Value – The value of where a digit is in the number.
Regroup – Moving an amount (usually 10) from one part of a calculation to another so it is easier to do the calculation.
Strategy – How the you solve the problem
Subtract – To take one number away from another.
Sum – The result of adding two or more numbers.
Value – A number, or the result of a calculation.

Addressing the content:

 The teacher will begin a review on math vocabulary.

 The teacher will write down the problem 1,157 + 2102 =
 They will ask students for strategies to solve the above problem. Then demonstrate how to use these strategies for the whole
class.
o If the student mentions partial sums then we can use this as an opportunity to review place value
o They may also mention standard addition, number line addition, and many others.
 Review that a plus sign means to add, a minus sign means to subtract, difference means to subtract, sum is addition, and so on.
 Demonstrate these parts with word problems or written problems.
 Ask students how we would write the math problem for the word problem, “What is the difference between 2000 and 550?”
o The correct answer would be: 2000 – 550 =
o And then ask students for strategies to solve the problem.
o Display ones that students do not address.
 These can include similar methods to addition such as the number line strategy and partial sums, etc.
 Take the time to review and explain each of the definitions listed above.

Below are instructions on filling out the “new learning” and “misconceptions” sections on a schema map:

 New Learning: During the teaching unit, periodically record new learning onto a new color of sticky notes. Sometimes, their
new learning is brand new learning and not connected to prior knowledge. These sticky notes will stand alone on the map.
Other times, the new learning will expand on their prior schema statements. In these instances, move the schema statement to
the New Learning section and attach the new learning statements to the original schema statements.
 Misconceptions: During the unit, it is also important to frequently review the students' prior knowledge so they can identify
any schema that was a misconception. Once a misconception has been discovered, move the sticky note to that part of the
schema map and have a discussion with the students. What made that schema statement a misconception?

Below is an example of what a schema map may look like.

ELABORATE: Applications and Extensions:

Students will complete the following assignment:

Students will be working on this project in the classroom. While students are completing this activity, the teacher will take the time to
walk around the classroom and assist students as needed. While this is a summative assessment, the goal is to guide students to apply
the SOL Standard into real world situations and in the real world, we can ask for help when we feel we need it. The teacher will also
clarify any questions on instructions or on the criteria that students may have.

EVALUATE:

Formative Monitoring (Questioning / Discussion):

1. What do you estimate this vacation will cost you?

2. How do you know how much this will cost?

When students work on their Explore partner activity, the teacher will monitor their work without grading it. This will be used to identify
further instruction needed during the Explain section.

As students work on their project, the teacher will check in with them to ensure they are on track and offer help as needed.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Students will be graded based on completion of the Planning a Vacation Project and the accuracy of their math. The project will also be
graded based on the following rubric:

3 2 1
Math SOL 3.3a Without help, the student With some help, the student The student was unable to
Family Vacation Rubric answered all questions was able to answer most or all answer the questions without
accurately and in full with questions accurately and with help. They were not able to
appropriate language that appropriate language that use the appropriate language
supported their answers. supported their answers. to support their answers.

The max score students can receive on this assessment is 11/10 with the inclusion of extra credit. On the project, students will first be
graded based on the accuracy of their math. That score will be added to the score from the rubric for their total.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
For Tier 2 students, I want to help them get more hands on to develop a better understanding of the concepts. Based on
student's common misconceptions, having concrete materials can help these students in their understanding of estimating and
determining sums. Using base ten blocks will allow students a physical manipulative which allows them to see how the
numbers are grouped and physically move the numbers around into groups. Using base ten blocks can also help students move
through the CRA method as they develop understanding of the standard. Students may need to learn representational
strategies after the review with the concrete base ten blocks, but a quick review may also help them quickly grasp the concept.

Here is a link to use base ten blocks online - https://www.coolmath4kids.com/manipulatives/base-ten-blocks

Based on data, I will find out exactly what students did not understand and reteach it. I will return to the basics and walk
students through what they did not understand and use think alouds to demonstrate my thought process to the students.
Depending on where students are at, I may need to use the bridging the standards documents to teach standards from
previous years that students may not have understood. If it turns out to be my teaching style that is not working for these
students, I will communicate with my fellow teachers to see if they have teaching methods that differ from mine. In necessary
cases, I will contact the SPED teacher. These students can be considered tier 3 learners.

Students with disabilities such as autism will be offered accommodations based on their IEP, but can also be offer additional
accommodations if needed. This can include extra time on assignments, working in smaller groups or individually, or adapting
assessments to have clear step-by-step instructions. These adaptations can be offered as needed to students with various high-
incidence disabilities.

 ELL
English Language Learners can be offered instructions in both their native language and English (the language they are
learning). These students can also be group together if possible so that they can assist one another. Word problems can be
included to represent their culture (this can be done for other students as well, not just ELLs).

Additionally, students having trouble with the vocabulary can be presented with vocabulary cards such as the ones found
online at - https://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/2016/gr3-vocab-cards.pdf

 Gifted learners
Students will participate in an activity that allows them to create structures with their base ten blocks, these structures can be
however big students want to build (as long as they are safe structures, do not interfere with another's space, and students
have plenty of base ten blocks to go around). In this activity, students look at the structures that their peers built and estimate
 how many units make up the structure. Students will use their knowledge of estimating and determining sums and of base ten
blocks (units, rods, flats, and cubes).

An example of a hands-on estimation activity can be found at this link - https://www.youtube.com/watch?v=SuLV63eLnhM

Learners who finish their project early can also write a story about the vacation that they planned which allows them to
include additional details of their choosing.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice?
Based on student understanding. If my students understand the concepts and can explain the material in their own words,
then I know I have taught it well. Data will provide me with the results and information needed to evaluate my practice. I want
all of my students to end this lesson as Tier 1 learners.
 Where might/did learners struggle in the lesson?
Students who use partial sums to add place values may have trouble finding the sum.
 How can the lesson be strengthened for improved student learning?
Recreate the worksheets so that the questions asked prepare students for thinking about their final assessment/project.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
Yes. This assignment aims to make students feel represented. Especially during the project where students are basing their
decisions based on their own experiences, family, and preferences. They are still required to complete their assignment, but
they are offered autonomy in their work. I have also identified ways to accommodate students with varying learning needs.
The culturally sustaining pedagogies in this assignment could be enhanced by creating my own worksheets so that I can create
questions that my students can relate to and feel represented in. I believe this will make them more excited to complete their
work, but also help them retain the information if they feel it applies to them.