Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Marissa Lund-Zeiber Date: 2/1/2022 Time: 11:20-12:10
1:55-2:30
Subject: Math Grade Level: Third Grade
I. Topic Two- and three-digit Measurement addition using the standard
algorithm.
II. Reference to PA or CC.2.1.3.B.1 Apply place-value understanding and properties of
Common Core operations to perform multi-digit arithmetic.
Standards
CC.2.4.3.A.1 Solve problems involving measurement and
estimation of temperature, liquid, volume, mass, and length.

III. Lesson Objectives The student will be able to estimate sums by rounding and apply
to solve measurement word problems.
The student will be able to round numbers in relation to place
value.
The student will be able to identify steps in rounding two- and
three-digit numbers.
The student will be able to explain that two digits of a two-digit
number represents amounts of ones and tens.
The students will be demonstrating strategies and algorithms for
adding within 100.

IV. Materials -Dry Erase Board and Markers

- Problem Set Page
-Homework page

V. A. Introduction The teacher will review with the student’s groups of numbers in
terms of place value.

T: If I have 2 groups of 10 what number would I have?

S: 20
T: if I have 6 groups of 10 what number would I have?
S: 60
T: if I have 2 groups of 100 what number would I have?
S: 200
T: If I have 10 groups of 10 what number would I have?
S: 100
**The teacher will review until the students show that they are
fluent with the statements.
 “Today we will be learning how to estimate the sums by
rounding our numbers.”

B. Procedures Example problem: Estimate the sum of 362+159 by rounding.

T: What is 362 rounded to the nearest hundred?

S: 400.
T: Let’s write it directly below 362
T: What is 159 rounded to the nearest hundred?
S: 200.
T: Let’s write it directly below 159.
T: what is 400+200?
S: 600.
T: We estimated the sum by rounding to the nearest hundred and
got 600,
T: Let’s now round to the nearest ten. (Repeat the Process.)
S: (Find that the sum rounded to the nearest ten is 520.)
T: We’ve learned to round to the nearest ten and hundred before.
Let’s think of another way we could round these numbers that
would make them easy to add. (Suggest rounding to the nearest
50)
T: What is 362 rounded to the nearest fifty?
S: 350
T: 159?
S: 150.
T: 350+150 is…?
S: 500
T: We have three different estimated sums. Talk to a partner and
discuss which number would be the closest estimate?

**after the students have discussed the possibilities, the teacher

will instruct them to find the actual sum of the two numbers.
After the sum if found the teacher will have the students compare
the answer to the numbers that they estimated previously.

T: Which estimated number is the closest to the actual sum?

S: Rounding to the nearest ten (520).

The teacher will go over two more examples using the same
 process that they just learned. (349+145, 352+145, 352+151)

C. Differentiation Process: The students will be provided graph paper to help them
visualize the math problems and keep their place values
organized.
Learning Environment: The students will be placed in groups that
meet the level of their learning when they are instructed to
complete the problem sets.
D. Closure The teacher will close the lesson by having the students complete
a problem set to measure their understanding of the new process
learned.

When the students have completed the problem set the teacher
will wrap up the lesson and given each student a homework
assignment to complete.
VI. Assessment The students will be informally assessed on their completion of
the problem set.
The students will be informally assessed through questioning by
the teacher during the lesson. The answers to the questions will
gauge the students understanding of the content from the lesson.
VII. Modifications and/or Accommodation: The learning support students will receive a
Accommodations modified homework assignment that contains a smaller number
of questions than the regular homework as well as learning ques
to help assist them through the assignment.

Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

VIII. Self-Evaluation One thing that I feel that could have gone better with this lesson
Math #3 was my time management. During this lesson I feel that I lost
track of time and did not allow the students enough time to work
through their problem set. The time that I teach this lesson if at
the end of the day and because I ran over the time I was allotted,
it created a hectic clean-up, and the students were rushed to get
their stuff gathered in order to go home. This was also a lesson
that I did not feel very confident in teaching an I feel that I could
have prepared myself more for this lesson before I taught it.
The reasoning for why I did not feel confident in teaching this
lesson was that I did not understand fully what I was expected to
teach them. I thought I had grasped the concept of the lesson but
as I began teaching, I ended up confusing myself and I felt that
my confusion led to even more confusion for the students. After
talking with my cooperating teacher, she stated that she felt that
my lesson went well but if I did not feel confident in this lesson it
would be okay for me to go over the topic again during the next
lesson. To fix this mistake and the unsettling feeling that I had
about this lesson I decided to look into the lesson more so that I
could better explain the purpose for estimating sums by
connecting the problem to real life situations. By doing this I feel
that it would allow for the student to create a better understanding
for the purpose of the math strategy.
I took this lesson today as a learning experience and
understand that lessons do not always go as they are planned to. I
was able to learn how to adapt and change the next lesson to
make up for the mistakes that were made in the lesson that we
taught previously. It also taught me that if I am not confident in
teaching a lesson, I should find ways to better understand it so
that I can properly teach my students and avoid creating
confusion in their own minds.