DTCC Lesson Plan Template

Teacher Name: Celina Lombardi Grade: 3

Date of Lesson: ------ Content: Math – Adding and subtracting three digit numbers

Approximate
Time of Lesson: Math Block Length of 45 minutes
Lesson:

Part 1: Expectations for Student Outcomes

Standards:

What CCSS, NextGen, or DLM Math grade 3: Use place value understanding and properties of operations to solve/perform multi-digit arithmetic.
standards are you utilizing across
the lesson?

Measurable Objectives:
State in observable and measurable
terms that can be linked directly to
the assessments
3rd graders will use their knowledge of place value and properties of operations to work together (and independently,
depending on skill level) and accurately solve multi-digit addition and subtraction problems with teacher support when
needed.

I Can Statement/Essential I can use my knowledge of place value and properties of operations to solve multi-digit addition and subtraction
Question: problems.
This should be stated in student

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 centered language.

Part 2: Instruction Preparation

Class Context:
This is a class full of 3rd grades – aged 8 to 9 years old.
What is your learner population?

Topic:
For this lesson, the concept being taught, and the skill being employed by students is adding and subtracting three-
What is the specific concept or digit numbers.
skills you are teaching today?

Rationale:
Why are you teaching this? How
does it connect to what you’ve
taught before and will teach in the
future?
Students have been learning about outer space in various aspects through their social studies instruction – all related to their outer
space thematic unit. In these lessons, students have been also learning interesting facts about astronauts and outer space as a
whole. In addition to this, the students have also participated in a field trip to the aerospace education museum to further their
knowledge, and a virtual field trip to the space station. In this lesson, students will be using their math skills to reveal even more
cool facts about outer space and the plants that surround us.

Vocabulary:
Venus – the second planet from the sun, also called the “sister” planet.
What vocabulary will be used in Earth – the third planet from the sun, the planet in which we live on.
this lesson that supports students’ The sun – a star that the earth orbits to receive light and warmth.
understanding? Why is this
vocabulary important?

Researched-Based Strategies:
What research-based strategies
are you implementing that
positively impact student learning?
This lesson includes student-centered strategies: collaboration with their peers (elbow-partners and groups). Students are
listening to their peers and their “wonders” about math in outer space, and also working together to check each other’s work, and
finding the correct answer – cooperative learning. The teacher will also use modeling and scaffolding with those are ranked
lower in math skills. Additionally, the teacher will include videos and technology use to keep the children excited and focused.
The teacher will also allow time for thinking through a math problem to encourage students to use their independence and
problem-solving skills.

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 References & Sources:
What are the references and
sources you utilized in creating
this lesson?
Part 3: Core Instruction
Activating & Engagement
Strategies:
How will you hook your
students?
Instructional
Steps/Procedures
Activating Video: https://youtu.be/8IUKHJ2wlhA
Anchor Charts used from “CreativeAnchorCharts” on ETSY.
Slides: https://www.canva.com/design/DAFS6h0aEio/uNQW2WivqUmBBpA1h1qq9w/view?utm_content
Math worksheets: https://dtccedu-my.sharepoint.com/:w:/g/personal/clombar5_dtcc_edu/
EQizdFEiFX1NuGOs9dSpV3gBKHfQcOBtjdIJprAz5tlkvQ?e=vdQ0RA
Activating Video: https://youtu.be/8IUKHJ2wlhA
Start by opening the floor of discussion up for your students, and creating a tie in to thematic unit – outer space. Ask the students,
“Do you think Astronauts need to know math to be an astronaut? How do you think they use math up in space, or to predict how
long it will take them to get to the different planets?” Discuss with the children and ask them about something they may wonder
about how math works in space. “What is something you may wonder when thinking about math in space… talk to you elbow
partner about this, and then make sure you keep an ear out for it may be answered in this video. Then, watch the short video, and
tell the children what you have on the agenda for the lesson: going over their triple digit math skills, and working on an activity
sheet. (10 minutes
Suggeste
Instructional Sequence & Activities Materials & Resources Grouping
d Time
20 minutes Go over the rules of place value using the short PowerPoint ☒Whole Group
PowerPoint. Have the children help you, the teacher as White Boards Small Group
you go over the skills. Ask students to take out their Dry Erase Markers  ☐Above
white boards, and let them know that they will be Erasers  ☐On
working with their partner. “Now, on your desk you  ☐Below
will need your white board, your dry erase marker, and ☐Independent Practice
your eraser. You will be working with your partner;
you will have 10 seconds to discuss which partner will
be a number 1 and which partner will be the number
2.” Using the following 5 slides on the PowerPoint,
have the students work together to solve the problems.
“Partner number one, you will be solving this problem,
if you need help, ask your partner. Make sure to show
your work, because when you are finished, partner
number 2 will check your work, and write down your
answer on their whiteboard. When I ask you to show
your answers, I want you partner two to hold up what
you guys have come up with, and then I will reveal the
answer on the board. You will have one minute and
thirty seconds to solve your problem.”
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 After this, move onto the next question, and the
partners will switch roles. “Great job, please erase your
boards, and now partner two, please raise your hand.”
Make sure all of the students who are designated as
partner two, are listening to make this run smoothly.
“Your roles are now switched, you will be answering
the problem, and showing your work. Your partner will
be checking your work and displaying your answer
when I say.”

Do this for the rest of the problems – then move onto

individual work time.
Pass out the worksheets linked above. “You will work
☐Whole Group
quietly to solve these addition and subtraction
Small Group
problems. When you are finished, use your answers,
Worksheets  ☒Above
20 minutes and the letters provided above the math problems to
Pencils  ☐On
figure out what the secret message is at the bottom.
 ☐Below
This message will tell you a super cool fact about
☒Independent Practice
space, and how astronauts may use math in space!”
Pass out the worksheets linked above. “You will work
quietly to solve these addition and subtraction
problems. When you are finished, use your answers,
☐Whole Group
and the letters provided above the math problems to
Small Group
figure out what the secret message is at the bottom.
Worksheets  ☐Above
This message will tell you a super cool fact about
Pencils  ☒On
space, and how astronauts may use math in space!”
 ☐Below
☒Independent Practice
“First, let’s do the first problem together, and I will
show you how to fill in this letter at the bottom of the
page. If you need help, you can ask me, or a friend.”
Worksheets ☐Whole Group
This group will work closely with the teacher at a Pencils Small Group
small table in the classroom to allow for more  ☐Above
individualized learning and support.  ☐On
 ☒Below
Pass out the worksheets linked above. “You will work ☐Independent Practice
quietly to solve these addition and subtraction
problems. When you are finished, use your answers,
and the letters provided above the math problems to
figure out what the secret message is at the bottom.
This message will tell you a super cool fact about
space, and how astronauts may use math in space!”

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Accommodations:
How will you differentiate your
lesson for all learners? Include
specific IEP goals if appropriate.
Closure:
How will you tie the lesson
together? What are your next
steps?
Assessments:
Description of how you will
evaluate student achievement of
the lesson objectives.
Attach any materials used as
assessments.
“First, let’s do the first problem together, and I will
show you how to fill in this letter at the bottom of the
page. If you need help, that is okay, I am here to help
you.”
As stated above, those who are in need of additional instruction or support will work closely with the teacher for this activity. In
addition to this, students are allowed breaks to the calm-down corner if needed, as well as brain breaks. Students are allowed to
ask clarifying questions and use support from the teacher for clarification and help with the assignment. For students who need it,
the teacher will act as the scribe, or will allow the student to cut and paste options from the number bank.
To close the lesson, the teacher will go over the secret messages at the bottom of the pages. After this, we will go around the
classroom, asking each child about something that they still may wonder about how math may be used in space, or they may say
one thing they have learned throughout the unit, or just from this lesson alone. The class will discuss.
Assessment Name Assessment Type
No assessment needed.
☐Formative
☐Summative
☐Formative
☐Summative
☐Formative
☐Summative
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Part 4: Post Lesson

Reflection:
As an educator, it is important to
reflect on your practices.
 What went well in this lesson? Will complete after the lesson has been taught.
What didn’t work?
 How could you improve the
lesson if you taught it again?

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