Observation Math Lesson 5

UDL Lesson Plan: Observation #5
Teacher Candidate’s Name: Siera Camacho
Date Created: 10 March 2023
Content Area: Math
School: Lincoln Elementary School
Grade Level: 3rd Grade (2 students)
Lesson Title: ‘Piecing’ Addition/Subtraction Together with Regrouping/Borrowing
Time: 20 minutes (1:10-1:30)

Michigan Academic Standards: (include code and standard)
MAS. MAT. 3. NBT. 2: Fluently add and subtract within 1000 using strategies and algorithms based
on place value, properties of operations, and/or the relationship between addition and subtraction.
Performance Based Learning Objectives:
• Given direct instruction, learners will be able to fluently regroup when adding within 1000 in 3
out of 4 trials or with 75% accuracy.
• Given direct instruction, learners will be able to fluently borrow when subtracting within 1000
in 3 out of 4 trials or with 75% accuracy.
Materials: (Low tech, including number needed)

Teacher:
• Puzzle Piece bags (1 set per student)
o Each student will get a set of 3 addition problems, and 3 subtraction problems.
• Dry Erase Marker (x3 [x1 per student, x1 per teacher])
• Dry Eraser
• (x3 [x1 per student, x1 per teacher])
• Pencil/Pen (x3 [x1 per student, x1 per teacher])
• Sticky Note for FA (x1)
• Exit Ticket (x2 [x1 per student])
• Timer (x1)
• Punch Cards (x2 [1 per student])
o Hole Punch (x1)
Students:
• All materials are in the classroom and provided for the students.
Technology: (High tech, mark all that apply; indicate if no technology is being used)
*No technology will be used for this lesson. *
1
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________
Bibliography/References: (in APA format)

Puzzle Pieces/Exit Ticket:
https://www.canva.com/design/DAFc5U7o_YY/ZTZ_66h0kGTO_5pyH81IFA/view?utm_content=DAFc5U7o_
YY&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Kazemi, E., & Stipek, D. (2009). Promoting Conceptual Thinking in Four Upper-Elementary Mathematics
Classrooms. Journal of Education, 189(1–2), 123–137. https://doi.org/10.1177/0022057409189001-209
Prior Learning Connections: (Background knowledge support)
• Students have mastered addition and subtraction without regrouping and borrowing.
• Students have been working on regrouping and borrowing; this is a reinforcement lesson.
o The students are not able to add and subtract 3-digit problems YET, but that is
something that we are working towards.
• Students are aware of academic language such as, borrowing, regrouping, ones, and tens.
Differentiation/accommodations:
• Visual:
o The connecting ‘puzzle pieces’ will serve as a visual that the problem corresponds with a
specific answer.
§ There will also be colored dots on the back of the pieces to serve as a visual on
whether or not they are the correct match/pair.
o Students will show their work on the table at the beginning of the lesson as they solve
problems.
o Students will also show their work when solving the problems on the board, as well as on their
exit ticket.
• Auditory:
o I will ask questions to the students.
o I will also answer questions that they may have.
o I will verbally communicate the expectations and directions throughout the lesson
• Tactile-Kinesthetic:
o The students will physically write down the answer and show the steps they used to solve the
given problems.
§ Students will physically be writing the numbers and crossing them out to borrow and
regroup when adding and subtracting.
o Students will physically move the ‘puzzle pieces’ together to show the correct answer.
• Whole Group/Small Group:
o Since there are only 2 students, many aspects of the lesson will be conducted as a small/whole
group.
§ Directions will be given to the whole group.
§ When going through the answers, we will work on them together as a whole group.
2
• Independent:
o Students will initially solve their ‘puzzle piece’ questions independently.
o Students will complete their exit ticket independently.
o I will also praise students individually, by name, as they work throughout their problem sets.
• Multiple Intelligences:
o Musical:
§ Instrumental music of pop hits will play quietly in the background on the Amazon
Alexa.
• Accommodations:
o Repeat materials/directions ( )
Special Concerns (including medical, behavioral, and/or environmental):
• Medical:
o There are no medical concerns with this group of students.
• Behavioral:
o There are no behavioral concerns with this group of students, however, they are very quiet and
reserved when they meet new people.
§ Occasionally one of the students may become upset if she does not get constant
feedback.
• If this occurs, redirect the student in an up-beat positive voice.
o Say: “Let’s try that again.”
§ This will allow her to reset and try again.
• Environmental:
o The classroom is small so there is not a lot of room for students to move around, other than that,
there are no environmental concerns.
Assessment
Formative:
• Given direct instruction, learners will be able to fluently regroup when adding within 1000 in 3 out of 4
trials or with 75% accuracy.
o (FA) The students will be assessed on their ability to fluently add when regrouping. The
students will have 3 addition problems during the instruction portion of the lesson and 1
during the exit ticket. This will be assessed on a sticky note. The sticky note will have
both the student’s names. When correctly solves the problem, the student will get a ‘ü’. If
it is incorrect, they will receive an ‘x’. If incorrect, I will then help the student fix it.
• Given direct instruction, learners will be able to fluently borrow when subtracting within 1000 in 3 out
of 4 trials or with 75% accuracy.
o (FA) The students will be assessed on their ability to fluently subtract when borrowing
from tens column. The students will have 3 subtraction problems during the instruction
portion of the lesson and 1 during the exit ticket. This will be assessed on a sticky note.
The sticky note will have both the student’s names. When correctly solves the problem,
the student will get a ‘ü’. If it is incorrect, they will receive an ‘x’. If incorrect, I will then
help the student fix it.
o Example:
Subtraction Addition
1. 1.
2. 2.
3. 3.
4 (E.T). 4 (E.T).
3
1. 1.
2. 2.
3. 3.
4 (E.T). 4 (E.T).
**E.T represents an abbreviation for ‘Exit Ticket’
Summative:
• N/A
During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)
Part 1: Engagement/Warm-up: (3 minutes)
• After picking up both students from their classrooms walk into the room and set the timer on top of the
filing cabinet for 20 minutes.
o Position the timer at an angle, facing the kidney bean table to the you [the teacher] and the
students can see the timer.
• “Hello! How has your afternoon been?”
o Allow time for the students to respond.
o Possible responses by the students:
§ “Good”
§ “Not good”
o Possible responses:
§ “Oh good! I am glad you are having a good day so far!”
§ “I am sorry you are not having a good day! I hope that we can turn it around for
you!”
• “We are going to begin by practicing and getting our brains ready for math! Are you ready?”
• Grab a dry erase marker.
o “You will need a dry erase marker and eraser.”
§ Repeat materials/direction ( )
o Allow time for the students to grab a dry erase marker and sit back down.
• “Today, we are going to keep working on regrouping and borrowing, but first let’s try 2 problems
without those concepts.”
• Write 63+10 on the board.
• “Now it is your turn to write it on the table and solve it.”
o Allow time for both students to write it on the table with their dry erase markers and solve.
o Observe as the students solve the problems.
o Wait until both students finish, and then ask to make sure that they are done.
§ are you both done?”
• Provide additional time if the students are not done.
• If the students are done, then move on.
o “Awesome! Which one of you would like to come up the board and
solve it?”
o Allow one of the students to solve it.
o ANSWER: 63+10= 73
§ To the other student: “Did you get the same answer as
[insert students name].”
• If they got the same answer: “Great job!”
• If they did not get the same answer: “Let’s work
through it together to see how you both got
different answers.”
o Have the student that did not answer
the question on the board verbally
walk through the steps they did to get
their answer.
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o Correct improper steps.
• “Great job! Let’s try a subtraction one now.”
o “You may both erase your work.”
o Erase the work that is also on the big whiteboard.
o “This is your next problem…”
o Write 89-34 on the board
§ Point to problem on the board.
§ “Remember we are subtracting which means we are taking away.”
• “Now it is your turn to write it on the table and solve it.”
o Allow time for both students to write it on the table with their dry erase markers and solve.
o Observe as the students solve the problems.
o Wait until both students finish, and then ask to make sure that they are done.
§ are you both done?”
• Provide additional time if the students are not done.
• If the students are done, then move on.
o “Awesome! [Insert name of other student that did not solve the last
problem on the board] would like to come up the board and solve
it?”
o Allow the students to solve it.
o ANSWER: 89-34=55
§ To the other student: “Did you get the same answer as
[insert students name].”
• If they got the same answer: “Awesome job, you
are both so smart!”
• If they did not get the same answer: “Let’s work
through it together to see how you both got
different answers.”
o Have the student that did not answer
the question on the board verbally
walk through the steps they did to get
their answer.
o Correct improper steps.
• “You may both erase your work, put the caps on your markers, and put them to the side.”
o Repeat materials/direction ( )
§ Allow time for students to complete task.
o Erase work from the big whiteboard.
Transition:
• “Awesome job you two! We are ready to move onto the next activity!”
Part 2: Instruction/Exploration: (13 minutes)
• “Today we are going to do something super fun!”

• “In these bags, I have different problems that you are going to solve.”
o Show students the bags.
§ Pull out the problems from the bag.
o “Each problem has a matching piece with the answers on it.”
§ Show an example by pulling one puzzle piece out and matching it with a random
answer.
• “Like this.”
• “We are going to do addition first!”
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o Hand students their addition bags.
• “There are 3 problems that you will have to piece together. You can use your dry erase marker to solve
them on the table and then put them together.”
o “If you have any questions, I am right here.”
§ Observe as the students solve the problems.
• Bounce between the students looking at their work.
o Ask clarifying questions:
§ “What side do we begin with?”
• Student response
• Intended response: right side/ones place
§ “Where do we carry the one to?”
• Intended response: On to the left number/hundreds
place.
• Once the students are done ask and make sure.
o “I see that all your pieces are connected. Are you both done?”
§ Allow time for the students to respond.
§ Observe verbal and nonverbal forms of communication.
• If they are not done, allow for them to finish.
o If students are done, continue on with the lesson.
§ “Okay, I want you to compare your answers. See if you both have the same answers.”
§ for 36+49, what did you get for the answer?”
• Allow student to respond.
o Student response
o Intended answer: 85
• did you get the same answer?”
o Allow student to respond.
§ Student response
• Intended answer: 85
• “Okay, let’s see if you have the correct answer.”
o “Flip over the pieces and see if they have the same color on the
back.”
o “If they have the same color swatch on the back then they are
matches.”
§ Observe if the students have the correct answer.
§ Allow student to self-check their answers.
• “If your colors do not match, flip the pieces back over so that you can see the
numbers and put them to the side.”
** Observe student answers and document them on the sticky note in the addition column next to the 1., by
the corresponding students name. (FA)
§ or 55+15, what did you get for the answer?”
o Student response
§ Student response
back.”
6
matches.”
o “If your colors do not match, flip the pieces back over so that you
can see the numbers and put them to the side.”
§ “Last addition problem. for 27+67, what did you get for the answer?”
o Student response
§ Student response
• Intended response: 94
back.”
matches.”
** ANY PROBLEMS NOT SOLVED CORRECTLY WILL BE SOLVED TOGETHER AS A GROUP

ON THE BIG WHITEBOARD.
§ “Now put your addition puzzle pieces back into their bag.”
• Grab the bags and put them to the side.
• “Awesome job! Now let’s move onto subtraction!”
o Hand students their subtraction bags.
o “There are 3 problems that you will have to piece together, just like the addition ones. You can
still use your dry erase marker to solve them on the table and then put them together.”
o “Remember, if you have any question, just let me know.”
§ Observe as the students solve the problems.
• Bounce between the students looking at their work.
o Ask clarifying questions:
§ “What side do we begin with?”
• Intended response: right side/ones place
§ “Where do we borrow from to?”
• Intended response: The left number/hundreds
place.
o “How do I show that I am borrowing
from that number?”
§ Intended response: Crossing off
the number in the hundreds
place and subtracting 1, then
7
adding a ten to the number in the
ones place.
• Once the students are done ask and make sure.
o “I see that all your pieces are connected. Are you both done?”
§ Allow time for the students to respond.
§ Observe verbal and nonverbal forms of communication.
• If they are not done, allow for them to finish.
o If students are done continue on.
§ “Okay, I want you to compare your answers. See if you both have the same answers.”
§ for 91-12, what did you get for the answer?”
o Student response
• “Thoran, did you get the same answer?”
§ Student response
back.”
matches.”
** Observe student answers and document them on the sticky note in the subtraction column next to the 1.,
by the corresponding students name. (FA)
§ “Thoran for 77-29, what did you get for the answer?”
o Student response
§ Student response
back.”
matches.”
§ “Let’s move onto the last subtraction problem. for 43-36, what did you get for
the answer?”
8
o Student response
§ Student response
back.”
matches.”
** ANY PROBLEMS NOT SOLVED CORRECTLY WILL BE SOLVED TOGETHER AS A GROUP

ON THE BIG WHITEBOARD.
§ “Now put your subtraction puzzle pieces back into their bag.”
• Grab the bags and put them to the side with the addition bags.
Transition: (This is a bridging statement or question to help students connect what occurred during
Instruction/Exploration to what will occur during After Lesson. It is NOT a direction or instruction.)
• “You both did such an amazing job today! We just have one thing to finish up before I let you both go
back to class.”
Part 3: After Lesson: (4 minutes)
• Hand out an exit ticket to and .

o “You will need a pencil if you do not have one already.”
o “This is not a test; I just want you to try your best and show your work.”
§ “Just like what we were doing before, I want you to show how you regroup and
borrow. Try your hardest to fit in on the paper, if you can, there is the back as well.”
o “When you are done, just hand me your exit ticket and make sure everything is put away and
you can walk back to class.”
• “You may both begin.”
o Allow time for the students to complete their exit ticket.
o When they are done then collect their exit ticket and allow them to put away their materials.
§ “Goodbye [insert student name], I will see you tomorrow.”
§ “Do not forget to put away your materials and wipe off your area.”
• Point to the wipes on the shelf near the blinds.
o Allow time for the students to complete their exit ticket.
o When they are done, collect their exit ticket, and allow them to put away their materials.
§ “Goodbye [insert student name], I will see you tomorrow.”
• While students are putting away their materials give them each a hole punch from their punch card.
9
These are on a binder ring hanging from the hook on the rolling card.
o
§ 3rd grade cards are on the left hook, flip through until you find the correct students
names.
• CHECK EXIT TICKET (FA)
o If their problems are correct, then they will receive a ‘ü’ if their answer is correct.
o If their answer is incorrect then I will provide an ‘x’ on the sticky note next to the
corresponding problem number (4 (E.T).) under the corresponding section.
** We will go over the correct answers the following day and work through the problems if there are
mistakes.
Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of

the lesson=
Strengths of the Lesson:
Areas for Growth: Not applicable in this lesson
Focus for next lesson: (should align with Areas for Growth)
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Observation Math Lesson 5

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UDL Lesson Plan: Observation #5

Teacher Candidate’s Name: Siera Camacho

Date Created: 10 March 2023

Content Area: Math

School: Lincoln Elementary School

Grade Level: 3rd Grade (2 students)

Lesson Title: ‘Piecing’ Addition/Subtraction Together with Regrouping/Borrowing

Time: 20 minutes (1:10-1:30)

Performance Based Learning Objectives:

Materials: (Low tech, including number needed)

Bibliography/References: (in APA format)

Prior Learning Connections: (Background knowledge support)

Part 2: Instruction/Exploration: (13 minutes)

• “Today we are going to do something super fun!”

** ANY PROBLEMS NOT SOLVED CORRECTLY WILL BE SOLVED TOGETHER AS A GROUP

** ANY PROBLEMS NOT SOLVED CORRECTLY WILL BE SOLVED TOGETHER AS A GROUP

Part 3: After Lesson: (4 minutes)

• Hand out an exit ticket to and .

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of

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