Lesson Plan Template for Number Routine

This template is to assist you in planning a warm-up length Number Routine. This Number
Routine should last approximately 10 minutes with students.

Name: Aria Stark

Grade level you are teaching: 3rd
Day you plan to teach the routine: September 14, 2022

Problem/Task (i.e. the exact problem/task you Why did you choose this problem?
will be giving students)

The problem I write on the board will be I chose this problem because students have
57+45= been working on going over different addition
strategies like using doubles and friendly
numbers. I thought that since they were
learning about these strategies with single-
digit numbers, I would challenge them a bit
with bigger numbers to see if they had the
same thinking strategies.

Learning Goal Be able to apply the addition strategies they learned in previous
lessons in our math unit to larger numbers. Also since this was the
first number talk, I wanted students to learn how a number talk
works and what expectations I have for them during the number
talk.

Plan for initiating the When starting the number talk, I want to go over the expectations
lesson for a number talk and how we should treat each other while doing a
number talk. I also wanted to explicitly teach them the fist, thumb,
and fingers method of showing their ideas as well as go over again
the sign for agree and disagree.

What types of answers Since we have been learning about different strategies of using
and strategies do you addition, I expect students might use their doubles to come up with
anticipate students might a solution or make friendly numbers.
come up with?

How might you record
students’ strategies on the
board? (if at all)
I will write with an expo marker on the board both the problem and
students thinking. I will also invite students up to the board to solve
the equation if I don’t fully understand their thinking. They can draw
pictures, write numbers, or just describe in words. I will also include
students’ names or initials on the board next to their ideas.

What types of questions “How did you pull these numbers from the original problem?”
might you ask students “What strategies did you use?”
when they get stuck or “How can we break these numbers up to make it an easier
when you need to elicit problem”
more of their thinking? “Does anyone agree with ‘s thinking?”
“How can we think about solving the problem in a different way?”

How will you ensure wide If there is not enough participation or students do not want to
participation? answer, I will encourage them to turn and talk with a partner.

How will you conclude the “So if we look at the board, we can see that there are lots of good
lesson? strategies and ways of thinking about this one problem. We learned
that there is not only one right way of doing something.”
Then transition to the actual math lesson of the day by telling them
that they need to get out their math workbooks.