Summer Beckley

Mathematics Lesson Plan: Doubling

Anticipated Time: 45 minutes
Grade Level: Third Grade
The Penn Alexander School
Shannons Edits

Goals/Objectives
Content Goals:
SWBAT add 1-, 2-, and 3-digit numbers within 1000 IOT figure out the number of grains of rice one
would be given if the number doubled every day.
SWBAT recognize adding two equal groups as doubling IOT develop early elements of multiplicative
thinking.
Mathematical Practice Goals:
Use appropriate tools strategically.
Attend to precision.
Pedagogical focus:
Facilitating mathematical discussion

Standards (and Assessment Anchors, if applicable)
PA Common Core Standard CC.2.1.3.B.1: Apply place-value understanding and properties of operations
to perform multi-digit arithmetic.
Assessment Anchor M03.A-T.1: Use place-value understanding and properties of operations to perform
multi-digit arithmetic.
Eligible Content M03.A-T.1.1.2: Add two- and three-digit whole numbers (limit sums from 100 through
1,000) and/or subtract two- and three-digit numbers from three-digit whole numbers.

Materials and preparation
- Demi. (1997). One Grain of Rice: A Mathematical Folktale. New York: Scholastic Press.
- Activity handout (1 for each student)
- Pencils (1 for each student)
- Spare pieces of blank paper (if students need extra space to write)
- Teacher copy of activity handout
- raja and famine grains of rice for vocab bowl


Classroom arrangement and management issues
Classroom arrangement
Four students in the pod space outside of the classroom. Students will be seated around a small,
circular table.
Students will come over to the rug for the read aloud. As always, they will be encouraged to pick
responsible seats.
For the activity they will go back to their table groups and work on it together.
Management issues
Concern: getting all students to participate. Strategy: use wait time; have varied ways to respond
(verbally to whole group, turn and talk, writing).
Concern: students calling out or being noisy. Strategy: go over expectations at the beginning of the
lesson (calling on students who give me a quiet hand, etc.)
Concern: distractions from being in pod area (movement in hallway, noise from other classes, etc.).
Strategy: use proximity and line of sight (positioning myself away from hallway, so that students face
away from distractions; establish norms and expectations (thinking faces, showing me with their body
language that theyre paying attention).

Plan
Launch (15 minutes)
Establish norms/expectations: tell students I will be looking for thinking faces, calm bodies, silent hands,
respect for everyones comments and questions, etc.
Launch discussion: Who has an idea of what the word double means?
When student provides answer, ask them for an example.
Probe other students to find out if they agree. Ask another student if they have a different way of
explaining it or a different idea.
Guide students toward a definition of doubling as the composition of two equal groups.
Explain that were going to explore this concept by connecting to the classes current study on rice.
Introduce read aloud of One Grain of Rice. The story of a raja who collects all the rice grown in India to
keep for himself when there is a famine in the country. Does anyone know what raja means? Raja is
what they call the king or prince in India. What about famine? Famine refers to a food shortage, a lack of
food. So, there is a famine in the country and the raja has all the rice but a woman named Rani comes
up with a plan to feed the people, and it involves doubling. If the raja had had a better understanding
of doubling, he might not have been fooled by Ranis plan.
Read aloud first 13 16 pages of One Grain of Rice.
Ask students what they think of Ranis plan. Encourage them to use their number sense and make a
prediction of how many grains of rice shell receive on the 10th day. Tell students not to try to do all of
the math in their head, but rather to make an educated guess. Hand out post-it notes for them to jot
down answer; give them 30 seconds. Take four guess, write on white board.
Depending on where students understanding seems to be, maybe ask them what their predictions are
about the 30th day? Take for more guesses.
Work and explore (15 minutes)
Introduce recording sheet and activity.
Remind students of expectations about working in a group and hand out recording sheet and pencils.
Emphasize importance of precision: each number builds on the previous one. So, making a mistake on
one will affect all of your answers.
Model the first two boxes, and then instruct students to go as far as they can in the next 10 minutes.
Preview that we will be sharing out answers afterward.
Ask if students have any questions about activity.
Send students back to their desks by table group, handing out worksheets as they go.
Use this time to informally assess their fluency with the problems.
Debrief and wrap up (15 minutes)
Read pages 14-16 of One Grain of Rice.
Bring students back to carpet, with their worksheet and a pencil. Have students share their answers
through the 9
th
day.
As we move through the story, have students share their answers for each of the days.
Check to see if all students agree with answer provided. If students have different answers, problem
solve as group.
Read page 17. Ask if anyone got any higher than that.
Have students share as far as they got and then continue with the story, having them check their own
answers for accuracy and filling in ones they may have missed.
Throughout, emphasize each number as two groups of the previous number. (64 is 32 two times. It is 2
groups of 32 put together.)
(If there is additional time and student interest, complete read aloud.)

Anticipating students responses and your possible responses
1. What students are likely to be confused by or find difficult: I am not sure what students
knowledge of the concept of doubling will be. I will adjust how much I am involved in the discussion on
doubling based on what the level of understanding is (i.e., I may have to more actively steer them to a
definition of the concept if they are not able to come up with it on their own).
2. What students are likely to find especially engaging: I anticipate students being invested in the
story of One Grain of Rice. I will use this excitement as a way to engage and draw the students into the
lesson.
3. What aspects of the lesson might present particular managerial challenges: Students may get
off task during the time for independent work. I will circulate in the group to manage this and
encourage students to stay focused.

Assessment of the goals/objectives listed above
Informal assessment will be conducted during the opening discussion about doubling. I will be looking
for how students understand and are able to verbalize this concept, as well as if they can provide real-
life examples of it. The students will be assessed on their fluency of adding numbers within 1000
through the accuracy of the answers on the recording sheet, as well as how long it takes them to
complete it. I will use the attached assessment sheet as a way to itemize student comprehension of the
different components of the lesson.

Accommodations
1. For students who may find the material too challenging : I will provide a time for questions after
I explain the activity. I will also circulate among students during the independent work time so that I am
available to respond to any questions or concerns.
2. For students who may need a greater challenge and/or finish early: While students are only
required to complete the recording sheet up to the 10th day, students who finish early may continue as
far as they are able. If students like, they can volunteer to help any students who may be struggling.