Name: Courtney Denis

Date: 11-9-15
Allocated Time: planned for 1 hour,

Content Area(s): math

Grade Level: first
Topic/Essential Question: How can you group numbers to add

shorten to 30 minutes

three addends?
Standards:

Instructional
Objectives/Learner
Outcomes:

MAFS.1.OA.2.3
Apply properties of operations as strategies to add and subtract.

Students will be able to solve a problem with three addends using addition strategies
including: counting on, making a ten, and doubles facts.

Assessment:

Check students work on problem 2 and 3 for understanding.

Ask for thumbs up and down to check problems.
Summative- Chapter test will be given on Friday to see if students grasped the concept.

Materials:

Go Math pgs. 137-140

Pop cubes, each student gets three different colors (not used. Short on time)
Student journals (not done. Short on time)

Vocabulary:

Addend, doubles fact, sum

Instructional
Procedures:
Hook
Introduction

Step-By-Step
Procedures

Closure

1-3
(amount of
time) 3
minutes
4-8
(amount of
time) 5
minutes
9-33
(amount of
time) 30
minutes
34-38
(amount of
time) 15
minutes

Page 1 of 3

1. Have table captains pass out the math books to their teams.
2. Have students rip out the first two pages in their books.
3. Tell the students that we are going to learn about adding three
numbers together.
4. Say that imagine in the classroom we had 3 students sitting at a table,
6 students at another table, and 3 students are just walking in. How
many students are there in all?
5. Circle two numbers that we are going to add together first.
6. Add the number together.
7. Circle another pair of numbers to add together.
8. Ask for the third number not used and add to the sum of the two
numbers circled.
9. Pass out pop cubes.
10. Explain pop cubes rules and expectations.
11. Have the students do the model problem with the pop cubes, count
out the pop cubes that are in the problem. 6, 4, 2.
12. Have the students make a ten using the pop cube trains they counted
out.
13. Ask what two numbers they used. Circle the two numbers used and
put the sum in the box.
14. Have the students add the left over pop cube train to the 10. Ask for
the answer. Write the sum.
15. Have the students break apart the train into the same pieces.
16. Ask the students to make a double using the trains.
17. Ask what two numbers they added together. What is the sum.
Revised 07/09

Accommodations:
ELL 1 or 2

Vocabulary
Instructiona
l

Grouping
ELL 3 or 4
Vocabulary
Instructiona
l

- Teacher modeling
- Manipulatives
- Repeated directions
- Examples
- visuals
- Pulled to the back table if not understanding.
- Mrs. Rodriguez help
Addends, sum, doubles

Vocabulary

- Teacher modeling
- Manipulatives
- Repeated directions
- Examples
- Visuals
- Pulled to the back table if not understanding.
- Mrs. Rodriguez help
Addends, sum, doubles

Instructiona
l

ESE

Grouping

Page 2 of 3

18. Add the other cube train. What is the sum?

19. Do problems one and two with the students using the cubes trains.
20. Ask what are we going to do with problem 2. We cannot make a
double or make a ten.
21. Remind the students they can also use the counting on strategy.
22. Have the students hold up their cube trains to show what numbers
they added together. Ask if they can use the left over cube train to
count on.
23. Have the students circle the two numbers they used and write the sum
in the box.
24. Add the left over cube train and find the sum.
25. Have the students add two numbers in the problem and find the sum.
26. Walk around to check.
27. If students show understanding have the students do problems 3-12.
28. Show the students that they did not draw lines and boxes for them to
use. They must make their own and they do not to use two different
ways to add three numbers only one way.
29. Show example on number 3.
30. Walk around help students that have a hard time understanding.
31. Call students up to Smart board to check harder problems after seeing
students work. At least three.
32. Ask for understanding from class with a thumbs up or down.
33. Call students to back table that still need more help and work with
them. Other students finish the problems on the pages.
34. Have students get their journals.
35. Roll three die and write the number in an addition problem.
36. Have students tell you the steps to add the three numbers.
37. Have student copy in their journals.
38. Have students put away journals and work pages.
Addends, sum, doubles

Manipulatives
Repeated directions
Revised 07/09

Grouping
Extensions or
Alternate Activities

Page 3 of 3

Use separate sheet of paper for math

Redirection
Examples
Visuals
Pulled to the back table if not understanding.

Students that finish before time quiz each other on adding three numbers together

Revised 07/09