TheGroupingConceptinAddition(9/29/15)

Subject:MathActivity:Minilesson,partnerwork,smallgroupworkSetting:3rdgradeclassroom#ofStudents:30

StatementofObjective:
*Observable/Measurable(A,B,C,D)
*GLCE/IEP

Materials:
*Preparedandorganized
*Availableforall

Opening:
*Gainattention/motivate
*Activatepriorknowledge
~link/relate;assess;preparefornew
learning(e.g.vocabulary)
*Stategoals/setpurpose
~explaintask:why,what,how,and
when
forstrategies
*Cleardirections
Presentation:
Teacher:
*Varietyoflearning(T/S,S/S,S/T)
*Organizationalframework
~construct,clarify,andlinkconceptsin
a
meaningfulcontext
*Presentvisually,verbally,
kinesthetically,
realworld(e.g.LESH)
*Modelandthinkaloudtomakevisible
~languagepractices/processes
~learningstrategiesandadaptations
(how,
whenandwhy)
~organization,relationships,andclues
*Transferofcontrol
~studentsexplain,justify,clarify,etc.
*Cleardirections
*Checkforunderstanding
~appropriatefeedback:praise,prompt
probe/question(inZPD)
~assess/errordrill
~monitorandadjustinstruction
Students:
*Participation
~overtandactive
~instructionaldialogue,thinkaloud,
explain,justify,evaluate,etc.
GuidedPractice:
*Activityrelatedto
presentation/objectives
*Activestudentparticipation
~providerationaleforassignment
~multisensoryandrealworld
~instructionaldialogue
*Transferofcontrol

Studentswillbeabletoaddtwo3digitnumbersthatrequire
regroupingusingdiagramsorthestandardalgorithm,success
willbemeasuredbyascoreof80%orhigherontheLesson
4.9homework.
CCSS.Math.Content.3.NBT.A.2:Fluentlyaddandsubtract
within1000usingstrategiesandalgorithmsbasedonplace
value,propertiesofoperations,and/ortherelationshipbetween
additionandsubtraction.
Iwillneedaccesstothewhiteboardandmarkers,studentswill
needtheirmathbooks,mathnotebooks,andapencil,and
smallgroupstationswillneedsmallwhiteboardsandmarkers.
Wewillalsoneedaclasssetofadditionandsubtractiontimed
tests.
9:159:20
Katiewillaskstudentstoopentheirmathnotebookstoanew
page.Shewillexplainthatthereismorethanonemethodto
solve3digitadditionproblemsandshewantstoshowyoua
fewdifferentways.Yesterdaytheyuseddiagramsandtoday
theyaregoingtolearnhowtoadd3digitnumberstheway
theirparentsdoit.
9:209:35
Katiewilldemonstratethestepstothestandardalgorithmby
thinkingaloudandsolvingtheproblem345+276ontheboard.
Thenshewillasforvolunteerstohelphersolve282+439and
965+256usingthestandardalgorithm.

9:359:45
Studentswilltrypg.233#13ontheirownwhiletheteachers
circulatetheroomprogressmonitoringstudents.Theywill
markdownthenamesofstudentsthatarestillstrugglingand
sendthemtothecarpetforreteaching.

Accommodations

Kellywill
circulatetheroom
makingsure
studentswho
frequentlymiss
directionsare
gettingouttheir
suppliesand
preparingforthe
lesson
Katiewillcallon
studentswhoare
notpaying
attentionforhelp
tohelpbringthem
backtothelesson.
Kellywill
circulatethe
classroom
redirecting
behaviorand
makingsure
students
comprehendwhat
Katieisteaching.

~studentsexplain,justify,clarify,think
aloud
*Checkforunderstanding
~ensurehighsuccessrate
~appropriatefeedback:praise,prompt,
probe/question(inZPD)
IndividualPractice:
~assess/errordrill
~monitorandadjustinstruction
*Management/monitoring
~scan,circulate,assess,support,praise

9:4510:05
Studentsatthecarpetwillberetaughtboththediagram
methodandthestandardalgorithmforadditionandwork
throughpg.233#416withKatie.
Kellywillfacilitatepartnerworkwiththerestoftheclassas
theyworkonpg.233#416.
10:0510:15
Wewillbringtheclassbacktogethertodopg.233#17
togetheranddiscusswhatitmeansbywriteanequation.
10:1510:35
WewilldividestudentsintotheirmathgroupsA,B,andCto
workonpg.234.KellywillworkwithGroupC.Katiewill
workwithgroupBandintermittentlycheckongroupA.

Closing:
*Adequatetime
*Studentssummarizecontentand
accomplishments
*Assess/identifynewgoals
*Linktofuturelearning

10:3510:45
Wewillcomebacktogetherandpraisethemfortheirhard
workontodayslessonandremindthemoftheirhomework
4.9.Thenwewilladminister5minuteadditionandsubtraction
timedtests.

Studentswho
struggleand/or
havebeen
identifiedwith
disabilitiesthat
affecttheirability
todomathwillbe
retaughtthelesson
inasmallergroup.
Behaviorwillbe
abletobe
monitoredby
Kellytokeep
Katiesmainfocus
onreteaching.

Dividinginto
groupswillallow
themoreadvanced
studentstoworkas
ateamtosolve
problemsand
conversabout
mathematics.It
alsoallowsthe
studentswhoneed
alittleoralotof
supportsgetthe
helptheyneedto
besuccessful.
Smallergroups
alsoreducethe
amountofofftask
behavior.
Darianwilltake
histimedtestin
theCIclassroom
andbegivena
numberlinetouse
onbothtests.