Marita Keane Grade: 3rd Subject Area: Math (Standard form versus word form) Type of Settin : Specia!

"ducation Purpose: Students wi!! !earn the difference between standard form# word form and e$panded form% They wi!! be iven words in standard form and e$panded form% They wi!! be as&ed to write the word form of the number% Students wi!! be as&ed to match the appropriate word form to its match in standard form or e$panded form based on their !eve! and assi ned wor&sheet% They wi!! be ab!e to reco ni'e that numbers can be written in different forms% Vocabulary: Standard form (ord form "$panded form Skills: )*eve!opin s&i!!s on how to reco ni'e numbers )Successfu!!y demonstratin their &now!ed e on word form# e$panded form# and standard form usin the smartboard )Successfu!!y demonstrate their &now!ed e on the differences of each form# but a!so reco ni'in that they represent the same number )+dentify the differences between each form throu h a iven wor&sheet )Successfu!!y i!!ustrate their &now!ed e on word forms# e$panded form and standard form throu h c!ass wor& and homewor&% Objectives: By the end of the lesson, the students will be able to: ),nderstand how to reco ni'e numbers in different forms )-e ab!e to identify e$panded form# word form and standard form )Successfu!!y demonstrate their &now!ed e on these forms throu h an interactive activity on the smart board# c!ass wor& and homewor& NE !O"# S$%$E &E%"N'N( S$%N)%")S

Grade 3 .rob!em So!vin Strand Students wi!! bui!d new mathematica! &now!ed e throu h prob!em so!vin % 3%.S%/ "$p!ore# e$amine# and ma&e observations about a socia! prob!em or mathematica! situation

3%.S%0 ,nderstand that some ways of representin a prob!em are more he!pfu! than others 3%.S%3 +nterpret information correct!y# identify the prob!em# and enerate possib!e so!utions Students wi!! so!ve prob!ems that arise in mathematics and in other conte$ts% 3%.S%1 Se!ect an appropriate representation of a prob!em Students wi!! app!y and adapt a variety of appropriate strate ies to so!ve prob!ems% 3%.S%/2 ,se process of e!imination to so!ve prob!ems 3%.S%/3 (or& in co!!aboration with others to so!ve prob!ems 3%.S%/3 Ana!y'e prob!ems by identifyin re!ationships 3%.S%/4 Ana!y'e prob!ems by identifyin re!evant versus irre!evant information Students wi!! monitor and ref!ect on the process of mathematica! prob!em so!vin % 3%.S%0/ *iscuss with peers to understand a prob!em situation 3%.S%00 *iscuss the efficiency of different representations of a prob!em 5easonin and .roof Strand Students wi!! ma&e and investi ate mathematica! conjectures% 3%5.%6 Ma&e conjectures from a variety of representations 7ommunication Strand Students wi!! or ani'e and conso!idate their mathematica! thin&in throu h communication% 3%7M%/ ,nderstand and e$p!ain how to or ani'e their thou ht process 3%7M%0 8erba!!y e$p!ain their rationa!e for strate y se!ection 3%7M%3 .rovide reasonin both in written and verba! form Students wi!! communicate their mathematica! thin&in coherent!y and c!ear!y to peers# teachers# and others% 3%7M%9 +ncrease their use of mathematica! vocabu!ary and !an ua e when communicatin with others Students wi!! reco ni'e and use connections amon mathematica! ideas% Students wi!! create and use representations to or ani'e# record# and communicate mathematica! ideas%

3%5%: ,nderstand simi!arities and differences in representations% Pre*%ssess+ent Students wi!! have prior &now!ed e on standard# written and word forms based on previous !essons# e$ercises and activities% Students wi!! be fami!iar with these forms and wi!! be comfortab!e identifyin their differences and simi!arities in that they represent the same number% They wi!! understand the basic concept of these forms and wi!! be ab!e to ma&e a va!id connection to this !esson based on their prior &now!ed e% &esson Presentation Set 'nduction: Te!! the students that today we wi!! be oin over standard# word and e$panded form% Go over each form and e$p!ain how they are different% Mode! an e$amp!e of each one on the smartboard to demonstrate% Procedure: /) Give a ;uic& introduction on each form% 0) As& the students to repeat what each form means and how they are different to ensure they have a basic understandin % 3) Mode! e$amp!es on the smartboard of each form and how they can be represented% 6) After# as& for student vo!unteers to come to the smartboard to write the numbers present in the different forms% :) After the vo!unteers are finished# assi n the students a wor&sheet% "nsure that the students receive the most appropriate wor&sheet based on their !eve!% Mode! two e$amp!es for them first% 3) Give the students directions to o bac& to their seats to comp!ete the wor&sheet% Give them appro$imate!y fifteen minutes to do so% -efore sendin them bac& to their seats% Give c!ear directions as to what they shou!d be doin and as& a student to repeat these directions% 4) Separate the c!ass into three roups based on their !eve!% As& the paras to seat with each roup% 1) 7irc!e the room whi!e the students are wor&in to ma&e sure they understand the assi nment%

9) <nce the students have comp!eted the wor&sheet in their roup# carefu!!y o over it with them% ,losure: <nce a!! roups have comp!eted their wor&sheet# as& for their fu!! attention on the smartboard% -ecause every roup had a different wor&sheet# as& for vo!unteers to come to the smartboard to comp!ete specific prob!ems to ensure they understood the overa!! !esson and wor&sheets% +f the student stru !es# assist him or her by as&in another student to ive su estions so that they are ab!e to rasp the concept and reach the ri ht answer% -aterials and "esources Smartboard Math (or&sheets .enci!s .aper .ollow*up %ssi/n+ent The students wi!! be as&ed to comp!ete roup wor& to ensure that they are capab!e of so!vin the prob!ems tau ht durin the !esson% This wor& wi!! be a ref!ection of the !esson% This wi!! assess their &now!ed e on the !esson and wi!! ensure that they understand and comprehend it% Evaluation The teacher wi!! be ab!e to confirm that the students fu!!y understand the concept on standard# word and e$panded form# based on the students= ;uestions>answers# participation and independent wor&% The teacher wi!! a!so be ab!e to eva!uate the students from the interactive activity that re;uires student vo!unteers to come to the smartboard to disp!ay and e$p!ain their wor& and how they came to the conc!usion of their answer% )ifferentiation Students with different !eanin sty!es wi!! have the same opportunity for a successfu! e$perience with this !esson as every other student% The teacher wi!! use the smartboard for visua! !earners and wi!! read (or as& a student to read) the ;uestions out !oud for auditory !earners% Group wor& wi!! be re;uired durin this !esson% "ach roup of students wi!! receive a different wor&sheet based on their !eve!% "$tra wor&sheets wi!! be avai!ab!e for students who are advanced and may finish ear!y%

Marita Keane ?esson 5ef!ection + ave my third observed !esson on the three ways we can represent numbers% The three forms inc!uded e$panded# standard and word% @or the most part# + thou ht the !esson went we!!% The chi!dren paid attention and were wi!!in to participate when + as&ed them to come to the smartboard to answer ;uestions% The chi!dren ave me correct answers when + as&ed them to vo!unteer# which proved that they were payin attention durin my !esson% -efore + sp!it the c!ass into roups# + as&ed for the vo!unteers to come up and answer ;uestions on each form% @or the most part# each student answered the ;uestions correct!y and needed !itt!e assistance% + thou ht one of the most he!pfu! parts of my !esson was havin e$tra wor&sheets because every student is on a different !eve!% + created three different wor&sheets for the !ow# medium and hi h students% Some of the !ower students on!y comp!eted one wor&sheet# whi!e the hi hest students comp!eted a!! three% + thin& it was he!pfu! to have mu!tip!e wor&sheetsA this e$perience showed me that it=s important to a!ways have more than enou h wor& prepared for those students who may finish ear!y% Another he!pfu! part of my !esson was addin the interactive activity on the smartboard% + have noticed that this c!ass enjoys participatin and answerin ;uestions% They a!so enjoy a hands on !earnin e$perience% -ecause of this# they enjoyed comin to the smartboard to answer ;uestions and it ave them an incentive to participate durin my !esson% -ecause each wor&sheet was different# + thou ht the c!osin activity was a ood assessment to jud e whether or not the students understood the !esson% +t was c!ear that the students understood the !esson based on their iven answers% A!thou h + thou ht this

was an effective activity# + thin& + had too many ;uestions on the smartboard at the end% The students were sti!! e$cited about participatin but + was fearfu! that they wou!d !ose interest% @or my future !essons# + wi!! try to &eep the c!osin activity short and sweetB <vera!!# + thou ht the !esson was successfu! and + thin& the students benefitted hi h!y from it%