Sarah Vinluan

ED 322 Math Methods I

Lesson Plan Evaluation Signature Assignment

Part 1

The specific Stepping Stones lesson I was assigned was Grade 2 module 10, lesson 8.
This lesson is titled Consolidating Addition with Three-Digit Numbers. It focuses on students
using addition strategies to add one-, two-, and three- digit numbers to three-digit numbers.
The activities in this lesson does not include student invented strategies. In the lesson, the
students are directed to practice two specific methods to solve three addition sentences. The first
method is using numbers lines to solve the equations and the second method is using base-10
blocks. On p. 255 of the textbook states Carpenter and colleagues (1996) refer to any strategy
other than the standard algorithm or that does not involve the use of physical materials or
counting by ones as an invented strategy. The two methods use physical materials to help the
students. Although there is no activity that included student invented strategies in this lesson, it
does allow for the development of invented strategies. Through the activities familiarizing
students with place values and the unit of ten, students can invent easier ways to problem solve
and ways to do it mentally.

Part 2

Lesson Plan Template

Teacher Candidate: Sarah Vinluan

Lesson Title/#: Consolidating Addition with Three-Digit Numbers
Grade Level: 2

Central Focus
From the Learning Segment Plan.
Explanation &
Description
Justification
The central focus of this lesson is Students will practice
consolidating addition with three digit addition strategies to
numbers. add one-, two-, and
three- digit numbers to
three-digit numbers.

Content Standard CCSS.MATH.CONTENT.2.NBT.7 This content standard

What Content Standards, Addandsubtractwithin1000,using
from the Learning
Segment Plan, are most
relevant to the Student
Learning Objectives for
this particular Lesson
Plan?
matches the student
concretemodelsordrawingsand
strategiesbasedonplacevalue,
propertiesofoperations,and/orthe
relationshipbetweenadditionand
subtraction;relatethestrategytoa
writtenmethod.Understandthatin
addingorsubtractingthree-digit
learning objective in
this lesson. Students
will be learning how to
add within 1000 using
concrete models and
different strategies.

Student Learning
Objective(s)
What learning objectives do
your Content Standards help
develop?
Prior Academic
Knowledge and
Conceptions
What knowledge, skills,
and concepts must
students already know to
be successful with this
lesson?
What prior knowledge
and/or gaps in knowledge
do these students have that
are necessary to support
the learning of the skills
and concepts for this
lesson?
What do you know about
your students everyday
experiences, cultural
backgrounds and practices,
and interests?
numbers,oneaddsorsubtracts
hundredsandhundreds,tensandtens,
onesandones;andsometimesitis
necessarytocomposeordecompose
tensorhundreds.
In this lesson, the student will be able
to:
Add numbers within 1000 using
concrete models and strategies that
focus on place value.
Be able to relate the strategies used
to a written method.
Understand that when adding
three-digit numbers, one needs to
add by place value.
Correctly add one-, two-, and
three- digit numbers to three-digit
numbers.
Prior knowledge that students must
know to be successful with this lesson
included:
An understanding of the ones,
tens, and hundreds place values.
How to add one-, two-, and
three-digit numbers.
How to uses base ten blocks and
number lines.
These student learning
objectives achieve the
central focus of the
lesson and the content
standard.
Before adding one-,
two-, and three-digit
numbers to three-digit
numbers students need
to have an
understanding of the
ones, tens, and hundreds
place values. It is
essential that students
know this beforehand
because students will be
adding the hundreds
with hundreds, tens
with tens, and ones with
ones. Students should
be familiar with
addition of numbers
with various amounts of
digits. Students will be
adding in the activities
of this lesson. Base ten
blocks and number lines
are used in this lesson
and students should be
familiar with them.
Common Errors,
Developmental
Approximations,
Misconceptions, Partial
Understandings, or
Misunderstandings
What are common errors
or misunderstandings of
students related to the
Student Learning
Objective of this lesson?
How will you address
them for this group of
students?
Common Errors and These common errors
misunderstandings in this lesson can and misunderstandings
include: would be the result of
Unable to add numbers gaps in prior knowledge
together correctly. and prevent a full
Inadequate knowledge of place understanding of the
value. lesson. To address the
Does not add numbers together first bullet point, I
in the same place value - would give a student
hundreds with hundreds, tens who struggles with
with tens, and ones with ones. addition manipulatives
to assist them. To
address the second and
third bullet points, I
would review place
values and how to add
numbers with tens and
hundreds place values.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch A number line (showed below) will be projected on the board. The number
How will you line has the number 100 labeled and a jump that begins before 100 and
start the lesson ends after the number. There are no numbers indicating specifically where
to engage and
motivate
the jump beings and ends. The teacher will ask the students what number
students in could be the start of the jump and what number could be at the end. Then
learning? the students will discuss what the size of the jump would be if the numbers
were true and what other possibilities could be.

Instruction During the instruction, the addition sentence 327+138 =____ and a
What will you number line will be projected on the board. Jumps will be drawn on the
do to engage number line to demonstrate how to count on the parts of the smaller
students in
developing
number to find the total amount. The teacher will then say Another
understanding way that I can use the same strategy is by writing sentences showing
 of the lesson each step. The addition sentences that are written will be projected on
objective(s)? the board. The teacher explains the sentences written and the
How will you
link the new
cumulative totals that are used in each, such that each subtotal is used
content (skills as the first addend in the next sentence.
and concepts) to Next, base ten blocks are used to demonstrate how to figure out the
students prior total by using a place-value strategy. The teacher explains that writing
academic number sentence is another way to use the same strategy. The addition
learning and
sentences are projected on the board and related to the blocks.
their
personal/cultura The class compares to the two methods. The teacher emphasizes the
l and fact that in the first method, the total increases on each new line while
community in the second method the total for each place is added together at the
assets? end.
What will you
say and do?
What questions
will you ask?
How will you
engage students
to help them
understand the
concepts?
What will
students do?
How will you
determine if
students are
meeting the
intended
learning
objectives?
Structured The addition sentences 738+24=___, 456+134=___, and 292+125=___
Practice and are projected on the board. To solve these problems, students can use a
Application number line or base ten blocks. Next, students will write number
How will you sentences to match and describe what they did.
give students o Students will complete this activity in pairs. For students who
the opportunity
to practice so
are struggling with the concept, the teacher can pair them with a
you can provide student who is at grade level and is understanding the lesson.
feedback? For students who finish quickly or are not challenged by the
How will problems presented, they can create their own addition
students apply sentences using three-digit numbers or the teacher can give
what they have
them a more challenging problem.
learned?
How will you o If a pair of students both speak Hawaiian or another language,
determine if they may say the numbers in that language. This will allow
students are them to practice a language they are learning and relate
meeting the language to math.
intended After using a number line and base ten blocks to find the solutions, the
learning
objectives?
teacher will ask students if they can find any other way to solve the
problems. In the same pairs, students can find a way to problem solve
 mentally or use their own strategy.
o This portion of the lesson allows for student invented strategies.
Students can find faster ways of solving the problem or solving
it in a way that is easier for them to understand.
Students will be asked to share the methods and strategies they used.
Students will present in their pairs and can show their number line or
base ten blocks to help illustrate their thinking. They may also share if
they invented their own strategy to find the solution.
Next, Student Journal 10.8 is projected on the board while the students
follow along in their own books. The class will work together on the
first page. Students will work individually to solve the problems on the
second page.
o To assist students, especially those who are struggling, they will
be able to use base ten blocks and will be encouraged to draw
number lines.

Closure The class will discuss the answers to Student Journal 10.8. Students
How will you will have the opportunity to demonstrate the methods that they used and
end the lesson? the matching number sentences.
The students will then gather together on the floor and the teacher will
bring up to the two methods illustrated in the Student Journal (showed
below). The teacher will ask What is different about these two
methods? What is the same? In groups of three, students will discuss
the similarities and difference of the methods. After, each small group
will share one thing they said with the entire class.
Next, the students who prefer Tristans method will stand on one side
of the room. Students who prefer Keishas method will stand on the
other side. In their separate groups, students will pair off and discuss
why they like the methods. Next, the teacher will give students a
problem that they have to solve it using their method.
When everyone is complete, students will share their strategy and
solution with a student of the other group who solved it using the other
method.

Materials Students will need:

What materials Base ten blocks (hundreds, tens, and ones)
 does the teacher Student Journal 10.8
need for this
lesson?
The teacher will need:
What materials
do the students
Computer and projector
need for this A number line
lesson? A copy of Student Journal 10.8

Student Learning Strategies

Identify strategies specific to working with this group of students as it pertains to this particular Lesson.

Differentiation Whole Class:

/ Planned There are a variety of learners in the classroom. For visual learners,
Support there are visual aids used throughout the lesson, such as number lines
How will you and base ten blocks. Students are encouraged to draw number lines or
provide manipulatives on their paper to help find the solution. Kinesthetic
students
access to
learners can benefit from using base ten blocks which are concrete
learning based manipulatives. During the lesson, the teacher orally teaches the
on individual addition strategies, which will help the auditory learners. Students also
and group share orally and they can hear the thinking and ideas of others.
needs? There are students above, below, and at grade level. To differentiate
How will you for each academic level, the students are given different addition
support
strategies. They can choose to use whichever strategy that works best
students with
gaps in the for them. Students who are below grade level can use concrete
prior manipulatives, the base ten modeling blocks, to help them add and
knowledge problem solve. Students who are at grade level can use the number
that is line and written number sentences. Students who are above grade level
necessary to can choose to use written number sentences or even solve the problem
be successful
in this lesson?
mentally.
You must Throughout the lesson, students are given opportunities work with the
provide an whole class, small groups, pairs, and individually. Some students work
explanation better in pairs or small groups, while others work the best individually.
and This will benefit each type of student.
justification Students are also given opportunities to share orally and through
for each
interaction
writing. If student expresses themselves the best orally, they will have
employed. the opportunity to. Students who show their work and express
themselves through writing the best will also have that opportunity.

Groups of students with similar needs:

English Language Learners and Bilingual Students During the
Structured Practice and Application students have the opportunity to
be paired with a student who speaks the same language as them. While
solving the addition problems, they can say the numbers in Hawaiian
or their language. Saying numbers in their language can help connect
 the language with another school subject, math. ELL students will also
be able to use the base ten blocks, number lines, and number sentences
to help convey their work and answers if they struggle with explaining
it verbally. Manipulatives and visuals will help them convey their
thinking and problem solving process more easily.

Gifted students - There are four gifted students in the class. If they
finish solving the given problems quickly or if it is not challenging
enough, the teacher will give them more challenging addition
problems. They can also create their own addition sentences using
three-digit numbers. This will continue to keep them working and
extend their thinking.
Individual students:
There are two IEPs and one 504 plan in this class. To accommodate
the three students with disabilities and IEPs/504 plan, this lesson
includes working with manipulatives, visual aids, sharing verbally and
working in partners or groups. To help the students who have
difficulty reading and writing, they can use the manipulatives to
convey their thinking and draw the manipulatives on their paper.
When working in pairs, their partner can help them read the
worksheet. The lesson also includes sharing verbally so the students
do not need the write what they want to share. To comply to the IEPs,
the students will be given extra time all assignments. The teacher will
also accept work where drawings convey their thinking and solutions.

Student Whole Class:

Interactions There are many opportunities for whole class interaction. The lesson
How will you opens with a class discussion about the number line being shown. The
structure class is given opportunities to discuss the addition strategies taught in
opportunities
for students to
the lesson, work together to solve some problems in Student Journal
work with 10.8, and review the answers together. By having class discussions,
partners or in students can hear the ideas of their peers.
groups?
What criteria Small Groups:
will you use During the closure, students will be in small groups of three to discuss
when forming
groups?
the similarities and differences of the addition strategies. Students will
You must
find two partners who are sitting near them to discuss. By working in
provide an small groups, students will hear the opinions and ideas of two other
explanation students. This may help them further develop their ideas.
and
justification Partnerships:
for each
interaction
Students are partnered in the Structured Practice and Application
employed. portion when they are solving the three addition sentences presented
on the board. Students will be paired with someone who is at the same
academic level or at grade level. By working in pairs to solve the
 problems, students have a peer to help them if they need assistance.
At the end of the lesson, students share how they solved the given
problem with a partner who solved it differently. Through each
student sharing a different method, they can better understand the
method and may help them use it in the future.