UMU Lesson Plan Template Adjusted

Name: Hannah Schaefer Date: 10/9/18

Grade Level: 3rd Class Period: 2

Subject: Math Lesson # & Title: Lesson 1, QR Estimation Counting

Function of the Lesson (check all that apply):

o Introduce New Skill or Content
o Practice
o Review
o Remediation/Re-teaching

Context for Learning and Planning Rationale:

The school is a small urban to suburban school building that is kindergarten through fifth grade. This school is over
50% free and reduced lunch and is moderately diverse with a few English language learners and the variety of
ethnicities. The classroom is a third grade typical classroom with a Title teacher who occasionally joins the class to
help a few students. The general education teacher only teaches math and science. The students will then transition
to a different classroom for english language arts and social studies. The students stay within the classroom but
occasionally are pulled into groups or the hallway for testing to limit distractions. There 17 students in the
classroom, two on IEP's, 4 gifted students, and no English language learners.

Content Standards:

● 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Learning Objectives:

● When given a multitude of math task cards, students should be able to evaluate the problems using the
given method at 80% accuracy.

Academic Language:

· Addition
· Subtraction
· Estimation
· Rounding

Assessment Plan, Formative Assessment:

The students will be given practice problems to answer before the activity begins. The students will preform the
problems on a white board and they will be checked by the teacher before moving on to the QR code sheet. If a
student is consistently not understanding, before moving on to the next task, they will be held for extra help so that
they catch up on understanding.

Assessment Plan, Summative Assessment:

The students will do a QR code activity that they will turn in as a Summative assessment. The students will be given
an answer document to fill out with their work. There will be laminated task cards with math problems on them as
well as QR codes. The students will chose task cards in any order and answer their questions showing their work.
After answering 16 questions, the students will be given an iPad to check the answers of the problems. To check
their work, the students must sit at the table with the teacher and mark their correct and incorrect problems with pen.
They will then continue to problems if time permits, but if not they will turn in the paper.

Procedures, Lesson Introduction:10 min

● Partition the students off into groups of no more than six and assign them given stations and tasks.
● Some stations will include a BrainPOP video and quiz, science work, a math puzzle, and your station.
● Start by asking students if they remember what they have been learning all week with estimation and
addition.
● As students answer, ask them if they remember what estimation is and what rounding is.
● Ask students if they had the number 32 if they should round up or down. Continue this with the numbers
48 and 55. Note students who do not answer these questions correctly.
● Explain to students that rounding and estimation is important when doing difficult math problems because
it helps to lay a framework and ballpark as to where the actual answer should be.

Procedures, Lesson Body: 30 min

● Hand the students in your group a whiteboard, marker, and eraser.

● Proceed by giving students any addition problem (ex 34+78 and 456+298) and ask them to find the
estimated answer by rounding to the nearest 10. Check the students answers after each time. Note students
who are struggling and hold them back when moving on to the next task.
● Tell students that they will be doing QR task cards today with estimation. Tell them they can work
anywhere in the room but if they leave the table they can only take 3 cards with them at a time. Tell the
students that they must answer 16 questions before they can check the answers.
● Tell the students when they need to check their answers, they must come sit at the back table with you and
use the iPad’s and pens provided back there.
● Let students do their work and answer any questions they may have.
● If students finish early, they may do extra task cards but if time is running low, just have them turn their
papers in.

Procedures, Lesson Closure: 10 min

● Tell students that today, we reviewed estimating with addition problems.

● Explain to students that estimation and rounding is important because it helps us to gage if our real answers
seem realistic compared to that of a much easier problem to solve.
● Tell the students that we will continue work with estimation but that soon we will be moving on to
estimating with subtraction problems.
● Ask students how they felt about the lesson with a thumbs up, middle and down. Students who responded
down and middle should be noted and met with during the next daily 5 time.
 ● Release students to the next class.

Differentiation, Individualized Instruction, and Assessment:

● Students who struggle during the pre and formative assessment, will be held back for extra help with
estimation so that they may be successful on the summative assessment.
● Students who may need, will be allowed to use their notes as a guide for the first part of their work.
● One student may be allowed to where noise cancelling headphones in order to focus on his work without
distractions.
● Students may be allowed to choose where in the room they want to sit to answer the QR problems, as long
as they are not being a distraction to themselves or others.

Instructional Materials and Support:

● White boards
● Dry Erase Markers
● Erasers
● QR Code answer sheet
● QR Code task cards
● iPad’s
● Different colored pens
● Pencils

Research and Theory Commentary:

● This lesson also aligns with John Dewey’s theories that students learn best by doing. This is why in this
particular plan, we let the students do the majority of the work themselves. Also, by having students do it
themselves and write their work down, we were able to go back and see where specifically students were
making mistakes. This helped us to stop them and fix them before they became a habit

Cultural Responsiveness, Equity, and Inclusion Commentary:

● All materials will be provided for students like extra pencils, glue, and scissors in case students do not
have their own. Because the school district has a prominent population of students on free and reduced
lunch, it cannot be assumed they will have all the materials required.
● All students will be provided with the same interactive notebook at the beginning of the year so that
students do not feel bad about some students having nicer materials than their own.
● There is a student in the class who had brain surgery due to severe seizures. This student sometimes
struggles and is slower to pick up on skills due to his extreme surgery. It is important that this is taken into
consideration when planning each lesson so that this student receives all the resources necessary for his
success in learning.

Use of Technology Commentary (if applicable):

The iPad were just used as a mode of checking the work instead of a paper answer key. This made the lesson fun for
the students but it was not needed for it to be a successful lesson.
Reflection and Instructional Commentary (if applicable)

This lesson went very smoothly, especially for it being my first one in this class. I think this was because the
students had already done cards like this during the year but with a different topic. The students really liked doing
this however I believe I could have been more meticulous while setting up the lesson. For example, the students had
trouble finding the cards they needed in the piles and it took a lot of extra time out of them working. I should have
organized the cards in order and then the students could find them easily and then they will put them back in order.
I also would have extra cards because they could be easily lost or taken by such a young group of students. Overall
I liked this lesson and I liked how it could be used for many different topics. I would certainly use lessons such as
this in my future classroom.