Direct Instruction Lesson Plan Template

General Information
Lesson Title: Three-Digit Addition
Subject(s): Mathematics
Grade/Level/Setting: 3rd Grade
Prerequisite Skills/Prior Knowledge:
Place Value—ones, tens and hundreds
Addition—one by one and two by two
Properties of Operations
CUBES—math word problems handout
Standards and Objectives
State/National Academic Standard(s):
3.NBT.A.2 –Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and subtraction.

Learning Objective(s):
Students will use base ten pieces to add three-digit numbers with regrouping at 75% accuracy.

Materials Technology

 Math manipulatives: Base Ten Pieces  Doc Cam

 Exit Ticket  Interactive Screen—for displaying doc
 Vocabulary Cards cam and whiteboard
 CUBES—math word problems handout


Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by
students to participate in learning tasks through reading, writing, listening, and/or speaking to
demonstrate their understanding.

Language Function(s):
  Explain - Students will be able to explain how to use base ten pieces to solve three-digit
addition problems.

Vocabulary:
Place Value—ones, tens, hundreds; Strategy, Sum or total

Discourse and/or Syntax:

Discourse: Through hands-on learning strategies using math manipulatives, students will be able
to orally describe how to add three-digit addition math problems.

Planned Language Supports:

 Resource word cards—The teacher will discuss key vocabulary terms with students then
display them on the Word Wall.
 Heads together—The teacher will use the heads-together strategy during the discussion to
have students make predictions about the word definitions.

Instructional Strategies and Learning Tasks

**Hands-on Learning-Using math manipulatives to find the sum of a three-digit addition
problem. Students will progress from using the concrete manipulatives to solve these
problems to using the standard algorithm.

Anticipatory Set:
Activity Description/Teacher Student Actions
Whole Group Discussion: Students engage in the class discussion.
Students repeat the learning target back to the
Teacher quickly gives overview of what
teacher. Students turn and talk to their partner,
the lesson plan is for the day. Teacher then
restate the learning target in their own words.
displays the learning target on the
Teacher selects students to share out their
interactive screen and asks a volunteer to
response.
read to read it aloud. Teacher has students
put it into their own words while teacher
writes it down.

Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions
Whole Group Instruction: Students put their heads together with their
group to come up with predictions.
Teacher directs class attention to the word
wall to discuss the lesson vocabulary.

Academic language—Display Word Student groups share out their predictions.

Resource Cards for place value, strategy,
and sum or total.
 Place Value: the value a digit has
because of its place in a number;
the name of the position a digit has
in a number (such as “ones” or
“tens”)
 Strategy: a plan, method, or series
of actions meant to perform a
particular goal or effect (More
specifically, the different ways we
can solve the same math problem)
 Sum or Total: the result of adding
two or more numbers

Teacher displays each word to students,

has students put their heads together to
come up with a prediction then discusses
the predictions. The teacher then clarifies
each word meaning and sets the words on
the Word Resource Wall for later reference
frequent reference throughout the lesson
and unit.

Guided Practice:
Activity Description/Teacher Student Actions
To kickstart the guided practice, teacher Students silently read the math problem to
displays an addition math story problem themselves. Student volunteer reads the
for students to read quietly to themselves problem out loud.
and then asks a volunteer to read it aloud.

 Caleb and Ethan collected soda

cans to recycle. Caleb has 274 cans
and Ethan has 167. How many
soda cans do they have in all?

Teacher directs student’s attention to the

CUBES math strategy handout they
previously received and discussed
together.
 C: Circle key numbers and units
 U: Underline the question
 B: Box math clue words
 E: Eliminate and evaluate
 S: Solve and show your work

Teacher and students identify each part of

the story problem. Teacher places copy of
handout/poster near word wall for later
reference.

Teacher tells students that this time they

will be using base ten pieces to solve the Students assist the teacher in identifying the
math problem. different parts of the story problem.

Teacher gauges students understanding by

asking them to think about how they use
base ten pieces to solve this problem. After
a few moments and if not already
discussed, teacher demonstrates how this
can be done. The focus strategy is: Place
Value Splitting

 Step 1: Set up the math problem.

 Build the number 274 with base ten
pieces, making sure to begin with
Students put heads together to discuss. Groups
the hundreds on the left, tens in the
share-out their responses.
middle, and the ones on the right.
Do the same with 167, making sure
to line up each amount under the
corresponding place value. You
will also need to write the math
problem in numerical form. As you
complete each step with the base
ten pieces, you will do that same
with the numerical form—
demonstrating the standard Students use their base ten pieces to solve the
algorithm as you go along. problem along with the teacher. Students and
 Step 2: Add the digits in the ones teacher work through the steps together.
place together. We will need to
regroup—trading ten 1s pieces for
one 10s piece. A single 1s piece
will remain in the 1s column.
 Step 3: Add the digits in the tens
place together. We will need to
regroup—trading ten 10s pieces for
one 100s piece. Four 10s pieces
will remain in the 10s column.
 Step 4: Combine the hundreds
pieces together.

Teacher writes the final answer:

11
274
+ 167
441 441 cans

Independent Student Practice:

Activity Description/Teacher Student Actions
Teacher then asks students to look at the
two additional math problems displayed on
the screen. They are tasked to use the place
value splitting strategy with the base ten
pieces to find the sum to each problem.
 With their assigned partner (based on level—
higher w/mid or lower & mid w/lower),
Partner work—Students find the sum to
students find sums to the displayed math
each problem using the place value
problems.
splitting strategy with the base ten pieces.
 Students record the sum of each
 Teacher circulates the room
problem in their math notebooks.
making observations and providing
support.
Teacher reconvenes the class. Students
head back to their seats to complete the
exit ticket.
Students head back to their seats with their
materials.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher Student Actions
Exit Ticket: Students complete the exit ticket.
Teacher has students complete the exit
ticket.
There are four problems—Two problems
are displayed in vertical numerical format.
The third question is a three-digit story
problem. The fourth question has students
explain, using their own words and in
complete sentences, one thing they learned
today and one thing they still need to
practice.

Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide
content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
 Teacher will task these students to write their own story three-digit story problem. They
will put it in the designated class basket so later, these students will get to solve one
another’s math problem.
ELL:
  ELL students will receive additional teacher support during independent work time.
 Access to base ten mats for additional visual supports.

Students with Other Special Needs:

 Special needs student will be provided with a lighter workload—allowing him/her to
choose which math problems he/she would like to solve.
 Extended work time
 Access to manipulatives throughout the entire lesson
 Scribe—during written response portion of the exit ticket
 Access to base ten mats for additional visual supports.

Assessment
Formative
 Teacher observation
 Share out predictions & group estimates

Summative
 Exit ticket