LESSON PLAN TEMPLATE

March Repeated Addition Grade 3

Date Lesson Title
15,2022 Level
45 minutes Math 1
Time in Lesson Subject Lesson #
Developed by Mackenzie Hamilton

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies

What are the SPECIFIC outcomes to be addressed in this lesson?

Develop Number Sense:

 11: Demonstrate an understanding of multiplication 5 x 5 by:
o Relating multiplication to repeated addition

Assessment Strategies
Objective in student-friendly language
What will I accept as evidence of learning/development? Have I
What will students understand/experience/appreciate as a
employed formative assessment? Do I make use of prior
result of this lesson?
assessments in this lesson?

By the end of this lesson students will…
 Use repeated addition to find the total amount
in addition question.
Formative assessment will be used as evidence of
learning/development by assessing students while they
use and show their learning through the personal
whiteboards. This will guide my practice moving
forward whether I need to back up and continue diving
more deeply in this topic or whether I can move on
with more challenging questions.

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

 Manipulative blocks Those that need more support and have been
 Personal whiteboards identified as those who need support will be sitting at
 Docucamera the back table with another teacher to support.
 Projector
By doing I do, we do, you do, I am reaching all learners
needs because while they are doing the you do portion
of learning, the teacher will be able to support those
who need it by working one on one with them.

Adapted from Wiggins, Grant & J. McTighe (1998)

LESSON PLAN SEQUENCE

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of the lesson? What steps are taken during the lesson?

Adding Sequences for Repeated Addition:

 Introduce Repeated addition:
o On the board have a repeated addition question. 2+2+2+2=? and have 2 boxes above the second
and third 2’s.
o When we add the same number more than twice, we call that repeated addition.
o When doing repeated addition we can add the same way—one step at a time, using boxes to
keep track of the sums for each step. Do this first as a teacher to demonstrate the I do portion.
o Then move onto the we do portion of the repeated addition where we do the questions as a class.
Put on the board 3+3+3+3=? with the 2 boxes above the second and third #3 to help students
keep track of the sums. Do one more question 4+4+4=? as a group before moving onto the
students doing the question themselves.
o Next do the you do portion. Have students answer the following questions on their personal
whiteboards:
 5+5+5+5+5=?
 4+4+4+4+4=?
 3+3+3+3+3=?
o Use the individual questions to identify if student need more practice or if they are getting it you
can move on.
 Then use the manipulative blocks to show another variation of how to teach repeated addition.
o On the board have 3 circles with two dots in each circle. Underneath the circles count how many
dots are in the circle and write down the number underneath. Do this for all 3 circles. Then ask
the students what they think should go between each of the numbers below the circle to make it
an addition sentence. (Hopefully they will say put + signs between the numbers.
 Teacher will then skip count to answer how many dots do we have in total from the
equation 2+2+2=?
o Then as a group do a similar question but have the students use the manipulative blocks instead
of drawing the circles. Teacher will write out on the board 4 circles with 3 blocks in each circle,
have the students do the same thing on their personal whiteboard but have 3 blocks in each of
the circles on their white boards. Similar to before count each block in 1 circle and write down the
number below the circle and do that for each circle. Have students put the + sign in between the
numbers and then skip count to get the sum of the question.
 Additional questions to do as a class:
 2 circles with 4 blocks in each box
 3 circles with 5 blocks in each box
o Once you have done a few questions as a class, next have the students do a few questions with a
partner/individually on their personal whiteboards or desk and have the teacher check to see the
students understanding of this concept.
Adapted from Wiggins, Grant & J. McTighe (1998)
  Questions to put on the board:
 4 circles with 3 blocks in each box
 5 circles with 2 blocks in each box
 5 circles with 4 blocks in each box

PRE-SERVICE TEACHER SELF-REFLECTION

In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your
practice? What actions will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or
knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse
learners and those requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and
knowledge?

Adapted from Wiggins, Grant & J. McTighe (1998)