Sensory RegisterSTMLTMAttention

Recognition
PerceptionFocus
Sensory RegisterSTMLTMAttention
Organization
Recognition
Rehearsal
PerceptionFocus
VisualizationConnections
Organization
Elaborations
Rehearsal
Student Teacher Candidate: Juliana Peace VisualizationConnections
Meaning
Lesson Subject(s)/Title: Candy Heart Math: Subtract/Addition & writing fractions Elaborations Facets of Understanding
Lesson Date(s): 2/6/23 Meaning Explanation
Course & Grade(s): 3rd Grade Math Facets of Interpretation
Understanding
Application
Explanation
INSTRUCTIONAL MATERIALS: Perspective
Interpretation
Empathy
Application
- Candy Heart boxes Self-Knowledge
Perspective
- Candy Heart Packet Empathy
- Projector/Smart Board Multiple Intelligences
Self-Knowledge
Linguistic [words]
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS: Multiple Visual [pictures]
Intelligences
Mathematical
Linguistic [words] [numbers &
- How do I write a fraction?
Visual reasoning]
[pictures]
- How do I represent my data in a way that is most effective for me? Kinesthetic
Mathematical [hands-on]
[numbers &
Musical [music]
reasoning]
PURPOSE: Interpersonal
Kinesthetic [hands-on] [social]
MusicalIntrapersonal
[music] [self]
Naturalist
Interpersonal [nature]
[social]
The purpose of this lesson is to practice addition and subtract along with writing fractions with the Intrapersonal [self]
use of manipulatives. Multiple [nature]
Naturalist Exposures [4 x 2]
Dramatization
SPECIFIC LEARNING OBJECTIVES: (clear, observable) Visualization
Multiple Exposures [4 x 2]
Verbal
Dramatization
- I can write fractions to represent the values
Visualization
- I can use addition and subtract to find the amount of candy hearts I have Complex Interactions
Verbal
- I can work with a partner to solve math problems. Discussion
- I am able to represent the amount of candy hearts by color in the best way I ComplexArgumentation
Interactions
understand Discussion
Bloom’s Taxonomy
Argumentation
Knowledge [Verbatim]
STANDARDS: Comprehension
Bloom’s Taxonomy [Own Words]
Common Core Standards: Application
Knowledge [Problem-Solving]
[Verbatim]
3.NBT.A.2- Fluently add and subtract within 1000 using strategies and algorithms based on place Analysis [Identify
Comprehension components]
[Own Words]
Synthesis
Application [Combine information]
[Problem-Solving]
value, properties of operations, and/or the relationship between addition and subtraction Evaluation [Decisions]
Analysis [Identify components]
3.NF.A.1- Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned Synthesis [Combine information]
into b equals; understand a fraction a/b as the quantity formed by a part of size 1/b EvaluationAspects
[Decisions] of the Topic
PA Standards: Facts
Standard - CC.2.1.3.C.1-Explore and develop an understanding of fractions as numbers. AspectsCompare
of the Topic
Standard - CC.2.4.3.A.4- Represent and interpret data using tally charts, tables, pictographs, line Facts Cause/Effect
Compare Characteristics
plots, and bar graphs. Examples
Cause/Effect
Relationships
Characteristics
DIFFERENTIATION STRATEGIES: Examples
- Students will have manipulatives 9 Effective Strategies
Relationships
Similarities and Differences
- Partners are picked based on their different levels so higher students are paired Summarization
9 Effective Strategies and Note
with lower students. Taking
Similarities and Differences
Reinforcing
Summarization andEffort
Noteand
ANTICIPATORY SET: TakingProviding Recognition
Homework
Reinforcing Effort and
and Practice
- demonstrate what to do and show them how I am counting and organizing my Nonlinguistic Representations
Providing Recognition
candy hearts HomeworkCooperative Learning
and Practice
SettingRepresentations
Nonlinguistic Objectives and
INPUT/ ACQUIRE NEW KNOWLEDGE: Providing
Cooperative Feedback
Learning
- Reviewing subtraction/ addition and writing fractions SettingGenerating
Objectives and and Testing
Hypotheses
Providing Feedback
and/or Questions,
Generating Cues, and
and Testing
APPLY/ DEEPEN NEW KNOWLEDGE: Advanced Organizers
Hypotheses
- Solving word problems and deepening the understanding of fractions/ values Questions, Cues, and
Advanced Organizers

CLOSURE/ASSESSMENT:

Fall 2019

Ed. Department - Revised August 2012 Fall 2019

 - Going over the last few problems together, discuss using the manipulatives and how
it helps visually see the problem

HOMEWORK: (Purpose- Preparation, Practice, Expansion)

- No Homework

EVALUATION/ASSESSMENT OF STUDENTS:
- Watching the students work with their partners
- Seeing how they choose to represent the data
- Discuss problems with the students as they do it

INSTRUCTIONAL PROCEDURES:
Time: 45 minutes to an hour long (depends on the speed of the students, and how well they
comprehend the problems)
The teacher will:
1. Explain what we are doing. Talk
about writing fractions with values as
a denominator greater than 12th.
“What is a denominator? What is a
numerator?”. I will make a practice
problem by drawing a shape and
shading in some parts of it. Pass out
candy hearts and explain that
everyone’s answer will be different
because every box contains a
different amount and different
amount of each color. NO EATING
THE CANDY
2. Have the students open their candy
hearts and dump them out. Count
mine first as an example, then have
them count theirs
3. Separate my candy hearts by color.
Have them do it with me. Start with
yellow, then have them do yellow.
Keep doing this until the candy
hearts are all separate by color.
4. Explain that I want them to represent
their data by doing it how they want
too. They can do it by graphing,
drawing, writing fractions, etc.
5. Go over the different ways the
students decided to represent their
data and show them how I did mine
6. Show them an example of how to
write the fractions. For example, if I
have 15 candy hearts and 3 are
yellow. I would write 3/15 to
represent the yellow candy hearts in
a fraction.
7. While the students write their
fractions, I will walk around and help
them and check their answers.
8. Demonstrate problem 1 with them
and then have them do it. (Have
The students will:
1. Participate in discussion about
writing fractions. “a denominator
is…” “a numerator is…” “this fraction
represents what is shaded”
2. Dump out the candy and count how
many there are
3. Separate the candy hearts by color
while following along with the
teacher.
4. Represent the data in the way they
see fit
5. Discuss the different ways the
students have represented the data.
Share the way they did it if someone
else didn’t do it that way.
6. Watch the teacher’s explanation of
how to write the fractions.
7. Write the fractions that represent
their values.
8. Do problem 1 along side the teacher.
Move candy hearts to see problem
visually.
9. Do problem 2 by myself. Use my
candy hearts as a visual to see if I
did it right.
10. Do problem 3 with the teacher. Write
the mathematical expression and
move the candy hearts to help see it
visually.
11. Problem 4: Move yellow and green
hearts into 1 pile. Count them. Write
the fraction that represents the new
amount.
12. Problem 5: separate the white and
orange from the pile. Compare the
two of them. Estimate which has
more by looking at it. Then count
them and give exact values on which
is more. Write the mathematical
expression to the problem.

Ed. Department - Revised August 2012

 them move their candy hearts so
they visually see it)
9. Have them do problem 2 on their
own (organizing from greatest to
least). (Have them move their candy
hearts so they visually see it. Put the
biggest pile on the left to the
smallest on the right). So, them my
answer but walk around and help
them when needed. Talk about how
they knew what values were bigger.
10. Do problem 3 together. Have them
write the mathematical expression
while also moving the candy hearts
as a visual.
11. Problem 4: have everyone move the
green and yellow hearts in one pile.
Have them count the amount. Have
them write their fraction on their own
but walk around and check. Show
them after how I solved it.
12. Problem 5: Have them separate the
white and orange from the pile. Have
them compare the two of them. The
students will first estimate which has
more by looking at it. They will then
count them and give exact values on
which is more. Next, I will
demonstrate how to write the
expression to find the difference
between the 2 colors. Ask: “in a
subtraction problem, does the bigger
or small number go first”. After they
will write the mathematical
expression themselves while I walk
around and check.
13. Problem 6: have them solve this one
on their own while I walk around and
give support. Go over the steps off
how to do it with the students telling
me what I should do to solve it so I
can get my answer. (Have them
move their candy hearts so they
visually see it)
14. Assign everyone a partner based on
level. Level is based on how they are
doing so far with this unit on
fractions, IEPs, and current
understandings. Assign everyone if
their person 1 or person 2. Explain
how they need to pay attention to the
label on each problem. Make sure
they circle if the are person 1 or
person 2 so if they forgot they can
look at the top of the paper.
15. Problem 1: have a student read the
13. Problem 6: solve on their own.
Explain to the teacher step by step
how to solve it so the teacher can
solve her problem. (Have them move
their candy hearts so they visually
see it)
14. Get assigned a partner. Circle if you
are person 1 or 2.
15. Problem 1: have a student read the
question aloud to the class. write the
mathematical expression to add our
candy hearts together and solve.
16. Problem 2 (person 1): Move the
yellow candy hearts to person one.
Have person 1 finish solving the
problem with the help of their
partner. Return the candy hearts to
the original owner.
17. Problem 3 (person 2): Do the same
thing in the prior step just switch the
person doing what.
18. Problem 4 (both): A student will read
the problem aloud. Move the white
candy hearts to person 2. Do the first
step and check. Do the second step
and check the problem. Return the
candy hearts to the original person.
19. Problem 5 and Problem 6: Do the
problems with my partner. Check
answer and go over it with the
teacher.
20. Participate in the discussion about
the work we just did and eat the
piece of candy.

Ed. Department - Revised August 2012

 question aloud to the class. Have the
partner write the mathematical
expression to add their candy hearts
together and solve. Walk around and
help the students.
16. Problem 2 (person 1): Have the
class all at one time move their
yellow candy hearts to person one.
Have person 1 finish solving the
problem with the help of their
partner. Walk around and provide
support. Make sure they return the
candy hearts to the original owner.
17. Problem 3 (person 2): Do the same
thing in the prior step just switch the
person doing what.
18. Problem 4 (both): Have a student
read the problem aloud (they will
volunteer). Have them move the
white candy hearts to person 2.
Have them do the first step and
check. Then do the second step and
check the problem. Return the candy
hearts to the original person.
19. Problem 5 and Problem 6: have
them try and complete these two
problems on their own. Go over what
they did when everyone finishes.
20. Discuss how using the manipulatives
can help show the problem and hand
out candy that they can eat during
the discussion.

Ed. Department - Revised Fall 2019

Ed. Department - Revised August 2012