Your Name: Kat Severino

Topic: Addition Strategies

Grade: 1st
School: Riddle/Willow

Day 1 (Lesson 3.10 Day 1)- 11/8

Learning Goal(s)
I can use the associative property of addition to
This is to keep your head in the game. As add three addends.
you’re making decisions about what to
include or not include in the plan or how to Students will be able to use knowledge about
engage in the moment, remember this goal. adding 2 numbers to help them add 3 numbers.
All your decisions are about whether they
move children toward knowing and/or Common Core State Standards
● 1.OA.B.3- Apply properties of operations
understanding this. Please link to Common
as strategies to add and subtract.
Core State Standards for your grade level.

Materials & Resources Needed; Plan ● Student interactive edition on Think

Central on board
for Distribution [or Virtual Access] ● Do now worksheet
I like to visualize the lesson ahead of time and
note the different materials I will need. This is
also a chance for me to think about
technology needs and issues and management
issues, like how are children going to get or
create the manipulatives.

● For Centers
○ Chapter 3 GoMath student
workbook
○ Chromebooks (IXL/Prodigy)
○ Worksheet for Mentor Teacher’s
table
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○ worksheet for students to do
independently

Academic, Social, & Linguistic
Support
Provide 3 specific ways in which you will use
academic, social, and linguistic resources to
support the learning of your students. Locate
these ways across the three parts of each of
your lessons (Launch, Explore, Discuss).
These supports should reflect ideas from
course readings and discussions in TE406
and/or TE801.
Launch (Estimated Time)
Describe what you will do and say to (a) help
students understand the purpose of this lesson
and (b) get them interested in the lesson.
What are you going to show them? Ask them?
Read to them? Tell them? How are you going
to raise their curiosity?
What expectations are you going to
communicate to them? How are you going to
activate their in-school and out-of-school
experiences related to this topic? Feel free to
organize all these things that you will do and
say in some order (e.g., list, diagram, visual).
Your launch may have 2 parts. For example,
you might start with a Number Talk/Routine
to get everyone thinking and then you might
launch what the kids are actually going to be
working on. Or, you might just begin by
Launching the task.
● Cubes (if students need that scaffold)
1. Academic support- giving students cubes
if they need an additional scaffold to help
them add.
2. Linguistic support- having students tell
me the expectations for sitting on the
rug/being in centers, having a list of what
groups students are in and where they are
supposed to be (with pictures)
3. Social support- special attention to
partners and seating
~5 minutes
To start off the lesson, we will go through the
student interactive edition on Think Central. This
quickly introduces the students to the skill they
will be learning that day and gives scaffolds to do
a few examples as a class. To get them more
engaged, students will be able to answer questions
and come up to the board to select their answer.
Being able to come up to the board always
engages students more and makes them want to
answer questions.
The expectations we will go over is how to sit on
the carpet (on their pockets, in their assigned
circle, with their hands in their lap), that they have
to raise their hand and wait to be called on when
they share their thoughts, and that their voices
should be at a level 0 unless they are the one
sharing.
Their in school experiences will be activated
because I will talk about how we have been
working with adding 2 numbers, but today we
are going to try to add 3 numbers. I will
explain that the same strategies we are using
to solve 2 addend addition we will use to
solve 3.

Explore (Estimated Time)
Students will be working (describe
arrangement – independently, with a partner,
on zoom, at their desk) on the following high-
level task(s) (include the task here and please
include a photo or screen shot of the curricula
from which it’s been taken).
What will you do to keep students engaged?
What will you do if a student doesn’t
understand the task at all (e.g., cannot seem to
get started)? What will you do if a student
finishes early?
What will you be saying to children as you
move around the room or check in on
breakout groups? This might include probing
questions, but perhaps you might also
anticipate other kinds of problems you might
need to address.
After thes student interactive edition, we will go
over the centers for the day and where they will
start. There will be a slide for each of the different
rotations that show who is in what group and what
station they are at each rotation. Students know
the routine of each station, but I will remind them
of a few expectations by having students share
what they . They are working at a level 1 voice
when they aren’t at the teacher tables and when
they hear the timer go off they freeze and look at
the teacher who will give them the next direction.
~60 minutes
Students will be rotating through 5 different
stations and will be at each station for about 10-12
minutes. The groups are mixed ability and have
student relationships/personalities taken into
account as well. The stations will be
● IXL or Prodigy on their computers
● My table where we will go over the work
in their student workbooks that
correspond with the lesson
● My mentor teacher’s table where they will
do an adding 3 numbers worksheet with
some aid (could help students by giving
them blocks or one-on-one assistance)
This is where students will really be
working on the high level math task, since
the final problem on this page has the
possibility for multiple solutions.
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DAFxeKe2iHE/
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utm_content=DAFxeKe2iHE&utm_campaign
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ce=sharebutton
● Worksheet- the worksheet I picked just
goes over the basic addition fact fluency.
Our students are still working on these
facts so while we are moving on to 3
addends, we still are trying to get their
fact fluency skills faster.
● The final station is going to be working
on writing numbers since this is
something a lot of students in my class are
still working on.
Students are usually very engaged in our math

Discuss (Estimated Time)
The purpose of the discussion is to connect
what children were doing to the big
mathematical ideas. This is a chance to make
connections across children, to attach
language to what children were doing, and to
let children put their thinking into words.
How will you use what you learned in the
Explore time in the discussion?
What will the discussion focus on? Will
children present solutions? If so, which do
you want to see (e.g., certain representations,
a wrong answer, a particular strategy, etc.)? Is
there an order that would be most effective?
If the discussion does not focus on solution
strategies, what will the purpose be? What
kinds of questions will you ask?
What are your strategies for managing over
and under participation during this time?
center rotations. I think getting to do something
different every 10 minutes prevents them from
getting bored or distracted. They know that they
have tasks to be completed at each spot. However,
I will be monitoring the students while I am
leading the small group to make sure they are on
task. If they aren’t I will redirect them and get
them back on task. I have put the tasks that
students are most likely to get confused on (the
book and the worksheet at my mentors table) at
teacher tables. I did this so that if a student
doesn’t know what to do, they have the guidance
of the teacher there. If students need more
scaffolding I have cubes to give them to help add
the numbers. If students are confused about the
additional worksheet they are doing on their own,
I will provide cubes or go over other ways to help
solve a problem, like drawing a picture. If a
student finishes early at either teacher table, I will
give them another problem to solve. If a student
finishes early at the independent worksheet
station, I will have them flip the paper over and
practice writing their numbers because we are
seeing number writing as an area that needs
support for most of our students.
I won’t really be moving around the room in this
setup because I will be at my own table, but when
students are at my table, I will be questioning their
thinking and seeing how they solved the
problem/why they decided to solve it that way.
~10 minutes
I think that this will happen during their time at
my teacher's table when we are learning about the
book, but I also might spend a few minutes after
all the stations are done (or at the end of the day
reflection) to talk about what they learned in math
today. After the centers, I will ask them what they
learned and if it is similar or like anything we
have learned so far this year. I’m hoping that
students will see the connection between the 2 and
3 addend addition and that it isn’t that different. If
no student talks about that, I will ask questions to
try and guide them to that solution or I will show
them how it is similar. I will make sure to have
them turn and talk so that they all get a chance to
share their thinking, then I will call on a few
students to share out with the class. Then, I was
thinking of running our reflection time at the end
of the day and asking what their favorite part of
math was today/what they learned in math to get
an understanding of what their takeaways from
the lesson were. Since at the end of the day
reflection, all students share out, I will be able to
make sure there is no one who over/under

Assessment (Estimated Time)
The purpose of the assessment is to establish
if the learning goal was met. This may be
formal or informal. This may be achieved
through discussion, exit ticket, or through
your assignment. Identify how you know if
students got it, or if you need to continue
presenting.
Day 2 (Lesson 3.10 Day 2)- 11/9
Learning Goal(s)
This is to keep your head in the game. As
you’re making decisions about what to
include or not include in the plan or how to
participates.
Overall, I want the discussion to focus on their
understanding of the process of adding 3 numbers
and how they can use adding 2 numbers (which
they all have done) to help them add 3 numbers. I
don’t want them getting overwhelmed by seeing 3
numbers since you can break it down and make it
like something they already have done. I will ask
about the process they used to add the numbers
and how it might be a little more work, but they
use the same ideas/strategies to solve 3 addend
problems as they do to solve 2.
Possible Questions
● Did you notice anything about adding 3
numbers that’s the same as adding 2?
● How do you solve problems where you
have to add 3 numbers vs adding 2?
● What strategies can you use to solve
addition problems?
● What did you learn in math today?
● What do you want to practice again that
we did in math today?
● How would you teach someone to add 3
numbers together?
~5 minutes
I will look through their worksheets from my
teachers table, have a discussion with my mentor
teacher, and recall the book work I did with
students to see how well they are understanding
the content. I know that students got it if they
were able to model and explain their work. I am
not as worried about the correct answer as I am
the process. Some students are still struggling
with counting/number recognition so I want to
know that they get what the process is and not
limit it to getting all the answers correct.
Additionally, the next day’s do now will be
reviewed and will show me how much students
retained and took away from the lesson.
I can use the associative property of addition to
add three addends.
Students will be able to use knowledge about
engage in the moment, remember this goal.
All your decisions are about whether they
move children toward knowing and/or
understanding this. Please link to Common
Core State Standards for your grade level.
Materials & Resources Needed; Plan
for Distribution [or Virtual Access]
I like to visualize the lesson ahead of time and
note the different materials I will need. This is
also a chance for me to think about
technology needs and issues and management
issues, like how are children going to get or
create the manipulatives.
Academic, Social, & Linguistic
Support
Provide 3 specific ways in which you will use
academic, social, and linguistic resources to
support the learning of your students. Locate
these ways across the three parts of each of
your lessons (Launch, Explore, Discuss).
These supports should reflect ideas from
course readings and discussions in TE406
and/or TE801.
Launch (Estimated Time)
Describe what you will do and say to (a) help I will have this do now on their desks when they
students understand the purpose of this lesson get back from specials. They will complete the do
and (b) get them interested in the lesson. now and then go to the carpet.
What are you going to show them? Ask them?
Read to them? Tell them? How are you going
to raise their curiosity?
What expectations are you going to
communicate to them? How are you going to
activate their in-school and out-of-school
experiences related to this topic? Feel free to
organize all these things that you will do and
say in some order (e.g., list, diagram, visual).
Your launch may have 2 parts. For example,
you might start with a Number Talk/Routine
to get everyone thinking and then you might
launch what the kids are actually going to be
working on. Or, you might just begin by
Launching the task.
adding 2 numbers to help them add 3 numbers.
Common Core State Standards
● 1.OA.B.3- Apply properties of operations
as strategies to add and subtract.
Clever Touch board
Projector
Class Store worksheet
Individual item recording sheets
Dice
Pencil
Cubes
1. Academic support- giving students cubes
if they need an additional scaffold to help
them add, doing an example as a whole
group before they do it individually,
having teacher table support group before
they do it individually
2. Linguistic support- pictures that go along
with the words for the items in the store
3. Social support- used familiar situation for
students by using the school store since
we have one and all those items are in it
~10 minutes
Once everyone is on the carpet, I will talk about
how we have been working on adding numbers
and how yesterday we started adding 3 numbers.
We can use addition to figure out how much of
something that we have. I will say that today we
are going to do an activity that relates to
something we have in our own classroom. Then, I
will show them the class store worksheet that I
have made.
Then, we will all go over the different items that
they can pick from for this activity. Since these
words are probably too difficult for students to
read, I included images to make it more engaging
and easy to follow. We will talk about how when
we are following expectations in our class, we get
Class Dojo points that we use to buy things from
our class store. (This is how I will get them to go
over some of the expectations we have in our
class). I will talk about how people get a different
number of items each week. I will then go
through the activity as a whole class so that they
know what is expected of them. I will introduce
them to this worksheet .

We will do this worksheet as a whole class. I will

have a student (who has been following
directions) tell me what item they want me to get.

Explore (Estimated Time)
Students will be working (describe
arrangement – independently, with a partner,
on zoom, at their desk) on the following high-
level task(s) (include the task here and please
include a photo or screen shot of the curricula
from which it’s been taken).
What will you do to keep students engaged?
What will you do if a student doesn’t
understand the task at all (e.g., cannot seem to
get started)? What will you do if a student
finishes early?
What will you be saying to children as you
move around the room or check in on
breakout groups? This might include probing
questions, but perhaps you might also
anticipate other kinds of problems you might
need to address.
Then, I will model copying the spelling of the
item onto the first line and then talk about rolling
the dice. I will ask them what the expectations are
when we use the dice (gently rolling them on the
table). Then I will have students tell me what
number I rolled, and record it after the “how
many?”. I will repeat this two more times to get
the rest of the information filled out. Then, I will
ask students how I could figure out how many
items in all I bought. They would ideally answer
with “adding them all together”. Then, I would
write the number sentence and ask for strategies to
solve them. This could include drawing a picture,
counting on in their heads, using cubes, or using
their fingers if their numbers are low enough.
Then I will write the total number on the bottom
of the sheet.
This will activate their in and out of school
experiences related to this topic because they have
all seen the class store in the room. They know
the different items in it. Additionally, some of
these students might have been to a store with
their families and know that you can get different
numbers of each item at the store and that you
have a total number of items bought.
~25 minutes
Students will then go back to their desks and
independently complete the sheet that we did,
picking their own items and rolling the dice
themselves. For students who might need
additional scaffolding, I will offer them cubes to
help them add or even pull them over to the
teacher table to give them more one-on-one
assistance.
We use Go Math and this is lesson 3.10. I didn’t
take this activity from the book, but instead used
something they would find engaging and could
use to practice adding. To keep students engaged,

Discuss (Estimated Time)
The purpose of the discussion is to connect
what children were doing to the big
mathematical ideas. This is a chance to make
connections across children, to attach
I will be walking around the room to make sure
everyone is on task and understanding what they
have to do. If a student needs help to get started, I
will try to help them at their desks. If a student
doesn’t understand the task at all or after more
explanation I will pull them over to my table (or
have my mentor teacher pull them depending on
how many need help). If students finish early, I
have a high level math task for them to try.
I will give them this sheet and explain the
directions to them and see what they can figure
out. Since we haven’t done a problem like this, I
would also give students cubes to see if that
helped them figure out how to solve it, or
encourage them to draw a picture. Once they
finished that, I would have them go on their
computers and do IXL or Prodigy.
As I move around, I will ask students what
items they picked, how many of that item they
have, how many items they have all
together/how they could figure that out, and
what strategy they used to add the numbers
together. If students are stuck, I could ask
how they find out the total amount, or ask
them to recall the steps we took in the whole
group.
~5 minutes
While students are finishing up their worksheets, I
will talk to them about what they learned
today/how the 3 number addition was like the 2
number addition. I will ask them what strategies
language to what children were doing, and to
let children put their thinking into words.
How will you use what you learned in the
Explore time in the discussion?
What will the discussion focus on? Will
children present solutions? If so, which do
you want to see (e.g., certain representations,
a wrong answer, a particular strategy, etc.)? Is
there an order that would be most effective?
If the discussion does not focus on solution
strategies, what will the purpose be? What
kinds of questions will you ask?
What are your strategies for managing over
and under participation during this time?
Assessment (Estimated Time)
The purpose of the assessment is to establish
if the learning goal was met. This may be
formal or informal. This may be achieved
through discussion, exit ticket, or through
your assignment. Identify how you know if
students got it, or if you need to continue
presenting.
they used to solve the problems. By asking these
questions, students need to reference what they
did in the explore time and relate that back to
adding 2 numbers like they are used to. The
discussion will focus mostly on the process of
adding 3 numbers and the similarity to adding 2
numbers, which will hopefully make adding 3
numbers less overwhelming.
My goal is to ask all students these questions as
they are finishing up their work. We usually have
them check with us before they hand their work
in. This would be the best time to have a quick
discussion with them so that I can gauge how
much they gained from this activity/lesson.
I will collect the worksheets and look at the work
that they did. I will look at the strategies they
used and see if they understood adding 3 numbers.
If they made a calculation or counting mistake,
but used the right process I would consider this
understanding the concept with room to improve
on fact fluency and addition arithmetic. If students
were able to do the worksheet on their own and
got the answer correct, I would say they
understood.If students need some help getting
started but are able to finish on their own, I would
also say they are on the right path. For students
that might need one-on-one assistance, it will be
trickier to determine. I think it depends on what
they need help with. Some students need help
with number recognition, but once they know the
numbers they can solve problems. I would say
they are able to successfully add 3 numbers.
However, some students are still working on how
to solve addition problems and they will need
addition continuously taught to them.
Day 3 (Lesson 3.11)- 11/9
Learning Goal(s)
This is to keep your head in the game. As
you’re making decisions about what to
include or not include in the plan or how to
engage in the moment, remember this goal.
All your decisions are about whether they
move children toward knowing and/or
understanding this. Please link to Common
Core State Standards for your grade level.
Materials & Resources Needed; Plan
for Distribution [or Virtual Access]
I like to visualize the lesson ahead of time and
note the different materials I will need. This is
also a chance for me to think about
technology needs and issues and management
issues, like how are children going to get or
I can use the associative property of addition to
add three addends.
Students will be able to use knowledge about
adding 2 numbers to help them add 3 numbers.
Students will be able to explain that they can add
the numbers in any order. If they see doubles,
make a ten, or other strategies that help them add
quicker, they can use those. If not, they can just
add the numbers in the order they want.
Common Core State Standards
● 1.OA.B.3- Apply properties of operations
as strategies to add and subtract.
● GoMath student interactive edition
● GoMath student workbook
● cubes
● worksheet
● scissors
● glue
● pencil
create the manipulatives.
Academic, Social, & Linguistic
Support
Provide 3 specific ways in which you will use
academic, social, and linguistic resources to
support the learning of your students. Locate
these ways across the three parts of each of
your lessons (Launch, Explore, Discuss).
These supports should reflect ideas from
course readings and discussions in TE406
and/or TE801.
Launch (Estimated Time)
Describe what you will do and say to (a) help
students understand the purpose of this lesson
and (b) get them interested in the lesson.
What are you going to show them? Ask them?
Read to them? Tell them? How are you going
to raise their curiosity?
What expectations are you going to
communicate to them? How are you going to
activate their in-school and out-of-school
experiences related to this topic? Feel free to
organize all these things that you will do and
say in some order (e.g., list, diagram, visual).
Your launch may have 2 parts. For example,
you might start with a Number Talk/Routine
to get everyone thinking and then you might
launch what the kids are actually going to be
working on. Or, you might just begin by
Launching the task.
1. Academic support- giving students cubes
if they need an additional scaffold to help
them add, one-on-one support at small
group table
2. Linguistic support- asking students to
repeat directions
3. Social support- special attention to
partners and seating
~10 mins
First, students will complete the questions
above for their do now. This is a review from
the two days before where we introduced and
worked on adding three numbers. These will
be on their desks when they come in for
specials. We set a timer and however much
they get done during that time is what they
hand in. Then they move to the carpet where
we will go through the student interactive
edition on the board. This usually gets them
interested in the lesson because students who
are participating and following classroom
expectations (sitting on their circle, on their
pockets, and voices at level 0) get to come up
and answer the questions. This warm up does
a good job of breaking down the content so
that all students are able to participate and
follow along, even if they are still learning the
big picture math skill.
I will activate their in-school experiences by
talking about how we have spent the last few
days working on adding 3 numbers and today
we will continue to. I will ask some of the
ways/strategies that they learned to add 3

Explore (Estimated Time)
Students will be working (describe
arrangement – independently, with a partner,
on zoom, at their desk) on the following high-
level task(s) (include the task here and please
include a photo or screen shot of the curricula
from which it’s been taken).
What will you do to keep students engaged?
What will you do if a student doesn’t
understand the task at all (e.g., cannot seem to
get started)? What will you do if a student
finishes early?
What will you be saying to children as you
move around the room or check in on
breakout groups? This might include probing
questions, but perhaps you might also
anticipate other kinds of problems you might
need to address.
numbers and how they use adding 2 numbers
to help them add 3. This will get them
focused on the math and adding that they have
been working on.
~50 mins
Students will work at their seats on the
following worksheet. Before they go back to
their seats after the student interactive
edition, we will go over what to do. We will
also go over expectations with scissors and
glue since they will be using them for the
activity. This is the activity that it is based on
from the curriculum. However, I added 3
blank ones because students are going to
have to come up with their own number
sentence for each blank one. This makes the
task a higher level math task because there is
more than one right answer for each of
those.After I explain the worksheet, I will call
on students to repeat the directions to make
sure they understand and to let students hear
them again. If a student doesn’t understand
the task, my mentor teacher will be able to
help or I will give them cubes to help them.

Discuss (Estimated Time)
The purpose of the discussion is to connect
what children were doing to the big
mathematical ideas. This is a chance to make
connections across children, to attach
language to what children were doing, and to
let children put their thinking into words.
How will you use what you learned in the
Explore time in the discussion?
What will the discussion focus on? Will
While students are completing this
worksheet, I will be pulling students to my
table to do the book work. The groups they
are in are mixed ability which is really helpful
because the students who can do the work
quickly are able to but those who need more
support can get one-on-one help. This lesson
focuses on using strategies to solve 3 addend
problems, like doubles to make ten. I don’t
know if my students will want to use these
strategies, but if they choose to just add the
numbers as they see them, that is also a
strategy. I will expose them to the strategies
and let them hear/see it, but if they are able
to more efficiently add the 3 numbers in order
since they aren’t able to recognize the
relationship to use the strategies yet, that is
okay. As students are completing work at my
table, I will be asking them how they are
thinking about the addition and what strategy
they are using or what steps they are using to
solve the problem. I will make sure to check
in on students who are able to do the work
individually after I have first introduced it at
my table. If students finish early, they will go
on IXL and continue to practice adding 3
numbers and fact fluency.
~10 minutes
Most of this discussion will come while they are
at my table working on the book work. I really
want to understand how they are choosing to add
the numbers and if they are using any of the
strategies we taught them during the unit. I want
to ask them how they solved the problems and
why they added the two numbers first. If there is
time, I want to quickly reflect on the worksheet
that the whole group is doing by asking them how
it went. I will be able to see by the answers they
children present solutions? If so, which do
you want to see (e.g., certain representations,
a wrong answer, a particular strategy, etc.)? Is
there an order that would be most effective?
If the discussion does not focus on solution
strategies, what will the purpose be? What
kinds of questions will you ask?
What are your strategies for managing over
and under participation during this time?
Assessment (Estimated Time)
The purpose of the assessment is to establish
if the learning goal was met. This may be
formal or informal. This may be achieved
through discussion, exit ticket, or through
your assignment. Identify how you know if
students got it, or if you need to continue
presenting.
put down if they understood it, but I want to have
a discussion about how they thought it went. The
discussion will focus first on strategies and
mathematical thinking while they are at my table
and then when I talk to them about the whole class
worksheet, I want to gauge how they did
individually on it. While at my table I would
check in with each student and see how they are
doing with the content to make sure that I hear
from everyone.
I would have students close their eyes and give
me a thumbs up, to the side, or down to show me
how they have been feeling about adding 3
numbers. This would manage under and over
participation because I would see everyone’s
thoughts. By having eyes closed, the hope is that
students who might be struggling feel comfortable
enough to share that.
I think the assessment for this lesson has multiple
parts. First, the worksheet that they turn in will
give me an idea of how they are doing. I won’t be
able to see the strategies they used during this
though so that is where their work at my table will
fill in some gaps. Additionally, we have seen
some students copy work off their neighbor so I
need to be careful about how much I let the
worksheet weigh my progress monitoring. I think
when they are at my table it will be very clear to
me if they are understanding the content or need
more practice. I think the do now will also help
since it is adding 3 numbers, even though they
might not be using any of the strategies we taught
them.