Janelle Crilley

December 8, 2016
Assignment 2
Co-Teaching Lesson Plan
General Education Teacher: Ms. Crilley
Special Education Teacher: Mrs. C
Grade Level: 3rd
Subject Area: Math
Content Area Standard: Decompose once to subtract measurements including three-digit minuends with zeros in
the tens or ones place.
Measurable Goal for Lesson: Students will be able to complete their exit ticket with 80% accuracy.
Essential Questions: How do we borrow from another place value when subtracting? How can we represent a
subtraction problem with a place value chart? How do we complete subtraction problems using the standard
algorithm?
Key Vocabulary: Place value chart, place value disks, subtraction, tens place, ones place, hundreds place, standard
algorithm
Pre-Assessment: n/a
Materials Needed: whiteboards, dry erase markers and erasers, place value charts printed and placed in sheet
protectors, place value manipulatives, pencils, worksheets

Lesson

Co-teaching
Approach

Time

General Education
Teacher

Special Education
Teacher

(can select more

than one)

Considerations (may
include adaptations,
differentiation,
accommodation, or
student- specific needs).

Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)

One Teach,
One Support
Parallel
Alternative
Station
Team

11
minutes

-Lead fluency activities for

warm-up (the fluency
focuses on building
multiplication skills which
will be revisited in the next
unit)
-Today we are going to
practice counting by threes,
fours, sixes, sevens, eights,
and nines before we begin
our lesson. When my thumb
goes up, count up, and if my
thumb goes down, count
down. We will start with
counting by threes. We will
stop when we get to 30.
-Continue with the other
count-bys.

-Hand out individual

hundreds charts to students
who have difficulty
counting by threes, fours,
sixes, sevens, eights, and
nines.
-Write the numbers on the
board as the class counts.
Create a separate column
on the board for each
count-by.
-Collect data for behavior
goals on clipboard.

-Hundreds charts for

students who need extra
assistance adding fluently
-Visual aid: numbers
written on the board as
students count

Middle:
(may include:
Instruction;
Checking for
Understanding;
Independent or
Group
Practice)

One Teach,
One Support
30
Parallel
minutes
Alternative
Station
Team

-The class will be split into

two: 1.General Education
Teacher- students who need
more advanced work
2. Special Education
Teacher- students who need
to use manipulatives and
more scaffolding

-General Education
teachers group will be on
the carpet. Special
Education teachers group
will be in desks on the
opposite side of the room

-Manipulatives (hundred
block, ten blocks, and
ones) for students who are
kinesthetic learners.

-Tara goes hiking and

takes 825 milliliters of
water with her. She has
132 milliliters of water
left after hiking. How
can we find out how
many milliliters of
water Tara drinks while
she is hiking?

-Tara goes hiking and

takes 825 milliliters
of water with her. She
has 132 milliliters of
water left after
hiking. How can we
find out how many
milliliters of water
Tara drinks while she

-Number lines for students

who need assistance
subtracting single digit
numbers.
-Chart paper with
vocabulary learned from
the previous lessons:
Subtraction: take away
Standard algorithm:
123
-111