Lesson Plan

Subject: Math Unit 7: 3-Digit Addition and Subtraction

Standards:
MAFS.2.NBT.2.7 Add and subtract within 1000, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method. Understand that in addition or
subtraction three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens,
ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
MAFS.2.NBT.2.9 Explain why addition and subtraction strategies work, using place value and
properties of operations.
Objectives:
Students will be able to use models to add 3-digit numbers.
Students will be able to connect models of 3-digit addition to pictures.
Students will be able to use and draw a number line to add 3-digit numbers.
Students will be able to record and explain steps when adding 3-digit numbers in class
discussions.
Step-by-Step:

State Objective.
Pass out materials: white boards, erasable markers, napkins for erasing
Present Word Problem on the overhead:

Emmanuel had a total of 375 Pride Dollars. Mrs. Suarez and Ms. Gruwell gave him 248 more for
behaving in class and doing his homework all week. How many Pride Dollars does Emmanuel
have now?

Give students 5 minutes to work out the problem using any strategy and checking it using
algorithm in their white boards.
Go over problem with students. Students will erase their white boards.
Go into iTools Base- Hundred Blocks virtual manipulative.

*(The following will all be done on the white boards. Between each question I will demonstrate
and go over answer. This will be done using the virtual manipulative)

Ask students to write the number sentence for the word problem.
Ask students to draw and represent the number sentence using drawings of Base ten
blocks.
Ask students to regroup and write the represented digit.
Ask students to now check their work by solving it using algorithm.
Ask students to try this using the number line strategy.

Put white boards away. Pass out individual Work Worksheet: Journal Questions

Differentiation: Small group: (Al, Ha, Br, Ta, Si) Enrichment: HOT Questions Worksheet:
Problem Making (Ry, Ko, Ar)
Assessment:
Formative- Assessing students performance by putting white boards up to check answers.
Summative- Journal Questions will be collected for student understanding and knowledge of
content.

Artifact Used For Enrichment

Name: ________________________________________

Problem Making

Directions: Come up with your own addition problem. Solve problem using base-ten blocks. Make sure you
check your work using Algorithm. Try solving your problem using a strategy of your choice. Then answer
the following questions.

My Word Problem:

______________________________________________________________________________

______________________________________________________________________________

Solve:

Questions:

How does your base-ten blocks represent whats happening in the problem?

What does your collection of base-ten blocks represent in the problem?

What happens if I add a tens rod to one of the addends, how will your sum change?

How would you use algorithm addition to check your work?

What patterns do you see when you are regrouping ones to tens and tens to hundreds? Explain your
thinking.
Describe how you modeled your problem.
Collaborating Teacher Observation Reflection
Time Celebration/Struggle/Question:
Introduction of Lesson Struggle- students had a difficult
time settling down and getting on
task for the beginning of the lesson.
Lesson Celebration-instead of having
students normally work from their
notebooks, I had students write and
do math in white boards. I also used
an online virtual tool for
manipulatives. Students seemed to
really enjoy it.
Lesson Celebration- by using white boards I
was able to quickly assess student
learning. At the end of a given task
I would ask students to put their
white boards up. I can tell which
students struggled with the content
and which ones where ready to move
on.
Independent practice Question- What are good strategies
for making observations of all the
students when also working in a
small group?
Small Group Celebration- Based on formative
assessment I was able to determine
Claim about teaching
practice
Since math is at the end
of the day students
seem tired and not
willing to work. I believe
finding strategies for
motivation as well as
taking a brain break will
allow for continuation of
the lesson.
When students use
manipulatives,
technology, and hands on
learning they tend to
grasp the concept
better and pay more
attention.
Formative assessments
are a great way to
determine student
performance of the
tasks. It helps me
quickly to identify which
concepts I have to go
over again and which
students I need to pull
for a small group.
Making sure students
are on task is important.
I also believe a teacher
should be available to
assist her students when
in need of help.
Small groups are
important to help
 which students were struggling with students achieve
the content and I was able to pull a individual goals and
small group. I also noticed which prepare them for the
students grasp the concept quickly next concept.
and were ready to move on. To those
students I gave a different
independent activity.

Reflection:

For this math lesson we worked on 3 digit addition. The goal of this lesson was to review
addition before moving into subtraction. I used a virtual manipulative tool as well as white
boards which students really enjoyed using. As I reflect on my lesson there are some aspects
of my lesson that I would do differently. I would have probably had students take turns
coming to the board more often to use the manipulative tool instead of just me demonstrating
it to them from the overhead. Something that I would probably keep the same was the use of
whiteboards. I believe that through the use of whiteboards students where more engaged in
the lesson. This also allowed me to quickly assess students of the concept at hand as also
identify those students that quickly grasp the concept and were ready to move on.

One aspect of the lesson that surprised me was the engagement of the students. As students
placed their white boards up, students looked around to see and compare their responses to
others. I first thought this was going to be an issue but I noticed students were guiding
others and assisting them if they got it wrong. They also identify why it was wring and what
they can do to improve their responses. This was also an encounter that was perplexing.
Another perplexing moment was when I let a student show their strategy on the board and
students made connections and also shared how they used the same strategy in different
ways. From this lesson and experience I learned that collaboration and the implementation of
hands on activities serves as a major growth in student achievement.

Analysis:

I believe students learned what was intended. The reason why I know this is because they
were able to show me and explain their thinking on the white boards. I believe my teaching
methods were effective because they promoted collaboration as well as independent critical
thinking. I also believe the activities were effective because students were interested and
engaged in the activities. The instructional materials were also very effective because
students were able to represent their work and their thinking in a way that was also beneficial
for me because I can quickly assess the students by visually scanning their work on the white
boards when they put them up.

By assessing the students I was able to determine which students needed extra assistance
and which students needed enrichment. I pulled a small group of students to further explain
and support the weak areas these students struggled with. One difficulty in this lesson was
that since I was focusing on assisting and providing further instruction to the small groups I
wasnt able to assist as much or observe the other students performance. For this reason I
decided to collect students work finished or not finished to see their performance. For the
students Identify an individual or group of students who had difficulty in todays lesson. For
the students that performed well they were able to expand their thinking by performing a
different set of instructions which involved answering HOT questions and coming up with their
own original addition word problem as shown above. These were also collected to see how in
depth students were able to perform. Based on this information I will begin 3 digit
subtraction for the whole class and for my low performing students I will allow them to use
manipulatives to first grasp the concept before doing algorithm subtraction. I will also
continue to assess them for growth and guided math.