Dakota State University

College of Education
LESSON PLAN FORMAT
Name: Carly Stockert
Grade Level: Third Grade
School: Elementary
Date: 3/23/13
Time: 1:00-2:00
Reflection from prior lesson:
Last lesson, we worked on working with the 10s blocks. The students are working with
adding three digit numbers and combining ones, tens and hundreds to making them
from ones to tens and tens to hundreds. They are doing well with getting the general
concept of drawing out their examples and working with their partner on adding three
digit numbers together.
Lesson Goal(s) / Standards:
CCSS.MATH.CONTENT.3.NBT.A.2 (http://www.corestandards.org/Math/Content/3/NBT/A/2/)

Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition
and subtraction.
MP 2,3,4,6
3.oa.8, 3.nbt.2
Lesson Objectives:
At the end of the lesson, the students will be able to understand how to add sections of
1s, 10s and 100s blocks together when they are in two different parts of the addition
problem 4 out of 5 times. Students are going to also be able to break numbers apart to
be able to add them with 80% accuracy.
Materials Needed:
Combining Stickers Poster
Student Activity Handbook page 22-23, 24
Student Math Handbook page 6, 7-8, 13-15, 20-24
Chart Paper - 20 sheets
Contextual Factors/ Learner Characteristics:
20 students in the classroom
2 students on an IEP, both with autism
Students are talkative
They are good with their math skills
They work well in groups
They also work well individually
There are some students who need quiet to work well on their math
There are times when students need to be separated

A. The Lesson
How many Stickers?
1. Introduction (include time allotment)
I am going to start the class off with a story that one student is going to read
out lout for the class to think about.

Nancy and Keith are both collecting stickers. Nancy has 72 stickers
and Keith has 134 stickers. If they put their sticker collections together,
how many stickers will there be in the combined collection? Talk
about this with your desk partner for a minute

I am going to explain to them that:

We are going to be working with our ones, tens, and hundreds blocks
today to be able to look at three digit addition problems.

We are going to be working with stickers to try and represent this

equation.

1. Content Delivery (include time allotment & instructional methodologies)

Introducing Combining Stickers: (10 minutes as partners and whole

group)

We are going to look at this problem 72+134 . What would Nancys

stickers look like? please take a few minutes to discuss this problem with
your partner. After a few minutes ask

How might you represent this problem with stickers in sheets, strips and
singles? What would Nancys stickers look like?

Students will take a few minutes and then come together and I will ask them
about their thinking. I am going to write a picture of what I think that their thinking
looks like.
Can I have a few students explain what their stickers look like and I will
represent it up on the board.
What would Keiths stickers look like? We would go through the same
process and write them on the board to show an example.
What would the combined collection look like then? Why arent there
any strips of 10 left over when you represent the answer to 72+134 with
stickers? This is going to be a time to listen to students responses to make
sure that they understand that 10-10s blocks are equivalent to 1-100s block. In
this case, the sum of 206 is represented as 2 sheets of 100 plus 6 singles.
What does the 2 in 206 represent? The 0? The 6? Where do you see each
of these in our sticker drawing?

Collecting Stickers and Pennies (30 minutes as individuals)

Please take out your Student Activity Book and turn to page 22 and 23. We
are going to have you solve these problems with what ever way works best
for you and you may choose to use sticker sketches to represent your
solution

Breaking Numbers Apart to Add Them (20 minutes as whole class)

1-2-3 eyes on me, (1-2 eyes on you) Please put your workbook away and
show me your eyes so I know you are listening.

We are now going to be looking at how you solved the problem 258+127.
What are some of the ways that you broke the numbers apart so that you
could make the problem easier? Can I please have a volunteer?

Record several of the answers up on the board that are shared from students
work of how they broke their work apart and added it together.

As I am collecting examples, continually ask the students where they found their
answers from and what numbers (1s, 10s and 100s that they are using)

Where do you see the 258 in Arthurs strategy? What is the 127? What
happened to the 127 in Beatrizs strategy? How did she break it apart?

I want you to now consider different ways to represent several of these

solutions.

How would we show all of these with stickers?

After there were a few suggestions, draw on the board a few of the ways to
represent both the numbers and the sum.

What happens when the two single stickers of 7 and 8 combine? How
much do we get? What do we have to do with that 15? Do we want to
separate the tens and ones?

In Beatriz strategy, she kept 258 whole and added 127 on in parts - first 2,
then 20, then 100, and finally the 5 that were left over from taking 2 away
from 7. What would this look like with stickers?

Students are going to help me come up with conclusions to this activity.

We are going to look at chart paper and you are going to help me draw a
number line, which is going to help us look at this equation a little differently.
1. Closure (include time allotment)

Today, we have worked with our tens blocks and have used them in a
different way. Did we use them to add or subtract? Can Someone tell me
something interesting that they learned about combining singles or tens
blocks to make a larger combined row of blocks? What is something that
you learned today that is different than what you thought your could do
with the blocks?

Tomorrow we are going to continue to work with blocks, but we are going
to focus on subtracting instead of adding blocks together.

B. Assessments Used
During class, I am going to make sure that students are following along with what we
are working on and understanding the charts that we are making. I am going to be
walking around while students are working and make sure everyone is on track.
I am going to observe how students approach addition problems with numbers of this
size and how they break the numbers apart in order to work with manageable numbers
and number relationships with which they are familiar. Thinking about these three
questions Do students understand the place value model in the sticker context?
Do students solve the pennies problem by looking for ways to make a dollar?
Do students keep track of the steps in their solution?
C. Differentiated Instruction
Encourage some students to break the numbers apart by place and to use the sticker
sketches as a way of keeping track of the parts of the problem. Ask questions like:
How would you show Ginas 2 pages of 100 stickers and her 7 single
stickers?
Then how would you show the 4 strips and 8 singles that she got for her
birthday?
What do you get when you add those together?
Can you combine some of those singles to make another strip of 10?
Could you write this with addition equations now?
One way that I could make this easier for the students with autism is to allow for them to
actually use the 1s, 10s and 100s blocks as manipulative's that will let them have it be
more hands on.

D. Resources
Pearson-Investigations - page 70 - 76