UMF Unit-Wide Lesson Plan Template

Name: Makayla Frost Program: ECH Course: Student

Teaching
Lesson Topic / Title: Math Day #6

Lesson Date: 10/16/2018 Lesson Length: 65 minutes Grade/Age: Third Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Brain teasers are a way to incorporate

● Each student will come up with at least one
answer for the brain teaser
● Students will participate in “hands on game”
● Students will demonstrate their knowledge
during small group time
new ways of thinking and new
strategies. While these problems may
be challenging for many students, I feel
that it is important that they attempt
the problem. Often they are about
perspective and strategy, and all
students are capable of solving them.

A learning objective today is for

students to participate in the hands on
activity because it is a chance for them
to practice a new skill independently.
To do this though, they must be
actively engaged and following the
instructions for the game.

Content Standard(s) Instructional Decisions / Reasoning

3.NBT.A.2 Two out of the four groups are

3.NBT.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.
2.NBT.B.5
2.NBT.B.5
Fluently add and subtract within 100 using strategies
based on place value, properties of operations, and/or the
relationship between addition and subtraction.
perfectly in the middle of working with
this standard. One group needs work
with addition and subtraction and one
group appears to understand the
addition, but needs extra support with
the subtraction.
One group just needs a short review to
prove their mastery and then we can
move on to the fourth grade
application.
The lowest group needs to go back and
check in with this same strand but at
the second grade level. They showed
serious concern with this standard and
it is important to make sure they have
mastered the second grade standard
CCSS.MATH.CONTENT.4.NBT.B.4 before moving on.
Fluently add and subtract multi-digit whole numbers
using the standard algorithm.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

During the brain teaser students write

● Observation their answer on a piece of paper and
check it with me. This way I can make a
● Small group work note of who attempts the problem. This
is one way to assess.
● At your seat worksheet
During teacher time I get the chance to
give the students a problem and watch
them solve it up close, making it much
easier to assess their learning.

When students turn in their “at your

seat work” it is another piece of hard
evidence I have to help evaluate their
knowledge and progress around this
standard.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

● ELMO I like to project the brain teaser on the

● Projector board, this way it seems like more of a
● Whiteboard class problem, and also saves paper. To
● Mini whiteboards do this I need the ELMO, projector,
● Computer whiteboard, and my computer.
● Dice
● Place value chart For small group work I need each
● Base ten blocks student to have their own whiteboard
● Worksheet so that I can give them a problem to
● ipad solve and watch them do it out.

Die, place value charts, and base ten

Rev 8/17
blocks are for the hands on activity.

Worksheets for at your seat work.

Ipad is needed for fact fluency on

Freckle.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

1:30-1:45 As explained above, the brain teaser is

 ● Project brain teaser an important piece of our math block.
● Give at least 5 minutes for them to work The students have also come to really
independently enjoy them and often ask for a copy to
● Go over brain teaser on the board bring home.

1:45-1:50 Gonoodle is a chance for students to get

● Gonoodle up and dance and move before being
asked to focus for the rest of the block.
1:50-2:00 It
● Number Talk
Number talks are a new piece of math
2:00-2:35 block. This is a time where we will be
● ROTATIONS working with numbers mentally,
○ Math Facts without pencil and paper. It is a time to
■ Ipad- Fact fluency x2 talk about relationships between
○ At Your Seat numbers, and new strategies for
■ Color by number 3 digit addition solving problems in our heads. The
and subtraction worksheet number talks build on one another.
(groups 2-4) They come from book that was
■ 2-digit addition/subtraction “assigned” by the instructional coach.
worksheet (group 1)
Stations give me time to differentiate
○ Teacher Time instruction and target each students
■ Group 1- Addition and needs in relation to the standard.
subtraction within 100
(2.NBT.B.5.) Each station is related to our work
■ Group 2- Begin with 3-digit towards the standard, and also reaches
addition -- try at least one each level of learner. Students only stay
subtraction problem at stations for about 15 minutes. This is
■ Group 3- begin with 2 addition long enough for student to complete
problems and then focus on 3- meaningful work, but also short
digit subtraction(especially over enough for them to stay focused.
00)
■ Group 4- Review 3 digit
subtraction. Try 4 digit.
(CCSS.MATH.CONTENT.4.NBT.B.
4 Fluently add and subtract
multi-digit whole numbers using
the standard algorithm.)
○ Hands On
■ 3 Digit addition and subtraction
with die and place value charts
● Students will partner up
and have 1 set of 3 die.
Each partner will take a
turn rolling the 3 die and
making a 3 digit number.
After each partner rolls
and the numbers are
written on their sheet,
the students need to add
the two numbers and
compare their answers.
Base 10 blocks will be
 provided as an addition
resource and
manipulative.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
JC/PM- Can just check in on 3.NBT.2 then move on to
CCSS.MATH.CONTENT.4.NBT.B.4. They can do the jack-o-
lantern worksheet for at your seat work. This will be
evidence of their knowledge of the fourth grade standard
that is adding and subtracting milti-digit whole
numbers.
MC-- May need to do teacher table twice. Once with the
group he is in and once with the group behind him.
JC/PM-- Have demonstrated
proficiency with the third grade
standard. It is important that they
continue be challenged in each station.
MC-- This student demonstrated a
decent amount of knowledge about the
standard. But since we have begun
small group instruction, he is having
trouble keeping up with the students
who performed similarly to him on the
pre assessment. He takes longer to
think. Having him work with two
groups could be very beneficial.

Field Courses Only – Post lesson

Reflection

Today went very well. It was our last day of stations and the students finished up a
lot of the work they have started. I wish that I had more time to spend on this
standard because there is still a group that is struggling, but we have to move on.
The rest of the students have met or exceeded the standard and we cannot hold
them back. We will continue to work with the few struggling students any chance
we get. We definitely do not want them to get lost or left behind.

Tomorrow I am going to have the students self assess before they begin their post
assessment. It will be interesting to see if they feel like they have grown personally
since working with the standard. And also, if their confidence reflects knowledge on
their assessment.
Teaching Standards and Rationale

Standard
4 (g) Uses supplementary resources and technologies effectively to ensure accessibility and
relevance to all learners.

Rationale
Students have an opportunity to work on their ipad at one of the rotations. This gives them to
chace to practice their math fact and build up their fluency. Once they have finished this, they
are allowed to go on another math app of their choice for the remaining time at that station.
This, not only motivates them to finish their math facts, but allows them to chance to work
with math in a way that interests them. I think it is important that the engage in something
that they truly enjoy, but that is also related to the subject area.

Standard
8 (b) Continuously monitors student learning, engages learners in assessing their progress,
and adjusts instruction in response to student learning needs.

Rationale
Throughout the last four days during rotations, I have had the chance to monitor students
progress with the standard. They have also monitored their own progress on several ways,
including worksheets, teacher time, and correcting their own assessments. During teacher
time they will often ask for more difficult problems, but I am honest with them in saying that
they need to show they can complete the task at hand before moving on. I love to challenge
them, and love when they want to be challenged, but I also think it is important that they
show their proficiency with the standard before progressing too far too quickly.

While meeting with a few of the groups I have realized that what I have planned was not
going to give the students what they needed. I adjusted the instruction to meet the learning
needs of each group and student.