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LessonPlan
Client:TanikaThompson
Date:07/14/2017
Students who lack place value understanding may add and subtract without regard to place value.
Encourage students to use strategies based on place value, properties of operations, and the
Education Standards
Georgia Standards
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
MGSE3.OA.8 Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the
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reasonableness of answers using mental computation and estimation strategies including
rounding. 14
Materials Needed
1.MathJournals(orpaper)
5. Attend to precision.
Objectives
Students will:
Activity
I suggest that the teacher use the ASSURE Model in the lesson plan because teachers can
used it in the classroom. The Instructional System Design can be use to draft and create suitable
learning environment for students. In addition, teachers can use this process in different lessons
such as, writing, and to improving teaching and learning skills. The ASSURE Model includes
A-Analyze Learners
S-SelectStrategies,Technology,Media
U-Utilizetechnology,media&materials
R-Requirelearnersparticipation
E-EvaluateandRevise
Analyze Learners
Students cant complete the word problem, furthermore the students cant solve the answer
correctly. If they did set it up correctly they may have struggled with the actual addition and
subtraction.
(Georgia Standards)
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
MGSE3.OA.8 Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the
rounding. 14
(Objectives)
(Select Strategies)
5. Attend to precision.
Artifact I
Part I (SMP 1, 2, 3, 4, 6, 7) I propose that the teacher will begin by asking students to respond
to the following questions in their math journal. Ask one of your students to sort the change in
her piggy bank. They have 122 pennies, 97 nickels, 118 dimes, and 308 quarters. How many
coins did the student sort in all? Once the student are finished, the class will discuss the
strategies they used to determine the answer. There should also be discussion about how
subtraction could be used to verify results. This information may also be used to create an
anchor chart.
Artifact II
Part II (SMP 1, 2, 3, 4, 6, 7, 8) Although students are not formally introduced to decimals in the
standards until 2nd grade, it is acceptable and developmentally appropriate for students to
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encounter these life skills by adding and subtracting dollars and cents in 3rd grade. Students
should not be expected to add and subtract decimals out of this context.
In small groups, students will complete the Figuring Out Addition and Subtraction recording
sheet. Students should be encouraged to solve their problems in multiple ways, using pictures,
1. Your school cafeteria sells popsicles for seventy-five cents, nutty buddies for eighty five cents,
and ice cream cones for sixty cents. If a student spends ten dollars in the current month for these
The student is saving for a computer that cost $750. He received $123 for his birthday in May
and saved $347 from cutting grass during June and July. How much money does the student still
(Technology)
Class set of copies for the Activity and Primary Source Activity
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Utilize Technology, Media & Participation
1. Define and explain 8 common mathematics strategies used in print and online media.
3. Create a concept map using the Make-a-Map tool to share their understanding of
mathematics strategies.
In small groups, students will complete the Figuring Out Addition and Subtraction recording
sheet. Students should be encouraged to solve their problems in multiple ways, using pictures,
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An explanation supported by your own learning in this class as of why you think the
artifact(s) you developed is the right solution. The reason these artifacts is the right
1. Understand the problem. It's important that students understand the nature of a problem
and its related goals. Encourage students to frame a problem in their own words.
2. Describe any barriers. Students need to be aware of any barriers or constraints that may
be preventing them from achieving their goal. In short, what is creating the problem?
3. Identify various solutions. After the nature and parameters of a problem are understood,
students will need to select one or more appropriate strategies to help resolve the
problem. Students need to understand that they have many strategies available to them
and that no single strategy will work for all problems. Here are some problem-solving
possibilities:
pictures of a problem and its potential solutions prior to working on the problem.
preliminary data.
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Create a table. A table is an orderly arrangement of data. When students have
that they can group and organize most data relative to a problem.
Work backward. It's frequently helpful for students to take the data presented at
the end of a problem and use a series of computations to arrive at the data
because many problems are similar and fall into predictable patterns. A pattern,
behavioral.
quite frequently to map out a plan of attack for defining and solving problems.
4. Try out a solution. When working through a strategy or combination of strategies, it will
procedures. Recording the data collected, the predictions made, and the strategies
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Try to work through a selected strategy or combination of strategies until it
should feel comfortable rejecting potential strategies at any time during their
Monitor with great care the steps undertaken as part of a solution. Although
a quick answer, encourage them to carefully assess and monitor their progress.
Feel comfortable putting a problem aside for a period of time and tackling it
at a later time. For example, scientists rarely come up with a solution the first
time they approach a problem. Students should also feel comfortable letting a
5. Evaluate the results. It's vitally important that students have multiple opportunities to
assess their own problem-solving skills and the solutions they generate from using those
skills. Frequently, students are overly dependent upon teachers to evaluate their
effectively promoted by asking students questions such as How do you feel about your
progress so far? Are you satisfied with the results you obtained? and Why do you
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How your plan address one or more of the ACRL Visual and Literacy Competency
Standards? I will address one ACRL Visual and Literacy Competency Standard by using
Standard Two
The visually literate student finds and accesses needed images and visual media effectively and
efficiently.
Performance indicators:
1. The visually literate student selects the most appropriate sources and retrieval systems for
Learning Outcomes:
b. Articulates the advantages and disadvantages of various types of image sources and retrieval
systems
c. Recognizes how the image search process is affected by image rights and use restrictions
d. Uses specialized online or in-person services to select image sources (e.g., online research
e. Selects the most appropriate image sources for the current project
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Learning Outcomes:
a. Develops a search strategy appropriate to the image need and aligned with available resources
b. Recognizes the role of textual information in providing access to image content, and identifies
types of textual information and metadata typically associated with images (e.g., captions or
other descriptions, personal or user-generated tags, creator information, repository names, title
c. Recognizes that images are often organized differently than text-based information and that
this affects the way images can be accessed (e.g., absence of full-text search, variations in
d. Identifies keywords, synonyms, and related terms for the image needed, and maps those terms
e. Uses images to find other images through exploration, social linking, visual search engines, or
browsing
f. Performs image and topical research concurrently, with each informing the other in an iterative
resource-gathering process
g. Assesses the quality, quantity, and appropriateness of images retrieved, and revises the search
strategy as necessary
3. The visually literate student acquires and organizes images and source information.
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Learning Outcomes:
a. Retrieves or reproduces the needed image using appropriate technologies or systems (e.g.,
b. Accesses physical objects as needed to support the image research objective (e.g., site visits to
c. Organizes images and the information that accompanies them for personal retrieval, reuse, and
scholarly citation
The challenges i had to complete the assignment was choosing a standard that fit my
lesson plan because through the process to find the right standard they all looked a little similar
in terms of math subjects but i had to make sure it said word problems. As a result, that is why I
had to read each standard carefully so i dont put the wrong standard with my lesson plan.
References
http://www.instructionaldesign.org/models/assure.html
https://www.teachervision.com/problem-solving/problem-solving
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