UMF Unit-Wide Lesson Plan Template

Name: Makayla Frost Program: ECH Course: Student

Teaching
Lesson Topic / Title: Math Day #5

Lesson Date: 10/15/2018 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 participate in the brain teaser
● Students will show understanding of borrowing
and regrouping in hands on game
● Students will demonstrate growth
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.
CCSS.MATH.CONTENT.4.NBT.B.4
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
Fluently add and subtract multi-digit whole numbers it is important to make sure they have
using the standard algorithm. mastered the second grade standard
before moving on.

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

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

● Gonoodle get up and dance and move before
being asked to focus for the rest of the
1:50-2:00 block. 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 meaningful work, but also short
3-digit subtraction(especially enough for them to stay focused.
over 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-- May do hands on activity extension with rolling
more than three die
DD- Needs a lot of encouragement a positive
reinforcement.
JC/PM-- Have shown proficiency with
the standard. They can take the
progression of the standard and apply
it to the hands on activity just by
simply rolling more die.
DS- He has been in a different
classroom for math, working on first
grade standards. It has been discussed
between the teachers working with
him that he was not being challenged
in this group. It is important now that
the material is going to be more
difficult for him, that he receives a lot
of emotional support. He performs to
the best of his ability when he is
confident.

Field Courses Only – Post lesson

Reflection

Rotations are going well. I can see more students progressing each day. There are
some that seem like they aren’t progressing as quickly, and that is difficult because
they are the ones that need to.
Switching math back to our homeroom group has been difficult. Before, we were
working with students who were all meeting or exceeding the benchmark for their
grade/age. Now, we are working with some of the same students who are
exceeding, and we have gained some who are far behind. The students who are
meeting/exceeding benchmark have already received some indirect instruction in
this standard because of the nature of some of the work we were doing. We are now
revisiting a standard that some students have already proved they can meet. While
others are seeing it for the first time.
Even though some students have worked with this standard, it was never direct
instruction. It is still important to collect evidence on these students because we
were not looking for evidence for it in previous lessons.
I am feeling nervous that I still have some students that are not meeting the
standard and I know that it is getting close to time to wrap up with the standard. It
is really difficult to decide when to move on. Even when we have moved on I will
make sure that students are revisiting this standard often.