Manroocha Singh

11/13/2018
Term 3 Draft

Manroocha: You have done a very good job of thinking this through carefully in your design and plan.
My main feedback is to adapt the problem to open it up more to multiple solutions and strategies and also
make it grade appropriate (and allow kids to work for more than a few minutes and deal with numbers
larger than 20). I think using a larger amount ($40 or $60) and having more toys to pick from (say $1, $4,
$5, $8, and $10) will make this much more interesting and more grade appropriate (and will also elicit
multiplication) and give you something to discuss in the last part. However, you probably don’t want to
encourage spending $40 or $60 on toys… what if you make this about buying toys for a head start
classroom, or a homeless shelter, and spending money that has been raised through a bake sale. This
would take the focus off consumerism (how much can I buy?) while still focusing on budgeting and toys
and money. Or it could be buying fruit to sell at a school snack stand…
This could be very interesting and a lot of fun once you open it up more!

Part 1: “The What”

Lesson goals
● To quickly work on subtracting numbers from a base of 100
● To learn what a budget is and how it applies to the real world Commented [CE1]: You can focus this on math a little
● Dividing a starting number into groups that may or may not be equal! more, e.g., to understand how addition and subtraction
can be applied to the real world context of budgeting

My main goal for this lesson is to teach students about what it means to have a budget, or a set
amount of money available to spend. This financial context is really important because I think getting
students started early about becoming comfortable with money and what expenses are crucial (rent, food) Commented [CE2]: How relatable do you think this is
vs. what expenses are more for fun (toys.) I hope that I can focus my launch on creating a strong, base for 3rd graders?
knowledge about finances that students can use to inform their decisions in the lesson and beyond.
For the first part of the lesson (during the launch), I want to focus on subtraction of two digit
numbers from the base 100. I purposely chose 100 as the base because I thought using $1,000 might be a
huge amount to conceptualize, and $10 wouldn’t be interesting or large enough to work with here.
Students have been doing number talks focused on subtracting two digit numbers, highlighting strategies
like looking for doubles facts or compensating to help make subtraction easier. They’ve also been
practicing using number lines to represent their thinking, which helps a lot when thinking about
subtracting in parts (like subtracting 10’s until the solution is reached.) This, however, is just a part of the
launch, which is why I picked a quick subtraction problem with simple numbers that I don’t intend to
unpack too much. My hope for this problem is to get students to start thinking mathematically and feel
good about having just solved one problem together.
The second part of the lesson (the explore) is focused on using the money leftover ($20) to spend
it on whatever toys they want. The only limit they have is that they can’t exceed their limit of $20, but Commented [CE3]: This seems very low, given that
you say that they have been working on subtracting
they have full control over what toys they want to buy. I want to emphasize in my launch of this section two digit numbers. See my suggestion at the end for
adapting this problem.
that it’s important they can explain why they’re selection of toys works. I’m hoping students here will use
repeated addition, repeated subtraction or multiplication to show how the $20 is broken into different
toys. The goal of this part would be to practice explaining our math and proving our argument. “Why can
we afford 4 Lulu dolls? Show me mathematical evidence or talk me through your process.”

Common Core Standards/PA Core Standards:

1) DURING THE LAUNCH

CCSS.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. Commented [CE4]: Note that your main problem
focuses on subtracting from 20, so its really more of a
first grade standard. Again, see my suggestion at the
end.
2) DURING THE EXPLORE

CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using
strategies based on place value and properties of operations.

CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with
a symbol for the unknown number to represent the problem.1 Commented [CE5]: These are not a main focus of the
lesson unless you change the problem to really require
multiplication by more than these simple amounts that
are so easy to add. But you could include these if you
adapt the problem.
PA Core Standards and Eligible Content (3rd Grade):

M03.A-T.1.1.2 Add two- and three-digit whole numbers (limit sums from 100 through 1,000) and/or
subtract two- and three-digit numbers

CC.2.2.3.A.1 Represent and solve problems involving multiplication and division. M03.B-O.1.1.1
M03.B-O.1.1.2 M03.B-O.1.2.1 M03.B-O.1.2.2

CC.2.2.3.A.3 Demonstrate multiplication and division fluency. Commented [CE6]: Same as above
Basic Outline of Task:
Much more details are provided in the lesson plan below!

Goal is to do this lesson on 11/26

LAUNCH
● Each of you has saved up $100 in your budget! Now, you have think about spending it. You need
to spend $80 on rent and food.
● Question 1) How much money do you have left after paying your rent AND your food/drinks?

EXPLORE

Question 2) With the money you have left, what toys do you want to get? :)
REMEMBER: You have $20 to spend!

Lulu Dolls: $5 each

New Beyblade: $10 each
Slime: $4 each Commented [CE7]: I think you can make this more
challenging and open it up. Maybe make it $40 and
have more choices? Or ask them to come up with at
DISCUSS: least 3 different plans? What if someone decides to get
● Different strategies students used? two $10 toys because they know $10 and $10 is $20.
Then they are done in a few minutes and haven’t
● How to check their work?
engaged in much mathematical thinking.
● How to represent these strategies
● What was helpful? What was distracting?

Like I mentioned earlier, I think working with students within this financial context early on is
important. Understanding how a budget works, where more of the money tends to go (to rent and food!),
and dividing up what’s left is a very practical and realistic context. Also, while most of what they’ve been Commented [CE8]: I agree, but its also probably not
working on is equal groups, I hope that this activity can reiterate what some of the word problems have something they really think about or understand.
Buying toys with a budget is relatable (though also be
been saying in that we don’t always split our starting number into equal groups! We can, and it’s very careful of bringing up consumerism, particularly for kids
useful to know how, but it’s also important to know how to split that starting value based on the prices who may not have a lot of disposable income)
we’re working with.

Unpacking the Mathematics

 Students have been working on multiplication/division of single digit numbers in math, and have
been thinking about how to add and subtract two digit numbers during number talks, as stated before. I
think both of these instructional contexts will serve them well when it comes to working through both
parts of this problem. Students have also had exposure to different mathematical models, like open
number lines for subtraction and addition as well as models for multiplication much like the ones we have
talked about in class. They’ve also been using and seeing a lot of visual arrays, much like the Equal
Groups in an Array model seen in Early Transitional Strategies, and have been practicing identifying what
each of the dimensions means mathematically (why do we have 4 rows? Why 5 columns? How many in
total?)
For Part 1 with the addition/subtraction strategies, I’m hoping the exposure to the different
transitional strategies, specifically the Transitional Ten strategies in the OGAP Subtraction Framework
(which emphasizes the place-value decomposition much like we talked about in class) will help students
in solving this problem. Commented [CE9]: In this section, focus more on what
For Part 2, since the basis of the problem is about breaking down 20 into groups, I’m thinking you know about the development of strategies for
addition and subtraction (e.g, children move from
their work will model a lot of the diagrams we used to teach multiplication over the past month. I’m counting and direct modeling, to adding by groups of
expecting some repeated addition or some repeated subtraction in both the OGAP Multiplicative ten, to adding by multiples of ten, to more abstract
strategies based on relational understanding) rather
Framework and OGAP Division Framework, depending on whether students decide to work with one toy
than specifying a specific strategy you want them to
and build up to the $20 (multiplication), or split the $20 into groups from the start (if equal groups, then use. Think and talk about how models like the number
we have partitive division.) My hope is to also think about how to connect students’ thinking to focus line and arrays will help support this.
more on Early Transitional strategies: I’ve seen a lot of them use repeated subtraction to help with
division problems, but like Hulbert says “The focus at the Transitional level is to bridge students from
additive strategies and reasoning(e.g. , counting by ones, counting by equal groups)to procedural
fluency.” I want to spend my discussion doing exactly this: bridging student strategies together to
highlight these connections and development in mathematical thinking. Commented [CE10]: Great! It will be important then, to
Aside from instructional content in 3rd grade, students have also been exposed to early financial make sure the problem elicits multiple strategies.
work in 1st grade, were there they learn different values of coins and how to form the same value using
different combinations. They also have exposure to playing with fake money during choice time, and I’ve
seen a lot of students sift through and play with different bills. Commented [CE11]: An alternative would be to situate
this problem in coin vales. How many ways can you
spend a $1.00 and have different candies/toys that are
Specifically, student need to know that… 10 cents, 25 cents, etc.
● 20 is their base number that they’re working with here. $20 is what was leftover from our quick
problem in the launch and the amount they can spend, NOT $100.
● When they buy one toy, their working amount changes. For example, if they decide to buy one
Lulu Doll at the beginning, they only have $15 left to spend on toys.
● Each toy has a different price (I may use visual props to help with this!) Commented [CE12]: A set of pictures with price tags
might be nice…
Anticipated Student Strategies:
Student Strategies
Using Unit of 1 and
splitting into groups
Commented [CE13]: You’ve done a nice job here. As I
look at the strategies though, it doesn’t seem like it
would take third graders very long to do these, and also
you wouldn’t have much to discuss. For first grade, this
could work….
Representations
Unitizing with groups of
4 or 5

Using known division or

multiplication facts to
represent solutions
(Multiplicative)
Repeated Subtraction or
Addition (Early
Additive)

Anticipated Confusions:
● Using $100 as their budget. Therefore I can redirect: how much money do we have left AFTER
we spent money on rent and food?
● Confuse different prices for different toys: can redirect to the props to remind student how much
each toy is
● Computational confusion: what operation to use. Here I’ll redirect to what they’re trying to
accomplish. What are you trying to buy? Should I use addition or subtraction here? Could I use
multiplication? Let’s test it out!

Materials Available:
● Fake Money
● Pencil
● Paper
● Markers
 ● Colored Pencils

I’ve been thinking a lot about how to best frame the use of fake money as a constructive tool, and Commented [CE14]: It’s great that you are thinking this
not a distraction or a crutch students may fall to. Especially after our lesson on tools in our Methods through carefully. It kind of changes the problem, by
introducing the units of 1, 5, and 10. If you do use this, I
Course, I want to be very intentional and transparent in what I expect out of students would make sure to talk about it in the launch. Maybe
Since the majority of the “Explore” phase will be on breaking down the $20 dollars, I want to draw out of show that $5 is equivalent to 5 ones, etc.
make sure I have different denominators of money available for students. Specifically, I want to make
sure I have 40 $1 bills, 10 $5 bills, 5 $10 bills (or somewhere around those numbers.) I purposely don’t
want $20 bills because they won’t lend themselves to this task of breaking down the total of 20 bucks.
Having only these denominators will push students to think about how I can use these bills available to
me to help with the task at hand.
I also want to make sure I present this fake money as not the only tools students may use. As
stated by Hiebert, “Students who use one set of tools may develop somewhat different understandings
than students who use another set of tools.” (1997.) This idea is my ultimate goal for the explore. I want
different students to utilize different tools so that in our discussion, we can talk about the different
understandings they’ve constructed and how their tool supported that idea.
I also think fake money could be a unique, kinesthetic way to model the division of our base
number 20. It’ll be interesting to see what denominators they decide to use when splitting up their money:
will they get 20 $1 (using that 1 as their unit) and then count up to the equal groups, or will they gravitate
towards the bigger denominators (using 5 or 10 as their unit.) I think the latter shows a more conceptual,
multiplicative understanding of 20 as “4 groups of 5” or “2 groups of 10”, rather than seeing $20 as 20
individual dollar bills (lining up with an Early Transitional Strategy on the Framework.) This can also be
seen in visual/written models students may opt for. Do they draw the 20 individual dollars (which would
indicate an Early Additive strategy on the OGAP Framework)? This also lines up with a core concept
outlined by Dosnot & Folk by Hulbert Petit, where they talk about how “counting by groups shows
evidence of unitizing, or the ability to conceptualize a group of individual things as one group, and is an
important step to developing multiplicative reasoning.” It’ll definitely be interesting to see, and I hope to
be able to show these different models from student work and draw connections between strategies that
utilize these same core concepts.

Preparation/Classroom Arrangement and Management:

● This mini lesson is going to be done in the library, which has square tables, access to a white
board and chairs.
● I’m hoping to arrange the 6 students around the back table so that they can all face the
whiteboard. During the launch, they’ll be seated quietly, looking at the whiteboard and there will
only be one voice speaking at a time. No materials needed for the launch
● I’ll have fake money, paper, pencils, colored pencils, and white boards available for them to use.
I’ll go over how I expect each of these to be used during my launch.
● During work time, they are free to move around the table BUT not around the library.
Part 2: “The Lesson Plan”

LAUNCH: 8-10 MINUTES

1) Bring Students into the Library, assign seats so I can best control talking levels and minimize
distraction/conflict
2) All my visual props and tools are covered with a sheet so students just have to focus on me and the white
board for the launch
3) 2 MINUTES: Go over my behavior expectations for the lesson
a) Today we’re going to be doing a math lesson that is all about money and shopping! However, the
same expectations Ms. Wraith and I have for you during whole-group class apply here. We need
to make sure our listening ears are always on so that we can understand directions and know what
to do next.
b) Also, since we’re in the library, we have to remember that we’re sharing this space with other
folks in the school. That’s why it’s important we use quiet voices when working together or
sharing our answers.
c) I also expect quiet hands when asking for help!
d) -Have a student repeat my instructions-
4) 3 MINUTES Launch Problem
a) -Write $100 on the board-
b) -Say Launch Problem twice”: Each of you has saved up $100 in your budget! (make sure student
know what a budget is) Now, you have think about spending it. You need to spend $80 on rent
and food. Question 1) How much money do you have left after paying your rent AND your
food/drinks?
 c) Ask for answers and strategies (super quick!):
i) “How did you get this answer? Tell me how you solved it in your head?”
ii) “Did people do it in a similar way to ____? Commented [CE15]: Here I would suggest asking “did
iii) So just to make sure we all understand, how much money do we have left? -choral anyone do it a different way” (just like a number talk!).
response $20!- Try to get more than one strategy here to help support
them in solving the problem.
5) 5 MINUTES Erase board and put up $20. Begin Launching our Explore
a) Explain what it means to have this much money leftover Commented [CE16]: This could be a place to model
b) Now we get to go shopping! Uncover props, but explicitly tell students that I want to go over the different ways to make $20 with the 1, 5, and 10 bills.
different tools and toys
c) Write Problem on the board: 2) With the money you have left, what toys do you want to get? :)
d) REMEMBER: You have $20 to spend! Lulu Dolls: $5 each, New Beyblade: $10 each, Slime:
$4 each
e) Have a student read out the problem, as I point to each of the visual props that represent each toy
and their money value.
f) Explain the different tools, how they should only be used for math specifically to help with their
understanding of the problem.
g) Sharing is Caring! Please be nice in sharing our materials.
h) Remember, I want to see how you got your answer! So think about how you can show me what
you were thinking in your mind.
i) Questions? Are we ready?

EXPLORE (15 MIN):

● Let’s explore! Independently but you may check in with friends or me for help!
● My plan is to float, make sure tools are being used appropriately and ask prompting questions
● Questions I can ask:
○ What’s your plan? Which toys do you want to buy?
○ How do I make sure I have enough money to buy all these toys?
○ What does this (points to a part of the drawing) represent? How can I better show that?
○ How can I check my work? Is there a different collections of toys I can afford with these $20? Commented [CE17]: Yes, I recommend adding this to
(Extension) the problem.
○ Is there a mathematical number sentence that we could write to match up with what you just
told/showed me?
○ Are we using that to help with the math or just for fun? (checking that tools are being used Commented [CE18]: Or, “how can you use that to help
appropriately) you solve the problem? If its not helping, then maybe
● What I’m looking for: you don’t need to use it” (i.e., focus them in on using
tools as part of problem solving)
○ Different combinations
○ What models students are using Commented [CE19]: How about strategies for adding
○ How they’re connecting tools they’re using to the math and subtracting?
○ How they’re explaining their work (sentences, visuals only, combination of both)

DISCUSS (10-15 MIN):

Questions I could ask:

Commented [CE20]: Here I think it would be useful to
● What did you all buy? Remember, if you’re raising your hand,I want to hear what you bought and how
record the different combinations and then have them
you knew you had enough money to buy it! look for connections. For example, someone might say,
● Check for similarities: did anyone else have that combination of toys or something a little bit similar? both solutions have x—then you can focus them on
● How did you show your work? Is there another way we could have shown that? what’s different and highlight the equivalence (e.g., 2
● How can we check our work and make sure this all falls under $20? lulu dolls is the same cost as one beyblade) to show
why its still $20
 Basic structure of discussion I want to follow:

Start with 1 student’s explanation→ Gather thoughts on this strategy and representations--?see if other people had
a similar way of representing, have them explain→ continue with that

What I’m looking for:

● Bridging different representations and strategies to show underlying mathematical concepts and modes of
thinking
● How to connect numeric sentences or math facts to models we see
● Checking our work: how can we do that in this context? In other contexts?
● Areas of confusion: what was challenging about this task?

Timing chunks:
I want to spend at least 10 minutes on going over different ways students solved the problem, and leave at least 1-2
minutes at the end for me to articulate connections and praises for their collaboration,participation and hard work!
Gathering Evidence (Formative Assessment):

What students say:

● I plan on recording the lesson so I don’t have to spend too much time taking notes on actual
discourse and can focus on facilitating the discussion
● Will have small notebook to highlight common phrases and interesting points. I want to analyze
when I study the video later

What students have written/made:

● I plan on taking pictures of their use of tools
● Making copies of all student work (so they can keep part of it)
● Pictures of Set-Up and Launch/Explore/Discussion Phases
● Also will have a note taking sheet that has each student’s name on it and a place for me to write
what strategy they’re using, what visuals they’re drawing, confusions they’re having, etc. I will
tell students that this is just for me to keep track of how people are doing and not an evaluation of
any sort! Commented [CE21]: Good idea

Accommodations:

● I plan on having the problem written for students on the board

● Will read out problem multiple times if needed!
● For students who may find it too challenging, I may have them pick one toy and think about how
many of that toy they could buy with $20. “Let’s just pick one toy: which toy do you want the
most? Ok so Lulu Dolls. Let’s ignore everything else and just focus on Lulu Dolls. How many
Lulu Dolls can I buy with $20?”
● As stated earlier, students that finish too early will be asked to come up with different
combinations. “Ok, let’s say I give you 20 more dollars. What’s a different set of toys I could
buy?”
NOTE: Our students have been working on multiplication and division for a while now, and are
beginning to develop fluency with both. Most of their word problems in the past have been dealing with
equal groups, and they’re now just starting to think about separating a base value into different sized
groups. I think this would be an interesting lesson to try out because students here have control over the
size of the groups! I think how they decide to unitize and break apart their 20 will not only give us insight
on their interests, but also on how they feel most comfortable breaking apart bigger numbers. Since each
students will want their own combination of toys, we can spend the discussion part of the lesson talking
about how they’re choice of toy may have impacted the math they used. For example, if a student only
wants Beyblades, they may have jumped to doing 20 divided by 2 = 10, drawing 2 groups of 10,or
showing two 10 dollar bills. However, if a student only wants Lulu dolls, they may have jumped to doing
“20 divided by 5 = 4.”

I’m really excited for your feedback! I don’t mind at all changing up the problem to make it more focused
on equal grouping if that’s what you all think would be more beneficial. I could make the price consistent
between all toys (each toy is $5), or only offer one toy. I think this problem here becomes a lot more open
ended and lends itself to a variety of solutions, explanations and representations.