Identify the outcomes to be learnedN3.2 Demonstrate understanding of addition of whole numbers with answers to 1000 and theircorresponding subtractions (limited to 1, 2, and 3-digit numerals) including:•representing strategies for adding and subtracting concretely, pictorially, and symbolically•solving situational questions involving addition and subtraction•estimating using personal strategies for adding and subtractingNow that I have listed my outcome:Determine how the learning will be observedWhat will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematicalconcepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of studentunderstanding?How can I document the children’s learning?Ongoing Observation : Addition and Subtraction Lesson#5 Adding 2 Digit NumbersStudent Conceptual Procedural Problem Solving Areas to work on. Understanding: Knowledge: Skills: Students Student can Student can use can Problem Pose- explain and model procedural, create and solve personal strategies personal strategies problems of 2 digit for adding 2 digit efficiently and addition. numbers. Use accurately. place Value to add.N3.2 Demonstrate understanding of addition of whole numbers with answers to 1000 and their corresponding subtractions (limited to 1, 2, and 3-digit numerals) including:•representing strategies for adding and subtracting concretely, pictorially, and symbolically •solving situational questions involvingaddition and subtraction •estimating using personal strategies for adding and subtracting.
Plan the learning environment and instructionWhat learning opportunities and experiences should I provide to promote thelearning outcomes?What will the learning environment look like?What strategies do children use to access prior knowledge and continuallycommunicate and represent understanding?What teaching strategies and resources will I use?This is the time you can look at your Problem Solver lesson plan in the book. Arethere any specific ways I want to set up my lesson? What is missing from thisready-made lesson that I will add or change to best meet the needs of all mystudents?How can I differentiate the lesson to challenge all students at their learningability? How will I integrate technology, communication, mental math, reasoning,visualization, etc into this lesson? (7 Processes)Math Makes Sense Unit 3 Lesson 5Before:Display the number 26 using the Teacher Place value cards. Ask students:Tell me what you see and what you know about this number.Who would like to share first?During this time you are looking for their understanding of place value. Do they understand thatthis number is 20 and 6 more/ 2 tens and 6 ones.Have students build this number using student place value cards. Have students describe thenumber to their table partner in 2 different ways.What would this number look like using ten frames? Have table partners build using Power ofTen cards.How are these 2 representations similar and different? Think Pair Share.-----------------------------------------------------------------I want you to add 18 more to this number of 26. Share. What did you do?Some students will have just added 18 more while others will even trade to make 4 tens and 4ones. Observe students carefully during this time and have 2 groups share- one that just addedone ten and 8 more to have 3 tens and 14 ones while another way is to make tensand now have 4tens and 4 ones. They are both correct but in order to describe how many altogether we do notsay 3 tens and 14 more we say 44 or 4 tens and 4 ones.Tens-Ones MatLater on, students transition to the tens-ones mat with ten frames in the ones place to
build upon the ten-frame skills and introduce the tens place. The use of the mat prompts studentsto look for tens and regroup, as necessary, to represent 2-digit numbers. Finally, asking studentsto write the correct digit in both the tens and the ones column helps students learn how our base-ten system works to build numbers.Unifix cubes or other linking cubes are excellent manipulatives for this mat. Students may placeindividual cubes in each of the ten-frame squares. Once they have filled a ten-frame, they simplysnap the cubes together to form a ten-train and move it to the tens column. Once again, thisconcretely supports the concept of regrouping ten ones to make a ten.During: Explorehttp://mathwire.com/strategies/matspv.htmlJordans School had a Walk-A-Thon to raise money for an animalshelter. The teacher gave out 46 bottles of juice and 18 bottles ofwater.How many drinks did the teacher give out? Estimate before you solve Use materials to model your understanding Be prepared to share your thinkingQuestions: What does the problem ask you to do? About how much is 46 and 18? How can you calculate 46 and 18? What strategy did you use? What is your strategy? How can you use your estimate to check your answer?
Questions to help students retell:How did you solve the problem?What did you do first? Next ...then …final?How did you know your strategy worked?Questions to Make connections:How is this like something you have done before?What does this make you think of?Where do you/would you use this (math) outsideof school?Questions and Prompts to help students sharetheir thinking:How have you shown your thinking?Which way shows what you know best?How have you used math words to describe yourexperience?Questions and prompts to help students reflect ontheir work:What mathematics were you investigating?What questions or feelings arose while you wereworking?What was the most challenging part of the task?How does knowing ___ help you solve ___?
Assess student learning and follow upWhat conclusions can be made from assessment information?How effective have instructional strategies been?What are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning?