MATH PRACTICUM LESSON PLAN FORMAT
Susan M. O’Leary 10/06/2011
Lesson #4 3rd Gr. Lesson
Objective: When given a three-digit addition problem, the third grade students will be able to accurately solve the problem using regrouping with and without base ten blocks.
PA 2.2.3.B: Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.
Concepts: Adding three digits with regrouping
Materials:
1. Teacher
· PowerPoint Presentation
· Worksheets
· Magnetized Paper Base Ten Blocks
2. Students
· Worksheet
· Base Ten Blocks
Procedure:
1. Anticipatory Set
a. Write the following problem on the board:
2 6 9
+
3 1 3
5 7 12
(Obviously, the answer is wrong. I have not practice regrouping or “carrying.” Because I only have about 20 minutes to work with the students, this is a quick way for me to assess generally whether the students have any understanding of regrouping.)
b. Ask the students if the answer is correct. If it is correct, show thumbs up. If it is incorrect, show thumbs down.
c. I will ask one or two students to explain why they think the answer is incorrect.
d. Using Base 10 blocks made of construction paper and magnetic tape, I stick these to the board and explain the problem using the Base 10 blocks:
(**Note: If I was sure that I had access to an overhead projector, I would use a set of actual Base 10 blocks instead, but since I am unsure of where the overhead projector is in the room, I am using the construction paper and magnetic tape this week.)
1) If we add up all of our singles, we have 12 singles. Can we trade any of our singles in for a rod? (Of course – because 10 singles made up a rod)
2) Do I have enough rods to trade in for a flat? (No. Why? Because it takes 10 rods to make a flat.)
3) So how many singles am I left with? (2, so that number goes in the ones place)
4) How many rods am I left with? (8, so that number goes in my tens place)
5) How many flats am I left with? (5, so that number goes in my hundreds place)
2. Development of the Lesson
a. During the lesson, the students will be in pairs.
· For the first problem, one student will work through the problem on their worksheet and the other student will use the base ten blocks.
· They will then check each other’s work and make sure they came up with the same answer.
· For the next problem, they will switch places.
· I will go through each problem with them in the PowerPoint.
b. Show the PowerPoint
· Go through the example problems (as explained above)
· The students will have 4 problems to work on at the end on their own, one at a time. We will also go over these, step-by-step, in class.
· If the students are having difficulty understanding any of the PowerPoint problems, I will have enough flats, rods and singles printed and magnetized so that I can explain the problems on the board so that the entire class can see.
c. Model/Checking for Understanding
· During class, the students will be using the base ten blocks to help them understand regrouping.
· I will model examples of regrouping during the introduction as well as during the PowerPoint presentation.
· To check for understanding, the students will work on problems in pairs as well as on their own and then we will check them together as a class.
d. Guided Practice
· I will walk around the room while the students are working and direct students as necessary.
Step-Up Activity: For students who finish more quickly than others, I will have index cards with more difficult problems. When the student finishes a problem on the index card, I will ask the student if he/she would like to try another problem with the same level of difficulty or a more difficult problem. I will have the index cards marked level 2 and level 3.
Step-Down Activity: I will help students who are having difficulty
understanding the concept of regrouping.
e. Closure/Evaluation
The students will be given a worksheet to do on their own. If there is time, I will collect these.
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