Elementary Math Exemplar PDF

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Summary

This is the task for the elementary math methods course....

Description

Direct Instruction Lesson Plan Template

General Information Lesson Title: Subtraction of 2 and 3 digit numbers Subject(s): Number Sense Grade/Level/Setting: This lesson will take place in a 3rd grade classroom with gifted and talented, ELL, and special education students. Prerequisite Skills/Prior Knowledge: Place value, properties of operations, relationship between addition and subtraction, multiples of 10, number line

Standards and Objectives State/National Academic Standard(s): 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.

Link: http://www.corestandards.org/Math/Content/3/NBT/ Learning Objective(s): Provided with a virtual number line, students will be able to solve two- and three-digit subtraction problems using the jumping back strategy with at least 75% accuracy.

Materials ● ● ● board) ● ● ● ●

Vocabulary cards Whiteboard Jumping Back game (number cubes, game Exit tickets Document camera SMARTboard Number-Line Interactive

Technology SAMR Level: Augmentation ● The use of the number-Line Interactive provides an engaging way for the teacher to guide the discussion and activate prior knowledge around the concepts of multiples, number lines, and subtraction. Students get immediate feedback and can test their predictions.

Language Demands Language Function(s): ● Explain: Students will be able to explain how and why the jumping back strategy works. Vocabulary: backward, difference, jumping back strategy, minuend, number line, subtract, subtrahend Discourse and/or Syntax: Discourse: Through number talks students will utilize oral language to discuss the process involved in solving two- and three-digit subtraction problems. Planned Language Supports: The turn-and-talk strategy will be used for students to discuss their predictions about the meaning of each new vocabulary word. After the discussions, clear definitions will be given and the words will be placed in a pocket chart for all students to reference at any point during the lesson. The jumping back by 10s strategy will be modeled on the smartboard.

Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher The teacher will lead a whole-group discussion on carpet connecting to

Student Actions Students will partake in a whole-group discussion

students’ prior knowledge of place value, operations, multiples of 10, and number lines.

that reviews their understanding of place value, operations, and multiples of 10 by participating in the discussion using the Number-Line Interactive to activate their prior knowledge. Additionally, they will put the learning target for the day in their own words.

The teacher will project the Number-Line Interactive on the Smartboard to guide the discussion around using number lines and counting by 10’s from various starting numbers. An example from Number Line Interactive of counting by 10s, starting at 1 is shown below. The yellow dot can be dragged to the right and left as teacher and students count by 10s.

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions

Vocabulary: The turn-and-talk strategy will be used for students to discuss their predictions about the meaning of each new vocabulary word. After the discussions conclude, clear definitions will be given and the words will be placed in a pocket chart for all students to reference at any point during the lesson. The teacher will place the following definitions in a pocket chart: Number line: a line with tick marks of whole numbers. It can be used to add & subtract. Minuend: in a subtraction, the first number is called the minuend. –4=6 Subtrahend: in a subtraction, the second number is the subtrahend. 10 – 4 = 6 Difference: the result of a subtraction of two numbers. 10 – 4 = 6 . It is also the number of jumps between 2 numbers on the number line Jumping back strategy: to subtract 2 numbers, find the minuend on the number line then jump back the amount given by the subtrahend.

Students will use the turn-and-talk strategy to make predictions about the newly introduced vocabulary words. Students can use the equation 12 – 5 = 7 and a number line to discuss and point out the minuend, subtrahend, and the difference. They can demonstrate to each other the jumping back strategy with 12 and 5.

Guided Practice: Activity Description/Teacher The teacher will guide the class as a whole

Student Actions Students will participate in a whole-group

through the jumping back by 10s strategy through the use of a number talk. The following problems will be modeled on the document camera 42 – 20 85 – 30 157 – 50 The process used to solve each problem will be modeled by the teacher and discussed. Example of the modeling 157 – 50 First decide on where to start the number line. In this case, let’s start with 80 and label 80, 90, 100, 110, 120, 130, 140, 150, 160. I want to have enough numbers less than 157 and one number greater than 157. Next label 157 on the number line (the minuend). Also label 87, 97, 107, 117, 127, 137, 147, 157 (since 157 is 7 more than 150, we label all the numbers that are 7 more than the labeled tick marks). Next explain that 50 is 5 tens and corresponds to 5 jumps. Starting from 157, jump back once to 147 and then again to 137 and 3 more jumps to 107. So 157 – 50 = 107

discussion related to subtraction and the jumping back by 10s strategy, by answering questions such as “how many jumps does 50 correspond to?” “Which tick marks do we need on the number line?” “How long should we make the number line?” They will see problems modeled for them and the proper way to solve the problems utilizing the jumping back by 10s strategy.

Independent Student Practice: Activity Description/Teacher Student Actions Students will complete the exit ticket assessment Exit ticket: The teacher will ask students to exit the carpet as independent student practice. They will area and return to individual seating where they demonstrate their level of understanding regarding the jumping back by 10s strategy. will complete an exit ticket with 4 problems. Exit Ticket For each problem, use the jumping back strategy to find the difference. Draw the corresponding number line with the correct number of jumps shown. 1. 69 – 40 2. 168 – 70 3. 453 – 80 4. 555 – 90 Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions The teacher will walk around and observe as Game: Students will work in pairs to complete students work in pairs to play Jump Back where the game Jump Back where the goal is to obtain a they will use their number line skills to subtract higher difference. The players will take turns numbers. rolling the dice to create a subtraction problem.

The teacher will provide assistance as needed.

They will then utilize the number line to solve the created problem. The student that has the larger difference earns a point and whoever has the most points at the end of the time allotted wins.

Differentiated Instruction Gifted and Talented: Students will do an extended jumping back strategy with 100s and 1000s (jump back 100, jump back 1000) and discuss any tricks they observe for subtracting 100s and 1000s. ELL: Students will receive a vocabulary preview, be able to read problems out loud if needed, and have extra check-ins. Special Education: Extend response time and reduce the number of problems on exit tickets to fit student needs.

Assessment Formative: ● Whole group discussion about two- and three-digit subtractions ●

Utilize the anchor chart for students to correctly label (post-it notes) terms.

Summative: Given the exit ticket and a virtual number line, students will be able to demonstrate their understanding of the jumping back by 10s strategy by explaining their thinking in numbers and pictures with at least 75% competency. The exit ticket contains 4 problems, one point will be given for each correct answer....