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Rationale
Address the following This strategy will is the easiest way for students to add up numbers within 1000..
questions: This lesson is a foundational lesson for the adding of larger numbers.
Why are you teaching this I am teaching in whole group by scaffolding in order that students can transition
objective? for dependence to independence at a fair rate.
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
What background
knowledge is necessary for Place Value
a student to successfully Basic Addition
meet these objectives? Foundational knowledge of regrouping
Break Apart method
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about Student may not know where to regroup the tens place digit to.
this content? Students may have trouble when one of the place values is equal to zero.
Students may have trouble adding the numbers up without lining them up vertically.
Lesson Implementation
Teaching Methods
(What teaching method(s) will I do, we do, you do
you use during this lesson?
Examples include guided
release, 5 Es, direct
USF Elementary Education Lesson Plan Template (F 2016)
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
o Have students tell their shoulder partner what place they need
to add first?
1. Ones place
o Then have students add up the ones place.
o Then have students work with their shoulder partner to add up
and regroup the tens and hundreds place.
o Review answer.
o 1
o 750
o +193
o 943
ii. Have students go step by step through two examples individually.
iii. Write the problem 491+124 and 377 + 428 on the board.
iv. Circulate the room checking answers (615/805)
v. Check and see how they interpreted the instruction through their work
vi. Depending on their success do one more step by step, having the
students chunk more steps without checking.
o 672+301
vii. Have students split up and do independent work
viii. Write the page numbers 31 & 32 on the board. Remind students to
use the place value strategy while solving the problems.
ix. Some questions have you adding up 3 different numbers, just use the
same regrouping strategy for those questions.
x. For questions 10-17 you may not have enough room in your book to
write out your strategies, so use a scrap piece of paper and number
your work.
xi. For any equation written horizontally, you ALWAYS want to rewrite it
vertically so you can line up your place values.
xii. Have students who normally visit the table, come over.
o Noah
o Cole
o Willy
o Aiden
o Edwin
o Jonah?
xiii. Check the other students work or have Victoria check it.
xiv. After students finish, administer the postassessment. If students do
USF Elementary Education Lesson Plan Template (F 2016)
not finish, still leave time to administer the post assessment. Start post
assessment at 1:43.
xv. When/If students finish early, will play I Have, Who Has Place Value.
Have at least three people finished in order to start play, then add on
players as students finish if needed.
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
Adding is a basic life skill that will help any student with any interest in any culture.
If applicable, how does this lesson connect to/reflect the local community?
If the school wants to throw a pizza party, the students may need to add up the people
from the community who will be attending, which will entail the addition of larger
numbers.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Process
Product
Content
Learning Styles
X Readiness
Interest
USF Elementary Education Lesson Plan Template (F 2016)
Explain-
These students will have longer access to my teaching of the we do of my scaffolding.
These students will only be released to work independently when they are deemed ready.
How will you differentiate instruction for students who need additional
language support?
Process
X Product
Content
Learning Styles
Readiness
Interest
Explain-
These students will be expected to produce answers that are leveled to their specific
ability. If the answer says explain, I would expect these students to explain to the best of
their ability even if it does not involve using words.
Accommodations (If
needed) o Noah
(What students need specific o Cole
accommodation? List o Willy
individual students (initials), o Aiden
and then explain the o Edwin
accommodation(s) you will o Jonah?
implement for these unique
learners.)
Materials
(What materials will you use? Postassessment
Why did you choose these Math textbooks
materials? Include any Student math notebooks
resources you used. This can
also include people!)
USF Elementary Education Lesson Plan Template (F 2016)