SCUSD Common Core Mathematics Lesson Planning Guide s1

SCUSD Common Core Mathematics Lesson Planning Guide

Unit Title: Place Value & Multi-Digit Approx. time: CCSS-M Standards: 3.NBT.2 Fluently add and subtract Arithmetic 45 minutes within 1000 using strategies and algorithms based on place Lesson: 5E-Repeated Grouping By 10… value, properties of operations, and/or the relationship between addition and subtraction. A. Focus and Coherence B. Evidence of Math Practices Students will know… What will students produce when they are making sense,  repeated grouping by 10 will create a new unit persevering, attending to precision and/or modeling, in relation to the focus of the lesson? Students will be able to…  repeatedly add 10 and regroup using a number line  “When I add large numbers with digits in the Student prior knowledge: ones and tens places the sum could be a number with  addition facts a digit in the ones, tens, AND hundreds places.”  number line(see Lesson 2)  place value  ”A number line can be used to check my answers when I am adding.” Which math concepts will this lesson lead to?  adding larger multiple digit numbers Essential Question(s)  How can a number line help you with addition problems? Formative Assessments Teacher will circulate the room checking student work and use the closure sheet. Anticipated Student Preconceptions/Misconceptions  Adding 10 to a number will only increase the number by 1

Materials/Resources  Chart paper  Markers  Closure sheet  Homework Sheet

C. Rigor: fluency, deep understanding, application and dual intensity What are the learning experiences that provide for rigor? What are the learning experiences that provide for evidence of the Math Practices? (Detailed Lesson Plan) Warm Up “Show the sum of 56 + 47 on your whiteboards. Tell your elbow partner how the sum is different from the addends.

Lesson  Teacher: “What is addition?”  Give students 1 minute of independent think time and 2 minutes to pair-share (with elbow partner) before asking 2-3 students to share out (or pull sticks)  Teacher: “What is a number line?” (10 seconds think time) “Tell your face partner”  Ask 2-3 students to share out (or pull sticks)  Teacher: “Stand up if you can use a number line to help you with addition.”  Teacher: “Today you will be working on repeated grouping by 10 to make a new unit. What will you be working on?! Repeat after me: repeated grouping by 10 to make a new unit! Repeated grouping by 10 to make a new unit! Turn to your elbow partner and tell him/her what you are working on: repeated grouping by 10 to make a new unit! Grade: 3 Unit: Place Value and Multi-Digit Arithmetic Lesson 5E, Pg. 1  Teacher: “Who knows how to use a number line to repeatedly add 10 to a number?”  Choose a volunteer to come up and use a number line to add 65 + 74  If no volunteer or the volunteer is incorrect—teach how to use a number line to repeatedly add 10 to a number

[If no one volunteers or volunteer is incorrect do the following]—[If volunteer is correct skip to next page]  Write ’45 + 57=’ using ELMO to display to students.  T: “Show me on your whiteboard how many 10’s we need to add to 45. Show me as soon as you have written your answer.” (students should show 5)  T: Show me on your white board how many 1’s do we need to add to 45?” (students should show 7)  Teacher: draw a number line using the ELMO to display to class; plot 45 on the number line

45  Teacher: “We are now going to add 3 tens to 45 using the number line. Each “jump” is equal to ten intervals on the number line. (Teacher will draw the “jumps” on the number line) +10 +10 +10 +10 +10 +7

45 55 65 75 85 95 102  Teacher: “Show me on your fingers how many ones we have to add to 45. (students should show 7) We will now add 7 using the number line. Use your agree/disagree paddles (or use thumbs up/thumbs down) to show if the number line correctly shows 45 + 57 = 102 (students show agree sign).  Teacher: “I will give you 15 seconds of independent think time to think about how the addends and the sum of the problem are different.”  After 15 seconds: “Tell you face partner what you think the difference is between the addends and the sum of the problem.”  Ask volunteers or pull sticks of 2-3 students to share out (students should say the addends have ones and tens and the sum has ones, tens, hundreds)  If students are incorrect guide them by pointing out how many digits the addends have/the sum has.  Teacher: “You have made a new unit: hundreds. You started out with two numbers that had only ones and tens, now you have a sum with ones, tens, and hundreds.”

[If volunteer is correct, continue with the following]  Teacher: “Thank you Volunteer for your great example. Class, you will be working in pairs today. Please refer to Volunteer’s example if you need. You and your partner will demonstrate on a number line how to repeatedly add 10 to a number to show a new unit. I will give each duo 2 addition problems. (students may work with elbow partner, face partner, coordinating seat from next table, teacher assigned pairs)  Pass out chart paper, markers, and addition problems—(students have 20 minutes to complete task)  Teacher: “Time is up! Each duo will share their chart paper and explain how they completed their two repeated grouping by 10 to show a new unit problems. (pull sticks to see who goes first)

Closure You will now plot your own repeated grouping by 10 to show a new unit problem. Suggested Homework/Independent Practice Repeated Grouping by 10 To Make a New Unit Homework sheet.

Name______Date______

Repeated Grouping by 10 To Make a New Unit Homework sheet

Instructions: show repeated grouping by 10 to show a new unit—use a number line

1. 63 + 48 =

2. 79 + 42 =

3. 58 + 46 =

Writing: explain how to use a number line for repeated grouping of 10 to solve and show 88 + 14 will make a new unit. ______

Grade: 3 Unit: Place Value and Multi-Digit Arithmetic Lesson 5E, Pg. 3 ______

Repeated Grouping by 10 To Make a New Unit Closure Sheet

1. 76 + 35 =

1. 67 + 35 =

1. 86 + 35 =