Third Grade Unit

Third Grade Unit:

Adding Whole Numbers

Elizabeth Decker Technology Portfolio November 30, 2005 Author Information

In the summer of 2006 I, Elizabeth Decker, will graduate from High Point University with a Bachelor of Science degree in Elementary Education. I will be attaining my licensure at the same time. After graduation, I plan to teach in a public school in Winston-Salem. I have a lot of experience working with children, from babysitting to being a teacher’s aid in a 4K classroom. I enjoy being with children and look forward to beginning my teaching career. Overview

Purpose/Goals: In this unit, the students will learn several concepts dealing with addition.

They will work with the commutative, zero, and Associative Properties of addition, as well as learning how to regroup and estimate. The goal of this unit is to have the students model, identify, and compute with whole numbers through 9,999.

This unit is for third graders. There are ten lessons that go through ten days. The second to the last day is a review for the test and the last day is the test. Each lesson will take about 50 minutes.

Objectives:

Lesson 1- Students will define and use the Commutative Property, Zero Property, and Associative Property when adding. They will get 12 out of 14 correct from the worksheet given for homework. (1.02, 1.04)

Lesson 2- Students will estimate sums by rounding numbers and getting 7 out of 9 problems correct. (1.02)

Lesson 3- Students will know how to regroup in the ones place to add by getting 12 of the 15 problems correct from the worksheet. (1.01, 1.02)

Lesson 4- Students will be able to regroup the ones and tens places to add and complete a worksheet getting 7 out of 8 correct. This will show that they understand the lesson for today. (1.01, 1.02)

Lesson 5- Students will learn how to add three or more addends and show they understand by drawing 7 out of 10 problems correctly. (1.02)

Lesson 6- Students will find the sum of two four digit numbers. They will be able to write a story problem for homework, representing a four digit addition problem. (1.02)

Lesson 7- Students will be able to decide what methods to use to solve problems. They will get 4 out of 5 problems correct on their worksheet. (1.06)

Lesson 8- The students will have to decide what the problem needs, an estimate or an exact answer. They will show their understanding by writing two word problems asking for an estimate and an exact answer. (1.02, 1.06)

Lesson 9- Students will be very familiar with the material in this unit and will practice enough to make at least a 90 on the test tomorrow.

Lesson 10- Students will be taking a written test, showing me that they can add four digit numbers, regroup, estimate, and solve problems. North Carolina State Objective for Mathematics for 3rd Grade Website: http://www.dpi.state.nc.ud/curriculum

Goal 1: The learner will model, identify, and compute with whole numbers through 9,999.

Objectives: 1.01 Develop number sense for whole numbers through 9,999.

a. Connect model, number word, and number using a variety of representations. b. Build understanding of place value (ones through thousands). c. Compare and order.

1.02 Develop fluency with multi-digit addition and subtraction through 9,999 using:

a. Strategies for adding and subtracting numbers. b. Estimation of sums and differences in appropriate situations. c. Relationships between operations.

1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using:

a. Strategies for multiplying and dividing numbers. b. Estimation of products and quotients in appropriate situations. c. Relationships between operations.

1.04 Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication, and division.

1.05 Use area or region models and set models of fractions to explore part-whole relationships.

a. Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths). b. Compare and order fractions (halves, fourths, thirds, sixths, eighths) using models and benchmark numbers (zero, one-half, one); describe comparisons. c. Model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths. d. Understand that the fractional relationships that occur between zero and one also occur between every two consecutive whole numbers. e. Understand and use mixed numbers and their equivalent fraction forms.

1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

Goal 2: The learner will recognize and use standard units of metric and customary measurement.

Objectives: 2.01 Solve problems using measurement concepts and procedures involving:

a. Elapsed time. b. Equivalent measures within the same measurement system. 2.02 Estimate and measure using appropriate units.

a. Capacity (cups, pints, quarts, gallons, liters). b. Length (miles, kilometers) c. Mass (ounces, pounds, grams, kilograms). d. Temperature (Fahrenheit, Celsius).

Goal 3: The learner will recognize and use basic geometric properties of two- and three- dimensional figures.

Objectives: 3.01 Use appropriate vocabulary to compare, describe, and classify two- and three- dimensional figures.

3.02 Use a rectangular coordinate system to solve problems.

a. Graph and identify points with whole number and/or letter coordinates. b. Describe the path between given points on the plane.

Goal 4: The learner will understand and use data and simple probability concepts.

Objectives: 4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems.

4.02 Determine the number of permutations and combinations of up to three items.

4.03 Solve probability problems using permutations and combinations.

Goal 5: The learner will recognize, determine, and represent patterns and simple mathematical relationships.

Objectives: 5.01 Describe and extend numeric and geometric patterns.

5.02 Extend and find missing terms of repeating and growing patterns.

5.03 Use symbols to represent unknown quantities in number sentences.

5.04 Find the value of the unknown in a number sentence. Standard Course of Study- Computer/Technology Skills: Grade 3 Website: http://www.dpi.state.nc.us/curriculum

Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.

Objectives: 1.01 Identify, discuss, and chart uses of technology in the community (e.g., farmers, grocery, restaurant, veterinarian, medical and emergency services). (1)

1.02 Identify the function of common computing devices (e.g., input, output, processing). (1)

1.03 Recognize, discuss, and use responsible and safe behavior in the use of technology resources. (1)

1.04 Demonstrate knowledge of individual's rights of ownership of created works by citing sources. (1)

1.05 Identify, discuss, and visually represent uses of databases in the community (e.g., school, grocery, pharmacy, business) to collect, organize, and display information. (2)

1.06 Identify, discuss, and use database terms (e.g., data entry, field, record, list, sort, search/filter, keyword). (2)

1.07 Recognize spreadsheets as a tool to organize, calculate, and graph information to make predictions. (3)

1.08 Identify and discuss spreadsheet terms/concepts (e.g., cell, column, row, values, labels, chart, graph). (3)

1.09 Identify and use formatting terms/concepts (e.g., font size/style, line spacing, margins, italic). (4)

1.10 Recognize that Copyright Laws protect creative works of individuals/groups/companies. (4)

1.11 Identify and discuss guidelines for media (e.g., personal information, images, content, language) to consider in developing multimedia projects as a class. (5)

1.12 Identify and discuss Copyright and Fair Use Guidelines as a class. (5)

1.13 Identify and discuss use of rubrics to define and evaluate elements (e.g., content, purpose, usefulness) of class multimedia projects. (5)

1.14 Identify, discuss, and use terms/concepts (e.g., web browser, URL, keyword, search engine, weblinks). (6)

1.15 Recognize, discuss, and demonstrate responsible and safe online behavior as a class/group. (6)

1.16 Cite sources of information (print and nonprint) for a class project. (6) 1.17 Identify and discuss collaborative tools (e.g., email, messaging, videoconferencing). (6)

Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.

Objectives: 2.01 Select and use appropriate features and functions of hardware and software for class assignments. (1)

2.02 Discuss and select appropriate technology tools (e.g., probeware, digital cameras, handhelds) to collect, analyze, and display data. (1)

2.03 Use prepared databases to search/filter and sort alphabetically/numerically in ascending/descending order. (2)

2.04 Modify prepared databases to enter/edit additional information and cite the source. (2)

2.05 Plan, discuss, and use keyword search/filter using one criterion in prepared databases. (2)

2.06 Enter/edit data in a prepared spreadsheet to perform calculations. Identify and discuss the changes that occur as a class/group. (3)

2.07 Demonstrate correct finger placement for home row keys. (4)

2.08 Use menu/tool bar functions (e.g., font size/style, line spacing) to format and change the appearance of word processing documents as a class/group. (4)

2.09 Identify, discuss, and use multimedia tools (e.g., capture, create, edit, publish). (5)

2.10 Modify/edit an existing multimedia project to include branching and identify added sources as a class. (5)

2.11 Investigate teacher-selected Internet resources about communities; discuss and compare findings for usefulness as a class. (6)

Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

Objectives: 3.01 Recognize, discuss, and use graphs to display and interpret data in prepared spreadsheets; identify and cite sources. (3)

3.02 Enter/edit data in a prepared spreadsheet to perform calculations and determine which graph best represents the data as a class/group. (3)

3.03 Use word processing as a tool to write, edit, and publish sentences, paragraphs, and stories. (4) 3.04 Identify, discuss, and use multimedia to present ideas/concepts/information in a variety of ways as a class. (5)

NETS Technology Foundation Standards for Students http://cnets.iste.org/studetns/s_stands.html

1. Basic operations and concepts

 Students demonstrate a sound understanding of the nature and operation of technology systems.  Students are proficient in the use of technology.

2. Social, ethical, and human issues  Students understand the ethical, cultural, and societal issues related to technology.  Students practice responsible use of technology systems, information, and software.  Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools  Students use technology tools to enhance learning, increase productivity, and promote creativity.  Students use productivity tools to collaborate in constructing technology- enhanced models, prepare publications, and produce other creative works.

4. Technology communications tools  Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.  Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools  Students use technology to locate, evaluate, and collect information from a variety of sources.  Students use technology tools to process data and report results.  Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

6. Technology problem-solving and decision-making tools  Students use technology resources for solving problems and making informed decisions.  Students employ technology in the development of strategies for solving problems in the real world. Learner Description

There are eighteen students in this third grade classroom. Eight of which are boys and ten are girls. There are eight Caucasians, six African-Americans, and four Hispanics. Two students have a learning disability. Everyone is speaks English and is fluent. The students have the appropriate prior knowledge needed for third grade.

Procedures

The unit on addition will take ten days to get through. Three computers with Microsoft

Word, internet and Darling Kindersley Limited Software for Math are needed along with one overhead projector and transparencies, a white board and markers, and calculators for the whole class. The lessons to go along with these materials are attached. There will be different forms of teaching through the unit. I will be using lectures to explain the main ideas and an overhead projector and white board to have examples. Manipulatives and the computer will be used to give the students practice with what is being during the unit.

UDL Analysis

This unit allows the students to practice their addition skills and build on that foundation.

They will be engaged in many activities as the week progresses. They will practice their adding by using the internet, and a math software. They will be divided into pairs to work together on certain math activities. Some students may want to use the base-ten-blocks to help see a visual of how to regroup numbers. The students will use calculators to check their answers after completing a worksheet. Microsoft Word will give the students the opportunity to write a short story of an addition problem. Modifications for the gifted students:

o The gifted students will be able to pair up with the students who have a learning

disability.

o A worksheet that contains more challenging problems will be given to these

students.

o The gifted student may have the opportunity to teach one of the math concepts

depending on time.

Modifications for the students who perform below the grade level:

o The worksheets will be modified to fit their needs.

o The students will be able to get extra help from the gifted students.

o I will be available after school to tutor the students that are having a hard time

understanding the concepts.

Modifications for the ESL student:

o I will have a math software that is also in their language so it is easier to

comprehend.

o If the student has a hard time reading English, I will have a helper for this student

to read directions to him/her. Resources

1. Teacher and Student Textbook 2. Overhead Projector 3. Computers 4. Microsoft Word 5. Internet 6. Math Software (“I Love Math Learning Power Pack” from Darling Kindersley Limited)

Assessment Methods: 1. If the students bring in their homework everyday completed, at the end of the unit they will get a 100 quiz grade. (10 points will be taken off for everyday they do not bring in their homework for that night.)

2. Each student will get a 100 quiz grade for completing the computer practice software.

3. A test is given at the end of unit. Class/Subject: Mathematics Day: One

Objective: Students will define and use the Commutative Property, Zero Property, and Associative Property when adding. They will get 12 out of 14 correct from the worksheet given for homework. (1.02, 1.04)

Lesson Description of Setting, Phraseology, Necessary Component and Activities Materials & Supplies Time Focus and Ask the students to try to remember any Review work they have done with fact families and related facts. White board 9 + 3 and 3 + 9 are related because they Markers 5 have the same sum. Think of more. Paper and Pencils Now we will learn something new about addition. (During this unit if you bring in all of your homework on time you will get a 100 for a quiz grade. Everyday you miss bringing in your homework it will be 10 points off.)

Statement of Today we are going to learn the definitions Objectives of three new words, Commutative Property, Zero Property, and Associative Property. None 1

Teacher Explain to the students what all the Input properties mean and do examples of each. Have the whole class work on the problems together before they do them alone. Textbooks Tell students to ask themselves two Paper and Pencils questions while working out the problems. White Board 16 1) Which Addition property can I use? Markers 2) How can I group the addends so they are easier to add? Go over 6 more problems as a class. (Two from each property.)

Guided The students will work on a worksheet to Practice practice adding with these properties. I will walk around the class and check on their work. Worksheet (18 copies) 12 Making sure they have the concept down. Check the worksheet as a class.

Independent Hand out worksheets for homework. The Practice students will start working on them now, all Worksheet (18 copies) 8 the odd numbers.

Closure Ask the students to explain what the three properties mean. None 8 Name: ______Date: ______Addition Properties

Find each sum.

1. 3 2. 8 3. 4 4. 9 5. 6 2 4 9 1 0 +0 +7 +5 +3 +7

6. 4 + 8 = 7. 3 + 2 = 8. 9 + 1 = 8 + 4 = 2 + 3 = 1 + 9 =

9. 3 + 0 = 10. 0 + 6 = 11. 5 + 0 =

12. 5 + (2 + 3) = 13. 8 + (6 + 1) =

14. (4 + 9) + 2 + 6 = 15. 3 + (7 + 6) + 8 = Name: ______Date: ______Addition Properties

Commutative Property You can change the order of numbers when you add, and the sum will not change.

Zero Property When you add a number and zero, the sum is that number.

Associative Property When you group numbers to add, how you group them does not change the sum.

Find each sum.

1. 3 + 6 = 2. 7 + 4 = 3. 9 + 2 = 6 + 3 = 4 + 7 = 2 + 9 =

4. 7 + 0 = 5. 0 + 8 = 6. 1 + 0 =

7. 8 + (3 + 2) = 8. ( 1 + 0) + 5 = 9. 6 + (3 + 5) =

10. 3 11. 8 12. 4 2 7 1 +5 +6 +9

Problem Solving

13. Steve has 7 sports books, 4 car 14. Andrea has 1 blue car, 3 red books, and 1 hunting book. How cars, and 5 white cars. How many many books does Steve have in all? cars does Andrea have in all? Class/Subject: Mathematics Day: Two

Objective: Students will estimate sums by rounding numbers and getting 7 out of 9 problems correct. (1.02)

Lesson Description of Setting, Phraseology, Necessary Component and Activities Materials & Supplies Time Focus and What are the three properties we learned Review about yesterday? Write the answer to the problems from Homework 8 homework on the board. Review over the White board problems they struggled with. Markers

Statement of Today you are going to learn the definition Objectives for estimate. Then you will learn how to None 1 estimate sums by rounding numbers.

Teacher Explain what rounding is to the students. Input Teach them how to round by using the overhead projector. Draw a number line showing 200, 250, and 300. Draw another number line showing 300, 350, and 400. Write 388 + 242. Ask the students to find Overhead projector those numbers on the number line. Blank transparency 15 Ask them which one is the number closest to 300 or 400, 200 or 300? After rounding write out those numbers and add them. That gives you the estimate. Go over when it is best to estimate and review how to round before they do it themselves.

Guided Students will work in pairs to do problems Practice 1-8 on a worksheet about estimation. The pairs will take turns using the computer to Worksheets (18 copies) practice on the internet. Three computers with 15 (http://www.teachrkids.com/) internet. Directions for the website posted on worksheet.

Independent Students will complete problems 9-16 on Practice their own. They will complete any they do not get finished in class for homework. The pairs Same 9 that had not worked on the computer yet will continue to rotate through during this time.

Closure Can anyone tell me what estimation means? When does it make sense to estimate rather than find an exact answer? None 2 Name: ______Date: ______

Round each number to the greatest place, then add.

1. 54 + 67 2. 268 + 343 3. 21 + 82

4. 694 + 119 5. 21 + 58 6. 911 + 821

7. 358 + 656 8. 789 + 123

Directions for Internet Project

~Type in the address to the website. http://www.teachrkids.com/ ~The home page for Teach R Kids Math will come up. ~On the left side there will be a column. Look down and click on the “Rounding” button. ~Click on the link that says “Rounding to *nearest 100” ~Complete problems 1-10. ~Raise your hand when you are finished before you click submit so I can check your progress.

9. 31 + 67 10. 123 + 456 11. 789 + 147

12. 258 + 369 13. 59 + 82 14. 73 + 85

15. 15 + 46 16. 753 + 75 Class/Subject: Mathematics Day: Three

Objective: Students will know how to regroup in the ones place to add by getting 12 of the 15 problems correct from the worksheet. (1.01, 1.02)

Lesson Description of Setting, Phraseology, Necessary Component and Activities Materials & Supplies Time Focus and Can someone tell me what estimation Review means? Give a problem for everyone to do. 5 Go over the problem with the class. None

Statement of Today you will learn what regrouping is Objectives and how to regroup in the ones place to add. None 1

Teacher Explain what regroup means. (Trading in a Input group of 10 ones to make 1 ten) On a blank transparency write 367 + 216. Using base-ten- blocks show the problem. Get the students to add the numbers in the ones place. (13) There is one set of tens and Overhead projector 15 three ones. Show them how to regroup. Blank transparency Do the same things with the tens place. Give a couple practice problems and let the students take turns going up in front and regrouping the base-ten-blocks for everyone.

Guided Students will work out 8 problems that I Practice write on the board. I will walk around the room helping them. White board If some students are visual learner and are Markers struggling they can take a set of base-ten Calculators 14 blocks to help them with the problems. Students can use their calculators to check their work.

Independent Students will begin working on a worksheet Homework Practice Practice that has 15 problems. They do the even Sheet (18 copies) 12 problems in class. Odd problems will be done for homework.

Closure What does regroup mean? None 3

To integrate Reading into my math lesson, I would read the story Imogene’s Antlers to the class. The students would be put into pairs and each child would receive pipe cleaners. They will make a set of small antlers. O-shaped cereal would be passed out. The children would take turns creating antler problems for their partners to solve. Each pair is required to record their problems and solutions. This will help the students practice their addition. Name: ______Date: ______

Find each sum. Write yes for each exercise you have to regroup.

1. 658 2. 268 3. 31 +234 +125 +27

4. 56 + 27 5. 643 + 221 6. 337 + 318

7. 134 + 195 8. 147 + 315 9. 987 + 104

10. 621 11. 153 12. 811 +260 +109 +455

13. 444 14. 644 15. 711

+336 +507 +926 Class/Subject: Mathematics Day: Four

Objective: Students will be able to regroup the ones and tens places to add and complete a worksheet getting 7 out of 8 correct. This will show that they understand the lesson for today. (1.01, 1.02)

Lesson Description of Setting, Phraseology, Necessary Component and Activities Materials & Supplies Time Focus and Who remembers what regrouping is? Review Well today we are going to continue to practice regrouping but we are going to try None 3 adding in the tens place too.

Statement of Today you are going to practice regrouping None Objectives the ones and tens places by adding. 1

Teacher On a blank transparency write 279 + 387. Input Ask the students if they can predict whether regrouping is necessary for this problem. Let the students try this problem on their own. Go over the answer with them. Show them how to do four steps to solve the problem. Over head Projector 17 1. Add the ones and regroup. Blank Transparency 2. Add the tens and regroup. 3. Add the hundreds. 4. Check your work. Do another problem with them to be sure they understand.

Guided Students will practice the problems that are Practice written out on the over head. I will walk around checking to make sure they are Over head Projector catching on to the concept learned. Transparency with 16 If some students need to pull out the base- Problems on it. ten-blocks to help them solve the problems Calculators they may. Students will have their calculators to check their work.

Independent Students will work on a worksheet by Practice themselves. Problems will be reviewed over Worksheets (18 copies) 10 tomorrow. Students are to take it home if they do not get a chance to finish it.

Closure What does regrouping mean again? Tomorrow we will be practicing with None 3 addition by adding three or more addends. Name: ______Date: ______

Find each sum. Write yes for each exercise you have to regroup.

1. 172 + 949

2. 745 + 270

3. 673 + 812

4. 538 + 494

5. 399 + 199

6. 967 + 651

7. 456 + 389

8. 123 +989 Class/Subject: Mathematics Day: Five

Objective: Students will learn how to add three or more addends and show they understand by drawing 8 out of 10 problems correctly. (1.02)

Lesson Description of Setting, Phraseology, Necessary Component and Activities Materials & Supplies Time Focus and Let’s review over the problems we did Homework from last Review yesterday towards the end of class. night. 8 Statement of Today you are going to learn how to add Objectives three or more addends together and complete None. some problems by drawing that shows me you 1 know how to do this. Teacher Write 123 + 45 +6 on a blank transparency. Input Tell the students to rewrite these numbers so they can add them together. *Be sure to remind them that they have to line them up in a column by place value. * Over head Projector Which place to begin to add? (ones) There Blank transparency sheet 15 are 14 ones, so do we need to regroup? Review over how to regroup. Move to the tens place and check to see if you need to regroup. Now add the hundreds place. Go over 2 more problems as a class. Guided The students will get their own baggy of Practice buttons (small ones). I will give them the 18 bags of buttons piece of paper with rows and columns on it so Sheets with rows and they can form the addition problems I put on columns (18 copies) the board. We will do them one by one. I will White Board 11 write a problem on the board and the students Markers will move their buttons around in order to form that problem. They will then form an answer with their buttons. Independent The students will receive one piece of paper Practice with problems and one blank piece of paper. Blank Paper (18 copies) 10 The students will draw diagrams of the Worksheet (18 copies) addition problems (with any shape they would like) on the sheet of blank paper. Closure I will put five problems on the board and ask for volunteers to solve the problems. They have to explain how they work out the addition White Board 5 problem. Markers Tomorrow class, we will still be working with addition but we are going to find the sum of two four digit numbers.

In order to integrate Art into my math lesson, I could get the students to paint one of their addition problems. They would have to be creative in how to represent the different place values. The picture should be very colorful and exciting. Each child would get a chance to show their picture to the whole class and tell how they got their answer. (It could be an underwater scene with different types of fish, or a farm scene. They can use their imagination.) This will help with the visual learner.

Name: ______Date: ______

Using buttons, form addition problems given.

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones

Hundreds Tens Ones = Name: ______Date: ______

Find each sum by drawing the addition problem on a blank piece of paper. Look for regrouping.

1. 62 2. 154 3. 18 4. 601 15 218 243 319 +17 +463 + 71 +172

5. 32 + 28 + 41 + 36 6. 370 + 320 + 345

7. 12 8. 25 9. 51 14 25 24 +42 +45 +63

10. 134 + 16 + 32 + 40 Class/Subject: Mathematics Day: Six

Objective: Students will find the sum of two four digit numbers. They will be able to complete the worksheet given for homework with all problems correct. (1.02)

Lesson Description of Setting, Phraseology, Necessary Component and Activities Materials & Supplies Time Focus and We will review over the pictures the students Review drew yesterday for homework. Two students will go to the board and draw an addition problem. Homework 5

Statement of Today you are going to learn how to add two Objectives four digit numbers. None 1

Teacher Write 6,543 and 2,178 on the board. Ask the Input students what the greatest place is in these numbers. (Thousands) If you wanted to add these two numbers where would you start? (In the ones place.) Will we have to regroup with these numbers? White Board (Yes) Begin working the problem with the Markers students tell you what to do. 15 Do another problem with the class and go over the four steps. 1) Add the ones. (Check for regrouping) 2) Add the tens. (Check for regrouping) 3) Add the hundreds. (Check for regrouping) 4) Add the thousands.

Guided Students will complete the 10 problems that Practice are written up on the board. They will break up into pairs after everyone has completed the problems. Each pair will discuss what they White board struggled with and check each others answers. Markers 16 I will break them up in pairs, putting the advanced students with the ones that need the extra help.

Independent Students will work on a worksheet. They Practice complete odd problems in class and the even ones Worksheets (18 copies) 8 they will take home for homework.

Closure Do one review problem with the class to wrap things up and to be sure they understand how to complete their homework. White Board 5 Tomorrow we will be using math to solve problems. Name: ______Date: ______

Find each sum.

1. 3,838 2. 4,025 +2,165 +3,082

3. 1,345 4. 5,380 +3,223 +1,046

5. 3,103 6. 1,709 +1,903 +3,402

7. 3,834 8. 5,678 +2,788 +4,322 Class/Subject: Mathematics Day: Seven

Objective: Students will be able to decide what methods to use to solve problems. They will get 4 out of 5 problems correct on their worksheet. (1.06)

Lesson Description of Setting, Phraseology, Necessary Component and Activities Materials & Time Supplies Focus and Review over the homework problems from Review yesterday. Homework 6

Statement of Today we are going to learn which method Objectives would be the best to use to solve certain problems. None 1 Teacher Get students to explain to me how to use a Input calculator to add. As a class we will solve the following problem by using mental math, paper & pencil, or a calculator. (Write these three methods on the board.) Elena’s father is a wildlife photographer. He flew to Hawaii to take photos of Nene, Hawaii’s state bird. He took White board 200 photos in Hawaii Volcanoes National Park and 336 photos in Haleakala National Park. Markers Elena’s father flew 596 miles from Washington, D.C. to Overhead projector 15 Chicago, and another 4,256 miles to Honolulu. Transparency with Ask the students which method of addition the two would be good to use in order to add up how many problems pictures Elena’s father took? Which would be best written out. to use to add how many miles he traveled? Let the students try both problems then do them as a class.

Guided Let the students break off into three groups. The Practice three groups will work on the problems that are written on the board. They have to secretly, without letting another group know, figure out which method would be best to use to solve the addition White Board problems. The class will come back together and Markers 12 discuss what every one decided and why they chose that method.

Independent The students will work on problems by Practice themselves. Five problems written on a Overhead projector 8 transparency. Transparency with five problems Closure Ask the students if they can name the three different methods of solving a problem. NO HOMEWORK!!!!! None 2 Tomorrow we will be working with estimating again. Class/Subject: Mathematics Day: Eight

Objective: The students will have to decide what the problem needs, an estimate or an exact answer. They will show their understanding by writing two word problems asking for an estimate and an exact answer. (1.02, 1.06)

Lesson Description of Setting, Phraseology, Necessary Component and Activities Materials & Supplies Time Focus and What are the three methods to solve Review problems? None 3

Statement of Today you are going to learn how to decide Objectives whether a problem needs an exact answer or an None 1 estimate.

Teacher Write this problem on the board. Input ~The weights of adult males and adult females of some animals are different. For example, the female lion weighs 338 pounds. The male lion weighs 157 pounds more than the female lion. ~ White board This does not ask a question. There are Markers different ways you can use this information. If 10 you wanted to know how many pounds the male lion weighs would you find an exact answer or an estimate? If you wanted to know about how much he weighs what would you do? What do you have to do to find the estimate?

Guided Students will break into pairs. Each will get Practice a chance to go to the computer and write 2 short problems like the one we did as a class, in Microsoft Word. (Directions are written on the board.) The pairs that are waiting their turn will Three computers with be writing their two problems on paper and will Microsoft Word transfer it when they get to the computer. White Board 25 Each pair will print off two copies of their Markers paragraph when they are finished. (The ones done first can read a book while they are waiting for the rest to finish.)

Independent Each student will go back to his/her own seat Practice and I will pass out the problems the students wrote. Every student has to complete the two Print outs from groups 8 problems alone.

Closure Review with the students when it is good to estimate and when a problem needs an exact None 3 answer. NO HOMEWORK! Review tomorrow for the test. Class/Subject: Mathematics Day: Nine

Objective: Students will be very familiar with the material in this unit and will practice enough to make at least a 90 on the test tomorrow.

Lesson Description of Setting, Phraseology, Necessary Component and Activities Materials & Supplies Time Focus and Pass out the review sheet for the test Review tomorrow. Give students time to look over it. Review Sheet 6

Statement of Today we are going to be practice the Objectives material we have studied in this unit so you None 1 can make a good grade on tomorrows test.

Teacher If you have any questions about the review Input sheet this is the time to ask. If you do not understand something we will go over it with None 8 the whole class.

Guided Students will be able to work on their Practice review sheet. (Practice problems for all the things studied in this unit.) Students will take turns doing practice 30 problems on the computer software. (“I Love Three Computers with Math Learning Power Pack” from Darling the math software on Kindersley Limited) If they finish their it. problems they will get a 100 quiz grade. I will walk around the room helping the students and answering their questions. Closure Does anyone have anymore questions about what will be on the exam? None 5 Tomorrow we will be having the test so do not forget to study tonight. Review Questions for Test

Name: ______Date: ______

Choose the best term to complete each sentence.

1. If you group the addends so they are easier to add, you are using the - ______.

2. When you add 0 and 3 you use the ______.

3. When you do not need to the exact answer, you can ______.

Word Bank regroup estimate Associative Property Zero Property

Estimate each sum.

4. 37 + 42 5. 45 + 38 6. 843 + 486

7. 79 + 38 8. 158 + 347 9. 2,158 + 4,591 Class/Subject: Mathematics Day: Ten

Objective: Students will be taking a written test, showing me that they can add four digit numbers, regroup, estimate, and solve problems.

Lesson Description of Setting, Phraseology, Necessary Component and Activities Materials & Supplies Time Focus and Review over the problems the students did Review for homework and answer any questions they Homework 6 may have before the test is given.

Statement of Today you will be taking a test on this math Objectives unit. This will show me that you know how to None 1 add, regroup, estimate, and solve problems.

Teacher Explain the format of the test. Read the Input directions with the students to make sure they understand what they are supposed to do. Test Papers (18 copies) 6 Remind them to keep their eyes on their own paper.

Independent Students take the test. When they finish I Practice will pick up their papers from their desk and Same 35 they can get out their book and read till time is up.

Closure Take up remaining papers. None 2 Math Test

Name: ______Date: ______

Add these problems and beside the answer write if you used the Zero, or Associative Property to solve the problem.

1. (3 + 7) + 6

2. 4 + 0 + 8

Round each number to the greatest place. Then add.

3. 21 4. 309 5. 628 +49 +258 +115

Find each sum.

6. 128 7. 284 8. 5,413 +335 +337 +2,659

9. 15 + 38 + 72 10. 6,487 + 1,357

Add. Choose mental math, paper and pencil, or calculator. Explain your choice.

11. 5,555 ______+3,333 ______