David Boulton

EDC 291
Formal Lesson Plan #2
Subject: Mathematics
Grade: Third
Topic: Numbers in base-ten
Content Standard:
AZCCRS 3.NBT.1 Use place value understanding and properties of operations
to perform multi-digit arithmetic
Objective:
SWBAT complete successfully a review and mid-unit assessment on base-ten,
place-value, and standard- and expanded-notation.
Anticipatory set:
Decompose content objective. Ask students to define key terms: base-ten,
place-value, and standard form. State that we will now practice all of these
skills in a short introductory activity.
Teaching Input:
Warm-up activity: ask students to draw base-ten blocks representing the
number 100; guide students step-by-step in adding 20, adding four more,
writing the new number in standard form (124), writing in expanded notation
(100+20+4). State that students will be reviewing the unit to date by playing
a base-ten Scoot game.
Teaching - Modeling:
Teacher will model the first rotation of the Scoot game. Explain that each
desk has a base-ten task card; students will each have a game board on
which to record the value of each task card in standard form; they will rotate
from table to table when the instruction scoot is given. Teacher
demonstrates.
Later, teacher previews mid-unit assessment, drawing attention to
helpful strategies and their connection to warm-up activity and Scoot game.
Check for Understanding:
Formal assessment of learning is administered during this lesson. During
warm-up and Scoot game portion, teacher checks for understanding
informally by circulating during activities. During warm-up white-board

activity, teacher asks students to demonstrate (by show of 1-4 fingers) their
level of comfort with the task.
Guided Practice:
Modeled rotation of Scoot game is followed by a guided rotation. Here, the
teacher checks for understanding of the game mechanics (and learning) in a
non-timed example (other rotations to be 30 seconds, with timer)
Closure:
With reference to the Scoot activity, students decompose the content
objective again. Teacher asks which parts of the activity match each portion
of assessed learning. Preview assessment on projector.
Independent practice:
Mid-unit assessment is completed in-class by all students.
Assessment:
Formally, the mid-unit assessment provides data on level of student mastery
and opportunities for re-teaching or reinforcement during subsequent
lessons.
Differentiation:
Students completing the assessment early may proceed with self-paced
MobyMax online math lessons, supplementing in-class learning. Checks for
understanding provide multiple opportunities to reach any struggling
students. This class is already a stratified grouping from third grade (and
other) classes.
Twenty-first century learning:
Multiple opportunities for communication in whole-class and partner work.
Varied activities for cognitively diverse students. Marginal use of technology
(document camera; classroom management through Class Dojo; online
stopwatch).
Materials and supplementary documents:
Attached with this lesson plan are:
- Scoot game instructions, task cards, and recording sheet
(modified from Teachers-Pay-Teachers resource)
- Mid-unit assessment (self-designed)