Student Teacher: Ian Sawyer Date: 3.15.

2017

Subject: Math Lesson Topic: Missing values

Grade: 3rd Length of class: 50 min

Learning Objective (performance, conditions, criterion): To help students understand how

addition and subtraction are related

Student Friendly Objective: Work through addition and subtraction problems that are related
and understand the relationships.

State Core Standard Alignment: Number and Operations in Base Ten Standard 3.NDT.2

Core and Supplemental Materials:

Teacher Materials: Whiteboard and markers, Student Materials: Small whiteboards and
Teacher text book, markers, Math work books and journals
Block manipulatives

Context for Learning:

Organization of the Small group
students (e.g., small
groups, whole group,
partners)
Pre-Lesson Assessment Previous lessons
Data
IEP Goal Links Will add and subtract numbers within 200 by finding missing totals
(Also describe individual and missing addends with 80% accuracy.
student modifications &
accommodations)

Pre-Instructional Set: (Approximately 3 minutes)

Gain students attention Today were going to learn about the relationships #/minutes
(Activity and Script) between addition and subtraction, and how we can find
missing addends and sums through that relationship. (30 seconds
to 1 minute)
Inform students of This will help you understand addition and subtraction on #/minutes
learning objective(s) another level.
(30 seconds
to 1 minute)
This is important to Because it helps solidify addition and subtraction from #/minutes
know because abstract ideas to concrete understanding.
(Informed instruction) (30 seconds
to 1 minute)

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to Math warm ups #/minutes
review, if applicable -three-digit addition and subtraction problems, students
answer on their whiteboards. (2 to 5
minutes)
Review of prior Math warm ups #/minutes
knowledge, if
applicable (2 to 5
minutes)

Vocabulary to pre- Addends and Sum (or total) #/minutes

teach, if applicable
(2 to 5
minutes)

Instruction: (Approximately 20 to 40 minutes depending on length of class)

Explicit Modeling of Lets look at this math mountain. #/minutes
Skill (what cognitive The top of our math mountain is our Sum (or total).
steps should the The sum is made up of multiple pieces which are our
students be using to Addends.
successfully perform Here is the addition problem we just did. (Sum on top, to
the skill?) lines down to the addends)
(10 to 15
(I DO IT) If we only had the Sum and one Addend, how could we minutes)
find the answer?
I model how we find the answers with: Two addends, with
one addend and the sum
Guided Practice Here is another equation (student will write their own
(WE DO IT) answers on their whiteboards)
Here we have two addends. How do we find the sum?
Here we have an addend and a sum. How do we find the
other addend?
Here we have another an addend and a sum. How do we
find the other addend? #/minutes
Strategies to check for Look at the answers on their whiteboards.
(5 to 25
understanding minutes)

Independent Practice Now Im going to have you practice these skills with a
(YOU DO IT) mix of addition and subtraction problems, and some word
problems where you must decide if we need addition or
subtraction.
I want you to draw math mountings with each equation.
P. 247
If needed, how will you address re-teaching of specific skills:

Assessment:
Concrete and tangible Review students work in math journals
assessment to know
whether students have
met learning objective

Closure: (1 5 minutes)
Organization/transition Lets review. #/minutes
routines (e.g., put Go over math mountains on the whiteboard as a group and
assignments in folders, ask students for how to find addends and sums.
prepare for bell,
transition to next (1 5
lesson/activity minutes)