Laura Herrick June 4 2008 Lesson Plan Title Over or Under Key Concept s in this lesson Estimation addition subtraction Grade Level 3rd Section 1 WHAT YOU WANT STUDENTS TO KNOW BE ABLE TO DO OR FEEL UNDERSTAND Standards addressed EALRs GLEs EALR 1 The student understands and applies the concepts and procedures of mathematics Component 1 1 Understand and apply concepts and procedures from number sense Grade Level Expectation 1 1 8 Understand and apply estimation strategies involving addition and subtraction of whole numbers to predict or determine the reasonableness of answers in situations Lesson Goals For students to use estimation skills to do excercises related to addition and subtraction of 2 to 3 digit numbers Specific Objectives Given an activity where students estimate the answer of addition and subtraction problems as being over or under a specific number students will be able to understand and apply estimation strategies involving addition and subtraction of whole numbers to predict or determine the reasonableness of answers in situations Primary Learning Targets Circle Appropriate Targets Be sure learning activities are congruent with targets chosen a Knowledge d Create a Product e Dispositions b Reasoning Proficiency c Performance Skill Section 2 HOW WILL YOU KNOW THAT THE LEARNING TARGETS WERE MET Preassessments Align with EALR s and GLE s You want to find out where they are on your learning targets Attach instruments if appropriate Formative Assessments How are your students progressing toward goals Attach instruments if appropriate The problems that the students wrote out and their explanations Section 3 HOW WILL YOU HELP YOUR STUDENTS MEET THE LEARNING TARGETS Scripted guiding questions that you will ask your students You may want to include some possible answers you might get You certainly want to be prepared to respond to a variety of answers Room Arrangement Students work at desks in pods of four desks Six groups of four for a total of 24 students Materials Needed Document camera with overhead projector paper pencils and pictures of different store items milk cereal oranges shoes hat and shirt with prices next to each item 3 gallons of milk for 2 50 each under or over 5 00 2 boxes of cereal for 2 30 each under or over 4 00 5 oranges at 35 an orange under or over 2 00 shoes for 25 a hat for 7 and a shirt for 10 under or over 50 At the back table will be twenty four 5X7 cards that have 5 problems each such as Is 37 75 over under 100 712 458 over under 300 40 65 over under 200 987 636 over under 400 10 x 25 over under 300 Accommodations For Special Needs e g ELL 504 ADA Students who need support with estimation addition and subtraction will work with the teacher at a separate table The teacher will work with these students as well as scan the room to see if other students need assistance The teacher will periodically walk around the room to check in with other groups Manipulatives will be used of pictures of items and problems will focus on items over or under 1 2 or 3 then students will move on to the more challenging problems Activities Label each step in the process Activating Prior Knowledge Disequilibration Elaboration Crystallization Time 5 minutes Time 20 minutes Time 10 minutes What Teacher Does What Students Do Introductory Activity Activating Prior Knowledge If you have 20 to spend do you have over or under the amount to buy two bags of chips that are 5 each and a bag of cookies that are 3 00 Give students time to respond and ask them how they figured out their answer When you say that the answer is over under 3 00 you are estimating rather than giving the exact answer An estimation is based on looking closely at the problem and predicting a solution based on the information that you have I would like some volunteers to come up with their own word problem Choose three or four students one at a time to come up with their own over under word problem Stands in front of the class and asks the question as well as has the question displayed on overhead and writes down students answers and explanations as well as their word problems on a piece of paper Students answer the question and explain the answer and come up with a word problem Now I want you to work together with the person you are sitting next to Take out a clean piece of paper put your name and the date on it The teacher has a clean piece of paper on the overhead and puts her name and the date on it and models how to write out the problem and an explanation for the estimate Each of you answer the questions related to buying the items pictured on this paper that you see on the overhead Talk together about why you answered the way you did Remember that when you work in pairs you are respectful of each other s ideas and everyone s idea is important and each of you has something important to contribute to solving these problems When you get done with the problems on the overhead come to the back table and pick 4 cards with additional problems to work on Explain your answer to these as well and talk about your answer with your partner Now let s have a whole group discussion about the answers that you came up with and the reason for your answer Students are taking out a piece of paper and writing the problem down and working together to solve the problem and explain their answer The students that need additional help are told by the teacher to come to the back table and work with her Students take turns sharing their answers and reasons with at least one person from each pair sharing the answer and explaining how they got it Time All students are encouraged to share their ideas by being asked if they agree with students that have shared their answer and if not why and if they do agree do they have a different explanation for their answer Closure Plan consider including reinforcement of learning affirmations glimpse at tomorrow bridge Teacher asks students what they learned today about estimating Why they think estimation is a useful skill Students may answer that when you go shopping for groceries you have an idea of how much you can spend based on the amount of money that you have Evidence Task for Positive Impact on Student Learning The evidence could be a comparison between the students pre assessments and summative assessments You should make that comparison as the teacher but also need to begin to ask students to reflect on what and how they learned those metacognitive questions by teaching self
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