LESSON PLAN TEMPLATE Desiree Solso TITLE Compatable Pairs CONTENT AREAS What areas of mathematics does this lesson cover Searching for a pair of numbers to create a whole number GRADE LEVEL Third Grade KEY CONCEPTS Manipulating numbers in order to create the whole number ROOM ARRANGEMENT Small groups of four students arranged in a u shape around the room MATERIALS NEEDED A set of cards with compatable pair searches on them Each group of four will need Two cards of using fives to make 50 Two cards of numbers that make 1000 Two cards of numbers that make 50 Two cards of numbers that make 500 Scratch paper Pencil Eraser Colored pencils EALRs and GLEs Make the connections clear and specific 1 1 1 The student understands and applies the concepts and procedures of mathematics Understand and apply concepts and procedures from number sense Understand the concept and symbolic representation of whole numbers to at least 10 000 Learning Goals What do you expect students to learn and be able to do from this lesson Given work with partner on finding pairs of numbers that match students will be able to construct their own card of pairs that makes 100 PROCEDURES Label each step in the process Activating Prior Knowledge Disequilibration Elaboration Crystallization Introduction Preassessment Do some activity to see what your students know Tie it to EALRs GLEs As a whole group that class will work together to find pairs to make 1000 by 5 s a different version than the one used during pair groups The whole class will complete this three times with different numbers Activity Include formative assessments as appropriate Imagine that you were writing this for a substitute to teach Be detailed and specific Include specific questions you will ask students and some of the answers you would expect from them Include some other teacher talk In pairs student will work with their shoulder partner to determine the pairs of numbers on the cards add up to the whole number They will start with the using 5 s to make 50 make 1000 make 50 and make 500 They will use different colors of colored pencils to circle the pairs using a different color for each pair Teacher Talk You will be getting a set of four cards similar to the ones we have just be using on the overhead With your shoulder partner you will work together to decide which two numbers adds up to the desired number For each different pair you will use a different color of colored pencil so I can see your thinking I want you to complete this without using a calculator You can use a pencil and scrap paper to check your answers before you circle them When working with your partner I want you to be sure to make sure to listen to each other and make sure each member of the group contributes to the answer Closure After students are finished working with their shoulder partner student will create their own cards using 8 number and creating pairs that makes 100 Teacher Talk Know that you have had practice working with your shoulder partner on how to find pairs to make up the whole number I now want you to individually create your own card using pairs to make 100 I want there to be at least 8 numbers on the sheet and no more 12 POST ASSESSMENT Make direct links to learning goals EALRs and GLEs EALR GLE Beginning Developing Proficient Student is able to Student is able to The student is able 1 1 1 The student understands and applies the concepts and procedures of mathematics Understand and apply concepts and procedures from number sense Understand the concept and symbolic representation of whole numbers to at least 10 000 construct their card of pairs However there are two or more errors in their mathematical calculations so that the pairs do not add up to the desired 100 construct their number card and there is only one error in their mathematical calculations to construct their number card in a proficient manner and all of the pairs match up to 100 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 evaluation tools and routines TEACHER REFLECTION What went well what would you do differently what advice would you give to someone who wanted to use this lesson ANNOTATED WEB RESOURCES Elementary and Middle School Mathematics 6th Edition by John A Van De Walle
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