Lesson Plan Template ED 3504 Group Lesson

Assessment
Topic

Grade 3 Mental Math - 50 min

12students

Name

Mr. Toth

LEARNING OUTCOMES
General Outcome
Develop number sense.
Specific Outcome 10
Apply mental mathematics strategies, such as:
- counting on
- one more, one less
for basic addition facts and related subtraction facts to eighteen.
Students will:
1. Demonstrate ability to add single digit numbers using Counting On Doubles Plus One and
Doubles Minus One techniques.
2. Demonstrate ability to select one of the three aforementioned strategies to mentally solve
single digit math problems.

ASSESSMENTS
Observations:

(1,2) Comments in multiple class discussions.

(2) What mental math strategy did you use to solve the question?
Products/Performan (1, 2) Submitted answers on work paper.
Key Questions:
ces:

LEARNING RESOURCES CONSULTED

Maximizing Math Chapter 3 Mental Math

MATERIALS AND EQUIPMENT

Name Sticks
6 -10 sided dice
Notebook Slides
Questions Sheet

PROCEDURE
Assessment of
Prior Knowledge

Adding Doubles Game

To start off our day we are going to play a quick game.
You will be split into partners. You and the person sitting
across from you.
Each partnership will be given a 10-sided die.
You will roll the die then whatever number appears you will
practice adding that number with itself.
For example I will roll my die.
I rolled a 7 so I will quickly add 7+7 in my head which equals
14
I will roll again I rolled a 3, 3+3 =6.
QUESTION: Do the instructions for the game make sense?
QUESTION: Are there any questions on how to do that part of
the game?
Answer questions and explain if necessary.
At first we will take turns in your pairs.
So for example: Tracy will roll the dice, then Tracy will give
the answer then James will roll the dice and James will
answer.
QUESTION: Any Questions?
Before we play I want to talk about the volume of our class
while we are playing this game.
QUESTION: Since we are playing a game what do you think is
going to happen to the volume in this class?
QUESTION: What should we try to do with the volume in this
class?

Adapted from a template created by Dr. K. Roscoe

2-4min

Lesson Plan Template ED 3504 Group Lesson

Assessments/
Differentiation
Prior to lesson

Attention Grabber

Advance
Organizer/Agenda

Transition to Body

QUESTION: Why should we be especially quiet in this

particular space?
Emphasize that we are right next to the office.
QUESTION: Do you think that we can keep the volume down?
Explain that if I say freeze at any point in the lesson all
students must immediately stop what they are doing and
look at me.
Hand dice out to each pair and allow them to begin.
Walk around the room listening in on pairs to get a feel for
the class ability to add doubles.
If they are all able to do it with ease.
Call attention and Freeze class.
Explain that they will now compete with their partner to see
who can call out the answer fastest.
The partner who calls out the answer first gets to roll the die
again.
Reiterate the importance of being quiet.
Allow them to play.
Give a couple of reminders but if it gets too noisy wrap it up.
Take the dice in.
Question for understanding.
Observe students abilities to mentally add doubles.
Oral and kinesthetic skills used in activity.
Ask students go get out their math journals and write the
date at the top
Set up projector.
Prepare whiteboard and markers.
Introduction
QUESTION: Ask the students if they know what Mental
Math means.
Take one response, and discuss with the class that mental
math is doing math without pencils paper, calculators, or
other tools.
Tell the class that today we are going to be working on
mental math addition.
QUESTION: Ask why metal math would be important?
Take 2-3 responses.
Explain that math is everywhere, when we are in the grocery
story, when we are playing sports, when we are farming, but
we dont always have tools like pencils paper or calculators
with us when we are in these situations so being able to use
mental math will help us in everyday experiences.
Tell students that each day in math class from now on I
would like to start by hearing of a time when some in our
class used math in a everyday experience outside of school.
Give and example of myself calculating the gas in my tank
and how much I would have by the time I get home.
Practice Adding doubles with a game.
Discuss what mental math is.
Learn 3 strategies for mental addition.
Practice mental math with dots.
Practice mental math with digits.
Practice using mental math in the classroom (if time allows).
Write the words mental math on the board.

Adapted from a template created by Dr. K. Roscoe

Time

3-5 min

30sec

Learning Activity
#1

Lesson Plan Template ED 3504 Group Lesson

Ask each student to turn to the second section of their Math
Journals and write Mental Math on the next blank line.
Body
Time
10-15min
Mental Math Addition Strategies with Dots
Explain that I will be showing sets of dots on the board
using the projector.
Tell students to add the dots in their head.
When you have the answer please whisper blow it into your
hand (display this by cupping hand).
When I ask you to please let that answer go and tell me
what it is.
Demonstrate how this is to be done
o Display the 3 + 2 equation on the board
o Look at if for a little bit
o Say, Now I have my answer.
o Whisper it into my hand.
o Explain that it is held at chest level so that teacher
can see that I am done.
o QUESTION: Ask students if they think that I should
talk now.
o QUESTION: Ask students if they think that I should
share my answer with my neighbor.
o QUESTION: Ask students what they think that they
should do once they have their answer?
o Have brief discussion about proper conduct while
waiting for each student to think of the answer.
Introduce Strategy 1
Display dot Question 1 on the board.
Wait for all students to have an answer in their hand.
Call on one student to give their answer.
If the answer is incorrect, review how they calculated the
answer and help them understand where they went wrong
and help them find the correct answer.
Once a correct answer is reached either initially or through
conversation discuss how the answer was reached by asking
the student to explain the method they used to come to the
correct answer.
Identify the technique as one of the three that we will be
discussing in class today, Counting On, Doubles Plus One,
and Doubles Minus One.
Using the notebook show how this technique works visually
and discuss it with the class.
Write the name of the technique on the board and give a
brief definition of the technique.
Ask students to write the name of the technique in their
math journals under the heading mental math
Ask each student to come up with their own definition of the
strategy.
If this seems difficult for the students, call back class
attention to the front and run through the parts of the
definition with them and write a class generated definition
on the whiteboard. They could also try doing this with a
group.
QUESTION: If definitions were individually written ask two or
three students to share their definitions by pulling sticks.
Introduce Strategy 2

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3504 Group Lesson

Assessments/
Differentiation:

Learning Activity
#2

QUESTION: Ask if there was a student who came to the same

answer in a different way?
Allow one response.
Using the notebook show how this technique works visually
and discuss it with the class.
Write the name of the technique on the board and give a
brief definition of the technique.
Ask students to write the name of the technique in their
math journals under the heading mental math.
Ask each student to come up with their own definition of the
strategy.
If this seems difficult for the students call back class
attention to the front and run through with them the parts of
the definition and write a class generated definition on the
whiteboard.
Introduce Strategy 3
Repeat this procedure one more time for the last strategy.
Application Explanation
Once all three strategies have been discussed verbally and
recorded in their journals explain to the students that all
three techniques of mental addition are correct and
acceptable ways to mentally add and come to an answer.
Questions for understanding.
Topics were verbally discussed, written in journals and
presented on the board using dots on the board to convey
the same information orally, in writing and visually.
Practice Using and Identifying Strategies with Dots
Explain that I will show more questions using the dots and I
would like them to keep their answers in their hand again,
but this time be prepared to tell me the answer and which of
the three techniques they used to get their answer.
QUESTION: Ask the students by a show of hands what are
the two things that they will whisper into their hand.
Call on one to repeat what will be whispered.
Display Question 2 from dot presentation on the Board
Allow time for all students to whisper and answer in their
hands.
Call on 2-3 Students to answer using the name sticks.
Discuss briefly how each student reached their answer using
the strategies.
Display Question 3 from dot presentation on the board.
Allow time for students to answer.
Call on 2-3 Students to answer using the name sticks.
Once one student has answered ask the class.
QUESTION: By a show of hands who used the same strategy
as _______?
Count mentally how many students raise their hand and
observe who raised their hand.
QUESTION: Ask who used another strategy?
QUESTION: Which one did you use?
QUESTION: By a show of hands who used the same strategy
as _______?
Count mentally how many students raise their hand and
observe who raised their hand.
QUESTION: Ask who used the last strategy we talked about

Adapted from a template created by Dr. K. Roscoe

10-15min

Lesson Plan Template ED 3504 Group Lesson

today?
QUESTION: By a show of hands who used the same strategy
as _______?
Count mentally how many students raise their hand and
observe who raised their hand
If there are any students who did not raise their hand for any
of the three take a mental note of who they are/ it is.
Display Question 4 from dot presentation on the board
While students are working go to one of the students who
did not raise their hand and ask them to walk me through
the strategy they are using to find the answer.
Identify if there is any misunderstanding and help student
work understand through re-explaining.
Call on the student you just worked with and 1-2 other
students to answer using the name sticks.
Once one student has answered ask the class.
QUESTION: By a show of hands who used the same strategy
as _______?
Count mentally how many students raise their hand and
observe who raised their hand.
Continue process until you are confident that all students
understand how to use all three strategies discussed for mental
addition.
QUESTION: Ask if anyone has a favorite strategy to use.
QUESTION Ask why that student likes that strategy.
Take at least 3 responses.
Questions for understanding.
Topics were verbally discussed, and presented on the board
using dots on the board to convey the same information
orally, and visually.
Practice Using and Identifying Strategies with digits
Turn off Projector and ask one student to turn the light back on.
Explain to the students that now we will practice using the
same technics without the dots.
Write Question 1 from question sheet on the board.
Ask students to whisper the answer into their hand.
Allow time for students to whisper answer.
Call on 2-3 Students to answer using the name sticks.
Ask each student who answers to explain the strategy they
used.
Repeat procedure with additional questions until all students
seem comfortable with mental addition using digits.
Tell students that I will now write some questions on the
board for them to answer individually.
Board Work Practice
Tell students that while I would like them to get out a piece
of work paper and write their name and the date on on the
top of the page and number 1-9 down the left hand side.
Tell the students I would like them to write the answer for
each mental math question down without using drawings or
dot math, and I would also like them to indicate which
strategy they used to get their answer.
Explain that they may use abbreviations for the strategies
o Counting On - CO
o Doubles Plus One - D+1
o Doubles Minus One D-1

Assessments/
Differentiation

Learning Activity
#3

Adapted from a template created by Dr. K. Roscoe

10-15

Lesson Plan Template ED 3504 Group Lesson

Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:

Ask students to please put their pencils down and sit quietly
when they are done.
Write question 1-9 on the board from the question sheet:
Allow time for all students to complete their work.
Observe class as they write, if any students are struggling
talk to them personally, ensure instructions are clear and
help them walk through how to solve the question
themselves.
When all students are completed ask students to self mark
their work
Use a Check mark for correct and a circle for incorrect.
Explain that there is no right answer for what strategy they
used, but there is a right answer for the addition question.
Review answers by indicating the question number then
calling on a volunteer to share their answer.
Once the volunteer has shared their answer discuss it with
the class and decide if is correct of incorrect and why.
If there are any difficult questions solve them on the board
with class discussion.
Have each student write their mark at the top of the page by
their name and hand them to me.
Closure
QUESTION: Ask students if they feel comfortable with using
the 3 strategies discussed for mental addition?
QUESTION: Ask students if they have any questions about
mental math or mental addition strategies. If they are
lengthy let the students know you will write them down and
address them next class.
Thank students for participation.
Remind students to think of a time in their day outside of
school where they used math and encourage them to be
willing to share it before our next math lesson.
Next class we will learn two more strategies for mental
addition and two strategies for mental subtraction.
Ask students to clean up and prepare for their next class.
The numerical answers from the questions they did in class
will be reviewed to help understand the students ability to
perform one digit mental addition.
The strategies mentioned will be reviewed to assess what
strategies are being used by which students, if multiple
strategies are being used by individual students, and if
multiple strategies are being used by the entire class.
This information will dictate whether strategies need to be
readdressed next class or if we can move on.
Closure

Mentioned in above assessment/differentiation.

Ask students if they feel comfortable with using the 3

strategies discussed for mental addition.
Thank students for participation.
Remind students to think of a time in their day outside of
school where they used math and encourage them to be
willing to share it before our next math lesson.
Next class we will learn one more strategy for mental
addition and two strategies for mental subtraction.

Feedback To
Students

Transition To Next
Lesson

Adapted from a template created by Dr. K. Roscoe

Time

Lesson Plan Template ED 3504 Group Lesson

Sponge
Activity/Activities

Use students in the room to do mental math.

There are 4 girls at table 1 and 3 girls at table 2. How many girls are
there in all?
Who here likes hunting?
There are 6 students at table 1 who like hunting and 5 at table 2. How
many in total?
If more time remains have students write what they learned today in
their math journals.
Move on to making 10 strategy.
things that went well

Reflection

3 things I would change

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3504 Group Lesson

Assessment
Topic

Grade 3 Mental Math - 50 min

12students

Name

Mr. Toth

LEARNING OUTCOMES
General Outcome
Develop number sense
Specific Outcome 10
Apply mental mathematics strategies, such as:
- using doubles
- making 10
- one more, one less
- thinking addition for subtraction
for basic addition facts and related subtraction facts to eighteen.

LEARNING OBJECTIVES
Students will:
3. Demonstrate ability to add single digit numbers using Counting On Doubles Plus One and
Doubles Minus One and Thinking Addition for Subtraction techniques.
4. Demonstrate ability to select one of the three aforementioned strategies to mentally solve
single digit math problems.

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

(1,2) Comments in multiple class discussions

(2) What mental math strategy did you use to solve the question?
(1, 2) Submitted answers on work paper

LEARNING RESOURCES CONSULTED

Maximizing Math Chapter 3 Mental Math

MATERIALS AND EQUIPMENT

Name Sticks
6 -10 sided dice
Notebook Slides
Questions Sheet

PROCEDURE
Prior to lesson

Attention Grabber

Assessment of
Prior Knowledge

Ask students go get out their Math journals and write the
date at the top
Set up projector
Prepare whiteboard and markers
Math Application Question
QUESTION: By raise of hand who was able to see how math
is used in everyday life outside of school?
If students are having trouble coming up with ideas give
them and example from my life or ask TA to share an
example.
Take 3 or 4 responses.
Have brief discussion on each response relating how what
we learn in class, particularly mental math, has application
to everyday experiences.
Commend students who thought of practical math
applications.
Review from last Class
QUESTION: Ask students who can remember 1 of the 3
strategies for mental math addition that we talked about
yesterday?
Take responses from students until they are able to recall the
three strategies.
If students need additional help recalling the strategies tell

Adapted from a template created by Dr. K. Roscoe

5-7min

2-4min

Advance
Organizer/Agenda

Attention Grabber/
Assessment of
Prior Knowledge

Lesson Plan Template ED 3504 Group Lesson

them to refer to their Math Journals.
Direct students attention to the board and ask them to
mentally do the following three questions using different
strategies for each.
Ask them to record the question number, their answers and
one of the strategies for each question (use each strategies
only once).
o 1. 9+8
o 2. 3+11
o 3. 4+5
Allow time for students to complete the questions.
Ask for volunteers to give their answers and rational for each
question.
Discuss why they chose the strategy they did and consider
as a class if it was the best strategy to use.
Introduction
Time
Explain our plan for the day:
Play Dice Game to find digits that add up to 10
Making 10 Addition Strategy
Counting Back Subtraction strategy
Adding to subtract
Journal
Practice Strategies learned today
Explain Friends of Ten
3-5 min
Before we get into the new strategy we will practice finding
friends of ten
QUESTION: Ask if any students have heard of friends of ten
before, maybe in grade 2?
If a student has allow the student to explain what friends of
ten means to the class.
If no one has heard of it before explain that friends of ten are
two digits that when added together equal ten.
Explain that we are going to play another quick dice game to
review the digits that equal ten when added together.
Explain that in previous grades we may have called them
friends of ten but in grade three we will just refer to them as
two addends that equal ten.
Game Explanations
Students will be separated into pairs the one sitting across
from them at the table
Each pair will be given a die.
They will take turns rolling the die.
The student who rolled the die will look at the digit shown,
then call out the digit that must be added to the digit that
we represented on the die to equal ten.
It is the job of the player who is not rolling the die to ensure
that they call out the correct digit.
The next player will then have a turn.
Demonstrate how this is to be done.
Remind class about the discussion we had the day before
about volume.
QUESTION: Ask why we have to be quite.
QUESTION Ask if as a class we can do it.
Comment on the volume and Freeze from the day before
when playing the dice game. If the students know if the

Adapted from a template created by Dr. K. Roscoe

Transition to Body
Learning Activity
#1

Lesson Plan Template ED 3504 Group Lesson

volume level and Freeze response the day before was
appropriate, commend good behavior or suggest
adjustments if necessary.
Play adding to 10 Game
Allow students to play game.
Walk around the room listening in on pairs to get a feel for
their understanding, the students identify addends that
equal 10.
Call attention and Freeze class.
Explain that they will now compete with their partner to see
who can call out the answer fastest
The partner who calls out the answer first gets to roll the die
again.
Reiterate the importance of being quiet.
Allow them to play.
Give a couple of reminders but if it gets too noisy wrap it up.
Take the dice in.
Ask Students to get out their Math Journals and write the date
30sec
Ask student to turn off lights
Body
Time
Making 10 With Dots
10-15min
Explain that I will be Showing sets of dots on the board
using the projector like I had the day before
Display dot Question 1 on the board
9+4
Using the notebook show how this technique works visually.
Do this by taking one dot away from the group of four and
adding it to the group of 9.
QUESTION: Ask students how many dots are now in the first
group-10.
QUESTION: Ask students how many dots are now in the
second Group-3
Write 10 under the first group and 3 under the second and
write a + in the middle, explain that the question has now
become 10 + 3
QUESTION: Ask students what 10+3 is write answer on the
board
QUESTION: Ask students what is easier to answer mentally
9+4 or 10 +3?
Take two or three responses ask students to justify their
answer
QUESTION: Ask if there are any questions.
Explain and clarify as needed.
QUESTION: Ask for all students to close their eyes and cover
them with their hand, ask all students to keep their eyes
closed. Ask those who understand how to do metal math
using the making 10 strategy to put their hands in their lap
and those who are not 100% sure how it is done to put their
hands on their head.
Observe to see what students do not fully understand if they
dont understand reteach using a new example if a few dont
understand have them come to the front and move the dots
on the screen as I walk them through the process in our nest
questions.
Display Question 2
Look to call randomly on a student to come to the front

Adapted from a template created by Dr. K. Roscoe

10

Lesson Plan Template ED 3504 Group Lesson

and walk us through the question.
Repeat procedure with additional questions until entire class
seems comfortable with the strategy with dots.
Making 10 With Digits
Ask Student to turn on lights.
Write the following Question on the board 7+2=
QUESTION: Can I use Making 10 for this Question?
QUESTION: Why not?
Write 7 + 5 on the board
Ask the students to try to do the question in their head on
their own and whisper their answer into their hands as was
explained the day before.
Allow time for students to come up with answers.
Draw a name using sticks and call on that student go give
their answer and how they got it.
Explain to the class how making 10 works with digits.
QUESTION: Ask If there are any Questions
Address and re-explain if necessary.
Continue to practice questions on the board until you are
confident that all students understand how to do Mental Math
using Making 10 when adding.
Continually assess by asking for questions and assessing by
the hands in lap or hand on head technique.
Write the name of the strategy on the board and give an
example of the strategy as a definition.
Ask students to write the name and example of the strategy
in their math journals under the heading mental math.
Questions for understanding.
Anonymous poll (hands in lap hands on head).
Topics where verbally discussed, written in journals and
presented on the board using dots on the board to convey
the same information orally, in writing and visually.
One on One teaching of students who did not fully grasp the
concept the first time.
Counting Back with Dots
Display dot Question 1 on the board
12-5=
Ask students to use their fingers to count backward from
12 five digits explain that this is called counting back.
QUESTION: Ask students by a raise of hands if they have
done this before?
QUESTION: Ask students if they have any questions
about this strategy.
Write the following question on the board 15-6.
Practice counting back as a class.
Continue with more questions if necessary until you feel
the class is comfortable with the strategy.
Answer and explain if necessary.
Write the name of the strategy on the board and give an
example of the strategy as a definition.
Ask students to write the name and example of the
strategy in their math journals under the heading mental
math.
Addition For Subtraction with Dots
Refer again to Question 1 on the board

Assessments/
Differentiation:

Learning Activity
#2

Adapted from a template created by Dr. K. Roscoe

10-15min

11

Lesson Plan Template ED 3504 Group Lesson

12-5=
Explain that there is a way to subtract using addition
Using the notebook show how this technique works visually
Do this by showing a group of 5 dots
Continually add dots in a second group until you get to 12.
QUESTION: Ask students how many dots are now in the
second Group-7
Explain that seven is the answer to 12-5=
QUESTION: Ask if there are any questions
Explain and clarify as needed
Show a couple more examples on the board.
QUESTION: Ask for all students to close their eyes and cover
them with their hand, ask all students not keep their eyes
closed, Ask those who understand how to do metal math
using the Addition for subtraction to put their hands in their
lap and those who are not 100% sure how it is done to put
their hands on their head.
Observe to see what students do not fully understand if they
dont understand reteach using a new example if a few dont
understand have them come to the front and move the dots
on the screen as I walk them through the process in our nest
questions
Display Question 2
Look to call randomly on a student to come to the front
and walk us through the question.
Repeat procedure with additional questions until entire class
seems comfortable with the strategy with dots.
Addition for Subtraction with Digits
Ask Student to turn on lights
Write the following Question on the board 18-4
Ask the students to try to do the question in their head on
their own and whisper their answer into their hands as was
explained the day before.
Allow time for students to come up with answers.
Draw a name using sticks and call on that student go give
their answer and how they got it.
Explain to the class how Addition For Subtraction works.
QUESTION: Ask if there are any questions.
Address and re-explain if necessary.
Continue to practice questions on the board until you are
confident that all students understand how to do Mental Math
using Addition for subtraction.
Continually assess by asking for questions and assessing by
the hands in lap or hand on head technique.
Write the name of the Strategy on the board and give an
example of the strategy as a definition.
Ask students to write the name and example of the strategy
in their math journals under the heading mental math.
Journaling Learning
Ask student to turn to the front of their journals and write a
5-10 sentence entry on one a strategy that they have
learned over the last two days.
Write on the board what they should include in their entry
o Describe one strategy we have learned over the past
two days
o Explain how it works
Adapted from a template created by Dr. K. Roscoe

12

Lesson Plan Template ED 3504 Group Lesson

Assessments/
Differentiation

Learning Activity
#3

o Explain why you like it

QUESTION: Ask students if these instructions are clear
Give examples of what is meant by each point if necessary
Questions for understanding
Anonymous poll (hands in lap hands on head)
Topics where verbally discussed, written in journals and
presented on the board using dots on the board to convey
the same information orally, in writing and visually.
One-on-one teaching of students who did not fully grasp the
concept the first time.
Board Work Practice
Tell students that while I would like them to get out a piece
of work paper and write their name and the date on the top
of the page and number 1-9 down the left hand side.
Tell the students I would like them to write the answer for
each mental math question down without using drawings or
dot math, and I would also like them to indicate which
strategy they used to get their answer
Ask students to please put their pencils down and sit quietly
when they are done.
Write Question 1-9 on the board from the question sheet.
Allow time for all students to complete their work.
Observe class as they write, if any students are struggling
talk to them personally, ensure instructions are clear and
help them walk through how to solve the question
themselves.
When all students are completed ask students to self mark
their work.
Use a check mark for correct and a circle for incorrect.
Explain that there is no right answer for what strategy that
was used, but there is a right answer for the addition
question.
Review answers by indicating the question number then
calling on a volunteer to share their answer.
Once the volunteer has shared their answer discuss it with
the class and decide if is correct of incorrect and why.
If there are any difficult questions solve them on the board
with class discussion.
Have each student write their mark at the top of the page by
their name and hand them to me.
Closure
QUESTION: Ask students if they feel comfortable with using
the 1 strategy used for mental addition and the 2 strategies
discussed for mental subtraction?
Ask students if they are comfortable now with all 6 strategies
we discussed.
QUESTION: Ask students if they have any questions about
mental math or mental addition strategies. If they are
lengthy let the student know you will write them down and
address them next class.
Thank students for participation.
Remind students to think of a time in their day outside of
school where they used math and encourage them to be
willing to share it before our next math lesson.
Next class we will apply all the strategies we have learned
over the last 2 days to a real life situation.

Adapted from a template created by Dr. K. Roscoe

10-15

13

Lesson Plan Template ED 3504 Group Lesson

Assessments/
Differentiation

Ask students to clean up and prepare for their next class.

The answers from the questions they did in class will be
reviewed to help understand the students' ability to perform
mental addition and subtraction.
The strategies mentioned will be reviewed to assess if what
strategies are being used by which students, if multiple
strategies are being used by individual students, and if
multiple strategies are being used by the entire class.
This information will dictate wither strategies need to be
readdressed next class or if we can move on.
Closure

Assessment of
Learning:
Feedback From
Students:

Mentioned in above Assessment/Differentiation

Ask students if they feel comfortable with using the 3

strategies discussed for mental addition.
Thank students for participation.
Remind students to think of a time in their day outside of
school where they used math and encourage them to be
willing to share it before our next math lesson.
Next class we will learn two more strategies for mental
addition and two strategies for mental subtraction.

Feedback To
Students

Transition To Next
Lesson

Time

Sponge
Activity/Activities

Use students in the room to do mental math similar to what had been
done the day before.
Give an example there are 14 pinecones lining the top of the board how
could we use adding to subtract to find out how many would be left if a
gust of wind blew 9 of them down.
Ask students to come with ways.
3 things that went well

Reflection

3 things I would change

Adapted from a template created by Dr. K. Roscoe

14

Lesson Plan Template ED 3504 Group Lesson

Adapted from a template created by Dr. K. Roscoe

15

Lesson Plan Template ED 3504 Group Lesson

Assessment
Topic

Grade 3 Mental Math - 50 min

12students

Name

Mr. Toth

LEARNING OUTCOMES
General Outcome
Develop number sense
Specific Outcome 10
Apply mental mathematics strategies, such as:
- Using doubles
- Making 10
- One more, one less
- Two more, two less
- Building on a known double
- Thinking addition for subtraction
for basic addition facts and related subtraction facts to eighteen.

LEARNING OBJECTIVES
Students will:
5. Demonstrate ability to add single digit numbers using Counting On Doubles Plus One and
Doubles Minus One techniques.
6. Demonstrate ability to select one of the three aforementioned strategies to mentally solve
single digit math problems.

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

(1,2) Comments and answers in practice questions

(2) What Mental math Strategy did you use to solve the question?

(1, 2) Submitted test

LEARNING RESOURCES CONSULTED

Maximizing Math Chapter 3 Mental Math

MATERIALS AND EQUIPMENT

Name Sticks
Math Test
Notebook Slides of review questions

PROCEDURE
Attention Grabber

Prior to lesson

Advance
Organizer/Agenda

Math Application Question

QUESTION: By raise of hand, who was able to see how math
is used in everyday life outside of school?
If students are having trouble coming up with ideas give
them and example from my life or ask TA to share an
example.
Take 3 or 4 responses.
Have brief discussion on each relating how what we learn in
class particular mental math has application to everyday
experiences.
Commend students who thought of practical math
applications.
Set up projector
Prepare whiteboard and markers
Print of tests
Prepare question slides
Introduction
Math in everyday life conversation
Test Practice Questions
Test Instructions
Test
Code worksheet/read/draw

Adapted from a template created by Dr. K. Roscoe

3-5min

Time

16

Lesson Plan Template ED 3504 Group Lesson

Learning Activity
#1

Closure

Body
Practice Questions
Display practice questions on the board via notebook
Explain that the questions that we will use in our review are
the exact same format that as the questions that will be on
the test today.
Review each question with the entire class
Practice Questions using the following steps
o Display question using SMART presentation
o Call on one student to read the question out loud to
the class
Add or Subtract?
o QUESTION: Ask class if the question is asking us to
add or subtract?
o QUESTION: Ask students how they know whether
they are to add or subtract.
o Talk about key words or phrases that indicate
whether we are to add or subtract (ex. how many in
total, or how many more).
Write Expression
o QUESTION: Ask students to each think of an
expression that could be written for this question and
whisper it into their hand (the first time this question
is asked review what an expression is).
o Call on one student to share their answer using
name sticks.
o Write expression on the board.
o Discuss with class if the expression is correct.
Choose and Indicate Mental Math Strategy
o QUESTION: Ask students what mental math strategy
they would use to solve this equation and what they
think the answer is-whisper their answer into their
hands.
o Call on one student to share their answer and the
strategy they used using name sticks.
o Discuss the answer as a class.
o Write the numeric answer on the board.
o Circle strategy used.
o QUESTION: Ask students why they used the strategy
they used.
Explain Reasoning for strategy
o QUESTION: Ask students how they would explain
their reasoning for the strategy they used in a
sentence or two.
o Discuss this as a class.
o Write the answer written answer on the board.
Repeat procedure until all 5 practice questions have been
reviewed.

Assessments/
Differentiation:

Learning Activity
#2

Test Instruction
Explain that the test will be completed independently.
QUESTION: Since this test is to be done independently
should there be any talking?
QUESTION: What should you do if you have a question- raise

Adapted from a template created by Dr. K. Roscoe

Time

10-15min

20-25min

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Lesson Plan Template ED 3504 Group Lesson

Assessments/
Differentiation:

Class/ Test Closure

your hand.
Explain that when they are done with the test they should
raise their hand, I will take their test then give them a fun
code worksheet that if they complete choose to complete
they will get a Halloween candy, if they do not want to
complete they can quietly read or draw.
QUESTION: Ask students what they should do once they are
done the test.
QUESTION: Ask students of they have any questions about
the test.
Explain if necessary.
Hand out test.
Ask each student to write their name and the date on the
provided lines on the front of the test.
Explain that the rubric at the end of the test will be used by
the teacher to mark their test and will be explained later on.
Tell students they will have 20min to complete the test.
Draw line on the board.
Place 0 and 20 at each end, and intervals at 5, 10 and 15
Explain to the students that I will fill in the line as time goes
by so they can see visually how much time they have left.

QUESTION: Ask students if there are any last questions?

Explain if necessary.
Tell students to begin.
Observation
Watch students take tests.
Answer questions students may have by walking students
through steps do not give them the answer.
If a student seems to be stuck help them walk through
steps.
Add to the time meter every 5 minutes.
Ensure a fair, quite test environment.
Take in tests and hand out code worksheets as needed.
If students are struggling to get done in time help walk
them through questions.
If a student is struggling with the written portion offer to
scribe their explanation.
Closure
5 minutes before bell call students attention by saying,
eyes up here please.
Explain that any students who are not done the test will
please hand it in now.
Explain that every student who wants a worksheet may
have one and I will give Halloween treats tomorrow to those
who have completed it.
Thank students for their attention; mention positive
behaviors observed throughout test.
Explain that next class we will be working on two-digit
mental math.
Ask students to clean up and prepare to go to their next
class.
If time remains after clean up and preparation ask students

Adapted from a template created by Dr. K. Roscoe

Time
5min

18

Transition To Next
Lesson

Lesson Plan Template ED 3504 Group Lesson

to share what they did over the weekend or something that
they are excited about this upcoming week.
Listen for opportunities to relate experiences to math or
mental math, but dont stretch it too far.
The test will be used to help the teacher evaluate
o Students ability to accurately do mental math
o Students ability to understanding when and how
mental math can be used in everyday life
o Students ability to use a variety of mental math
strategies
o Students ability to explain their reasoning for using
mental math strategies through writing
The results from the test will help the teacher understand
what objectives have been met and what objectives have
not been met on a student-to-student basis.
The teacher may then address objectives that were not met
one-on-one; in small groups or as a class depending on how
many students did not meet the intended objectives.
The teacher will also have a base understanding of
students' knowledge and abilities from which to create
future lesson plans activities and discussion.
Will take place next class
Hand back test with
o Checks and circles on each question indicating
correct or incorrect answers.
o A rubric indicating their evaluation and final score.
o Constructive comments about test performance on
rubric. Just a little bit more detail in your
explanation and you will get a 4! Good work great
work on finding the right answer we will practice a
little more on understanding written questions
Explain how the rubric works and how I marked the test.
QUESTION: Ask if there are any questions about the rubric.
Will take place after feedback to students while students still
have their test in hand.
Ask and discuss the following Questions:
o What did you think of the test?
o What did you like about the test?
o What did you dislike about the test?
o What would have made it better?
o Where there any questions that seemed hard, tricky, or
unfair?
Thank students for their feedback and let them know it will
help in developing the next test.
Explain that next class we will be working on two-digit
mental math.

Sponge
Activity/Activities

Assessment of
Learning:

Feedback To
Students

Feedback From
Students:

Reflection

Code worksheet
Experiences from weekend or exciting experiences coming up this next
week.
3 things that went well

Adapted from a template created by Dr. K. Roscoe

19

Lesson Plan Template ED 3504 Group Lesson

3 things I would change

Adapted from a template created by Dr. K. Roscoe

20