Lesson Plan Template
SPED 435/ED 427
Topic: Math
Standards:
3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship between
addition and subtraction.
CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly.
Objective: SWBAT to read a given problem and create an alternative but equivalent
equation.
Student-Friendly Objective: We will learn how to rewrite addition problems.
Assessment Plan: Students will be informally assessed through observation,
questioning techniques, and written work. I expect students to identify whether ones,
tens, and hundreds place values are correctly aligned. Students will share answers with
each other. Assessment will not count towards a grade but will serve to check
understanding.
Materials Needed: Whiteboard, marker, eraser, workbook, manual, manipulatives.
Key Vocabulary:
Add: increase a number.
Sum: the total.
Columns: the ones, tens, and hundreds place values.
Anticipatory Set:
• Read A Place for Zero: A Math Adventure by Angeline Sparagna LoPresti & discuss.
Instructional Inputs:
• Discuss behavioral expectations: Safe, Responsible, Respectful.
• Begin reading the script from the teacher’s manual:
• “Find Part 2 on your worksheet. You’re going to copy these problems, but you’re
not going to work them. The problems are written in tows. You’re going to copy
them as column problems.”
• “Problem A. 219 plus 64. Problem A is already written in columns. There is a plus
sign and there is a line. Read problem B.” (Signal.) 851 plus 62.
• “You’re going to write 851 plus 62 as a column problem. Remember to line up the
digits in the tens column and the ones column.”
Modeling:
• Write 851 + 62 as a row on a whiteboard. Write it as a column problem below it.
Model which number goes where and emphasize how to line up ones, tens, and
hundreds places.
Guided practice:
• Follow the script in the teacher’s manual to guide students through each
problem in section 2 of their workbooks.
• Ask students to give you a thumbs up if they feel good about rewriting problems,
to give you a side-ways thumb if they kind of understand, and a thumbs down if
they’re confused.
Closure:
• Reiterate ones, tens, and hundreds place values.
Independent practice/application:
• Have students complete the rest of section 2 independently if they feel ready.
Differentiation
• Model grid lines to organize columns.
• Provide an example problem to refer to.
• Students who finish early may play mathematic games or solve mathematic
puzzles. Students may also choose to read a library or class book.
Transition:
• Ding the chime 3 times.
• Ask students for materials back.
• Review their behavior chart with them.
• Return their folders.
Reflection:
• Instruction went well. Students remained on task. They learned about aligning
place values into the correct columns. I observed them through their written
work on their worksheets, as well as through question and discussion
techniques. I learned that it is important to set firm limits and follow up with the
consequences. I should have included more positive and specific praise to
reinforce expected behavior.
